Course Content
Chapter 1: Introduction to Computing & Computational Thinking
Description: Kicks off Year 7 by transitioning from ICT to Computer Science. Students learn what computing entails beyond using applications. They explore how to think computationally – breaking down problems and designing step-by-step solutions. This chapter reinforces problem-solving skills without duplicating Year 6 work, by diving into the concepts behind tasks they may have already done. Subtopics include: The difference between ICT (using software) and Computer Science (understanding and creating technology). The four pillars of computational thinking: decomposition, pattern recognition, abstraction, and algorithms​ stjohnsschoolcyprus.com . Real-life algorithms (e.g. recipe or daily routine) to illustrate sequencing and logical steps. Flowcharts and simple pseudocode as tools to plan out solutions. Applied Activity: Designing an algorithm for a familiar task (e.g. a simple game or making a sandwich) and drawing a flowchart to represent it. Learning Objectives: Define what computer science is and how it differs from general ICT use. Explain and apply key computational thinking terms (decomposition, patterns, abstraction, algorithms)​ stjohnsschoolcyprus.com in solving a problem. Develop a simple algorithm independently and represent it in a flowchart or pseudocode. Understand that computational thinking helps prepare for programming and problem-solving in technology. Subchapter 1.1: From ICT to Computer Science Focus: Clarifying how ICT differs from Computer Science. Content: Real-world examples showing the shift from “using tools” (ICT) to “understanding and creating tools” (CS). Why: Helps students see the big-picture purpose of studying Computer Science at Year 7 level. Subchapter 1.2: The Four Pillars of Computational Thinking Focus: Explaining decomposition, pattern recognition, abstraction, and algorithm design. Content: Simple, relatable examples (e.g., decomposing a daily routine, finding patterns in everyday tasks). Why: Ensures students grasp the core thought processes underlying all coding and problem-solving. Subchapter 1.3: Real-Life Algorithms Focus: Showing how algorithms (step-by-step instructions) apply to daily life. Content: Familiar tasks (making a sandwich, brushing teeth) that illustrate sequences and logic. Why: Builds on computational thinking by demonstrating that algorithms aren’t just for computers. Subchapter 1.4: Flowcharts and Pseudocode Focus: Introducing these planning tools as ways to represent algorithms. Content: Basic flowchart symbols, writing short pseudocode, walking through small examples. Why: Equips students with practical techniques for structuring and testing their ideas before coding.
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Chapter 2: Computer Systems – Hardware and Software
Description: Introduces the basic architecture of computer systems, building on any device familiarity from primary school. This chapter ensures students know how a computer works internally without getting overly technical. It expands on Year 6 knowledge (e.g. using tablets or PCs) by looking “under the hood” at components and system software, rather than repeating how to use them. Subtopics include: Main hardware components: input devices, output devices, CPU (processor), memory (RAM), storage (HDD/SSD) – their roles and how they work together. The difference between hardware and software; examples of system software (operating system) vs. application software. The basic fetch–execute cycle concept (how the CPU processes instructions). Overview of how peripherals connect to a computer (ports, cables, wireless). Applied Activity: Hands-on identification of components (e.g. examining an old PC or using an interactive simulation to “build” a computer) to reinforce the function of each part. Learning Objectives: Identify and describe the function of key hardware components in a computer system. Distinguish between the operating system and application software, and understand their interplay. Outline how a simple instruction is processed by the CPU and memory (at an age-appropriate level). Demonstrate understanding by assembling a basic PC setup (physically or via a simulator) and explaining how data moves through the system.
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Chapter 3: Data Representation – Binary and Media
Description: Explores how computers represent different types of information using binary code. This chapter builds on any basic binary concepts from primary (if students encountered binary puzzles) but goes further into practical representation of text and images. It avoids repetition by introducing new contexts (e.g. how their favorite songs or pictures are stored). Understanding data representation prepares students for topics like programming and networking in later years​. Learning Objectives: Explain that all data in computers (numbers, text, pictures, sound) is represented using binary digits​ Convert simple numbers from decimal to binary and vice versa. Demonstrate how text is stored by encoding a message in ASCII (e.g. writing a word in binary code). Understand how pixel images are formed and manipulate a simple image by adjusting binary values (through an unplugged activity or software). Appreciate the need for data representation techniques and how they enable all digital media.
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Chapter 4: Networks and the Internet
Description: Introduces the concept of computer networks, including how the Internet works. This is likely a new topic (not covered in Year 6), so it starts with fundamentals and uses engaging, unplugged activities to demonstrate networking concepts. Students learn how computers communicate, which lays groundwork for more advanced networking in Year 8. The approach is kept basic and avoids deep technical jargon, focusing on real-world understanding of the Internet they use daily. Subtopics include: What a network is and why we network computers (sharing information, resources). Network types: LAN vs WAN; understanding the school network vs the global Internet. Internet infrastructure: Introduction to how the internet connects networks worldwide; the role of ISPs. Data transmission: Concept of data traveling in packets across the internet, and what happens when you send an email or load a webpage (simplified step-by-step). Key components: Servers, routers, switches (basic roles), and terms like IP address and URL (what they mean in simple terms). Applied Activity: “Internet as a postal system” simulation – students play roles of computers and routers, passing packets (envelopes) with addresses to simulate how data moves from one point to another. Alternatively, a semaphore flag or messaging game to demonstrate sending messages with protocols​ teachcomputing.org . Learning Objectives: Define a computer network and give examples of networks in daily life (school network, home Wi-Fi, internet). Distinguish between the Internet (global network of networks) and the World Wide Web (services/content). Describe in simple terms how data is broken into packets and routed from a sender to a receiver across a network. Identify basic network components (router, server, etc.) and their purpose in enabling communication. Understand real-world implications of networks (e.g. speed, reliability, the need for network security, which links to the next chapter).
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Chapter 5: Cybersecurity and Online Safety
Description: Focuses on keeping information and devices secure, combining online safety taught in primary school with new cybersecurity concepts. It builds on Year 6 e-safety (such as safe passwords and stranger danger online) by introducing how and why cyber threats occur. Students learn practical ways to protect themselves and understand the basics of cybersecurity, preparing them for deeper security topics in later years (which might include more technical details in Year 9)​
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Chapter 6: Computing Ethics and Digital Citizenship
Description: Engages students with the ethical, legal, and social implications of technology. This chapter broadens their perspective beyond just using technology, building on their online safety knowledge to cover topics like digital etiquette, intellectual property, and the digital divide. It does not repeat basic rules learned in Year 6; instead it introduces new dilemmas and discussion about how computing affects society and our responsibilities as users. Real-world cases and scenarios make this topic tangible and prepare students to be thoughtful tech users in Year 8 and beyond
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Chapter 7: Algorithms and Problem Solving
Description: Now that students have a grasp of computational thinking (from Chapter 1), this chapter dives deeper into designing and understanding algorithms for tasks. It serves as a bridge between the abstract idea of an algorithm and actual coding in the next chapters. There is no repetition of the earlier algorithm content; instead, this chapter introduces more structured ways to represent algorithms (like pseudocode) and simple algorithmic problems to solve. This prepares students for formal programming by solidifying how to plan solutions logically.
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Chapter 8: Programming Fundamentals with Visual Languages
Description: Introduces programming in a visual/block-based language (such as Scratch) to build confidence with coding concepts in a beginner-friendly environment. Many students may have used Scratch in Year 6, so this chapter quickly reviews the basics without reteaching old projects, then pushes into new territory (like using more complex logic or creating larger programs). The aim is to cover core programming constructs in practice: sequences, loops, variables, and conditionals. Students engage in hands-on coding projects that make learning fun and concrete.
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Chapter 9: Introduction to Text-Based Programming
Description: This chapter transitions students from block-based coding to a text-based programming language, such as Python. It builds directly on the logic and structures learned in Scratch, showing students the equivalent in a written syntax. By starting simple and possibly using tools that make the transition easier (for example, using a beginner-friendly code editor or a hybrid block/text tool), students avoid feeling like they are starting from scratch (pun intended). This prepares them for more rigorous programming in Year 8 and 9, as required by the curriculum (using at least one textual language in KS3)​
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Chapter 10: Data Handling and Spreadsheets
Description: Shifting focus from programming, this chapter teaches data handling skills using spreadsheets – an essential aspect of computing and digital literacy. It extends students’ Year 6 experience (they might have made simple charts or tables before) by introducing more powerful features of spreadsheet software. Through practical exercises, students learn how data is organized, analyzed, and visualized, linking to real-world applications (such as basic data science or keeping records) and setting the stage for database concepts in later years.
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Chapter 11: Creative Computing Project (Digital Media and Information Literacy)
Description: This chapter allows students to apply their computing knowledge in a creative, cross-curricular project. They will plan and develop a digital product – for example, a simple web page or blog, a short video, or an interactive multimedia presentation – around a real-world cause or topic of interest. The aim is to synthesize skills from earlier chapters (graphics, text handling, ethical use of content, maybe a bit of HTML or using a website builder) and bolster their information literacy. By doing so, students see the real-world application of computing tools and practice designing for an audience​
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Chapter 12: Capstone Challenge and Review
Description: The final chapter of Year 7 is a capstone that ties all the topics together in a cumulative challenge or showcase. Students undertake a project or a set of challenges that require them to draw on multiple skills learned throughout the year – from programming and data handling to ethical thinking. This ensures a smooth progression to Year 8 by reinforcing Year 7 content and giving teachers a chance to identify areas that need review. It is also an opportunity for students to celebrate what they’ve created and learned.
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Final Exam
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Appendix
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Year 7 Computer Science
About Lesson

What is Encryption?

Encryption is the process of converting readable information (plaintext) into an unreadable format (ciphertext) to prevent unauthorized access. This ensures that only people with the correct key can access and understand the data. Encryption is a critical part of cybersecurity and plays an essential role in keeping our digital world secure.

In a world where data breaches and cyberattacks are increasing, encryption is vital for:

  • Protecting sensitive data such as passwords, bank account details, and personal messages.
  • Ensuring safe communication over the internet.
  • Preventing identity theft and financial fraud.
  • Securing government and corporate data from hackers.

How Does Encryption Work?

Encryption works using cryptographic algorithms that scramble the data in a way that only an authorized person with a special decryption key can unscramble it.

There are two primary types of encryption:

1. Symmetric Encryption (Secret Key Encryption)

  • The same key is used for both encryption and decryption.
  • It is fast and efficient, making it suitable for encrypting large amounts of data.
  • Examples:
    • AES (Advanced Encryption Standard) – Used for securing sensitive information in government and financial systems.
    • DES (Data Encryption Standard) – Older encryption standard, now considered weak due to advances in computing power.

Example of Symmetric Encryption:

Imagine a locked box where a message is stored inside. The sender locks the box with a key and sends it to the receiver. The receiver, who has the same key, unlocks the box to read the message.

🔑 Problem: If someone steals the key, they can unlock any encrypted message.

2. Asymmetric Encryption (Public-Key Encryption)

  • Uses two keys:
    • Public Key (for encryption) – Anyone can use it to encrypt a message.
    • Private Key (for decryption) – Only the recipient has access to it.
  • It is more secure than symmetric encryption but also slower due to complex calculations.
  • Examples:
    • RSA (Rivest-Shamir-Adleman) – Used for secure communication on the internet.
    • ECC (Elliptic Curve Cryptography) – A more efficient encryption method, often used in mobile devices.

Example of Asymmetric Encryption:

Think of a mailbox:

  • The mailbox is open to the public to receive letters (public key).
  • Only the owner of the mailbox has the key to open it and read the letters (private key).

🔑 Benefit: Even if someone intercepts the encrypted message, they cannot read it without the private key.

Why Do We Need Encryption?

1. Protecting Online Communication

Encryption ensures that online communication remains confidential.

  • Messaging apps like WhatsApp, Signal, and Telegram use end-to-end encryption, meaning that only the sender and recipient can read the messages.
  • Emails are encrypted to prevent unauthorized access.

2. Securing Online Transactions

Encryption protects online banking, shopping, and financial transactions.

  • SSL/TLS encryption is used to secure websites with HTTPS (e.g., online shopping sites like Lazada, Shopee, Amazon).
  • It prevents hackers from stealing credit card details.

3. Protecting Stored Data

Encryption is also used to secure stored data on computers, smartphones, and cloud storage.

  • Disk encryption (e.g., BitLocker, FileVault) prevents unauthorized access to files.
  • Cloud encryption ensures that personal files stored in Google Drive, iCloud, or Dropbox remain safe.

4. Preventing Data Breaches

Without encryption, hackers can easily steal passwords, financial records, and business secrets.

  • Companies and governments use encryption to protect sensitive data from cybercriminals.
  • Hospitals encrypt patient medical records to maintain privacy.

The Caesar Cipher: A Simple Example of Encryption

One of the earliest known encryption methods is the Caesar cipher, used by Julius Caesar to send secret military messages.

How the Caesar Cipher Works

  • Each letter in a message is shifted forward or backward by a fixed number of places in the alphabet.
  • If the shift is 3, then:
    • A → D, B → E, C → F, …
    • HELLO → KHOOR

Plaintext

A

B

C

D

E

F

G

H

I

J

K

Shift +3

D

E

F

G

H

I

J

K

L

M

N

Example of Encryption using the Caesar Cipher:

  • Plaintext Message: HELLO FRIEND
  • Shift: +3
  • Ciphertext: KHOOR IULHQG

Decrypting a Caesar Cipher

To decrypt, simply shift backward by the same number.

  • If the ciphertext is KHOOR IULHQG and the shift was +3, shifting back −3 gives HELLO FRIEND.

Why is the Caesar Cipher Not Secure?

The Caesar cipher is too simple to be used in modern encryption:

  • Only 25 possible shifts – Easy for hackers to break by trying all shifts (brute force attack).
  • Does not change letter frequency – Certain letters appear more frequently in a language (e.g., “E” is common in English), making it easy to recognize patterns.

Because of these weaknesses, modern encryption uses complex mathematical algorithms that are nearly impossible to crack without the proper key.

Modern Encryption Techniques

To solve the problems of the Caesar cipher, modern encryption uses stronger algorithms:

1. AES (Advanced Encryption Standard)

  • Uses 256-bit keys that would take billions of years to break using current technology.
  • Used by governments, banks, and online services.

2. RSA Encryption

  • Used for securing websites, emails, and digital signatures.
  • Used in combination with public and private keys for extra security.

3. Hashing (One-Way Encryption)

  • Converts data into a fixed-length string that cannot be reversed.
  • Used to store passwords securely (e.g., when you log in to an account, your password is compared to its stored hash).

Key Takeaways

🔑 Encryption protects data during transmission and storage.
🔑 Symmetric encryption uses one key, while asymmetric encryption uses two keys (public & private).
🔑 The Caesar cipher is a simple historical encryption method, but it is easily broken.
🔑 Modern encryption (AES, RSA, hashing) is extremely secure and used in banking, cloud storage, and internet security.

Final Thought

As technology advances, encryption continues to play a crucial role in cybersecurity. Without it, personal data, financial transactions, and online communication would be exposed to hackers and cybercriminals. Encryption ensures privacy, security, and trust in the digital world.