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 1.1 Introduction to the Subchapter
Chapter 1.1 Quiz
Chapter 1.2: The Four Pillars of Computational Thinking
Chapter 1.2 Quiz
Chapter 1.3: Real-Life Algorithms
Chapter 1.3 Quiz
Chapter 1.4: Flowcharts and Pseudocode
Chapter 1.4 Quiz
Chapter 1 Exam
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 2.1 Basic Architecture of a Computer System
Chapter 2.1 Quiz
Chapter 2.2 Hardware vs. Software
Chapter 2.2 Quiz
Chapter 2.3 The CPU and the Fetch–Execute Cycle
Chapter 2.3 Quiz
Chapter 2.4 Peripherals and Connectivity
Chapter 2.4 Quiz
Chapter 2.5 Hands-On Exploration of Hardware Components
Chapter 2 Exam
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 3.1 Binary System Basics
Chapter 3.1 Quiz
Chapter 3.2 Counting in Binary and Conversions
Chapter 3.2 Quiz
Chapter 3.3 Text Encoding: ASCII and Unicode
Chapter 3.3 Quiz
Chapter 3.4 Images and Pixels
Chapter 3.4
Chapter 3.5 Introduction to Sound Sampling
Chapter 3.5 Quiz
Chapter 3.6 Applied Activity: Creating Pixel Art with Binary Codes
Chapter 3 Exam
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 4.1 Introduction to Computer Networks
Chapter 4.1 Quiz
Chapter 4.2 Network Types – LAN vs. WAN
Chapter 4.2 Quiz
Chapter 4.3 Internet Infrastructure: How the Internet Connects the World
Chapter 4.3 Quiz
Chapter 4.4 Data Transmission: How Information Travels
Chapter 4.4 Quiz
Chapter 4.5 Key Network Components and Their Roles
Chapter 4.5 Quiz
Chapter 4.6 Understanding Data Transmission Through a Real-World Analogy: The Internet as a Postal System
Chapter 4.6 Quiz
Chapter 4 Exam
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 5.1: Online Safety Refresher
Chapter 5.1 Quiz
Chapter 5.2 Common Cyber Threats
Chapter 5.2 Quiz
Chapter 5.3 Passwords and Authentication
Chapter 5.3 Quiz
Chapter 5.4 Personal Data Protection
Chapter 5.4 Quiz
Chapter 5.5 Introduction to Encryption
Chapter 5.5 Quiz
Chapter 5.6 Phishing Detection and Online Safety Campaign
Chapter 5 Exam
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 6.1: Digital Citizenship
Chapter 6.1 Quiz
Chapter 6.2 Ethical Issues in Technology
Chapter 6.2
Chapter 6.3: Intellectual Property
Chapter 6.3 Quiz
Chapter 6.4: Cyber Ethics – The Moral Responsibility of Technology Users
Chapter 6.4 Quiz
Chapter 6.5: Real-World Case Studies and Examples
Chapter 6.6: Ethical Debate and Role-Play
Chapter 6 Exam
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 7.1 What Is an Algorithm?
Chapter 7.1 Quiz
Chapter 7.2 Common Algorithmic Constructs
Chapter 7.2 Quiz
Chapter 7.3: Tracing Algorithms
Chapter 7.3 Quiz
Chapter 7.4: Problem-Solving Strategies
Chapter 7.4 Quiz
Chapter 7.5: Famous Simple Algorithms (Conceptual Overview)
Chapter 7.5
Chapter 7.6 Applied Activity: Designing and Testing an Algorithm
Chapter 7 Exam
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 8.1 Programming Environment
Chapter 8.1 Quiz
Chapter 8.2 Basic Constructs in Visual Programming
Chapter 8.2 Quiz
Chapter 8.3: Events and Interactions
Chapter 8.3 Quiz
Chapter 8.4 Debugging Strategies: Identifying and Fixing Errors in Visual Programming
Chapter 8.4 Quiz
Chapter 8.5: Mini-Projects – Applying Programming Fundamentals in Visual Languages
Chapter 8 Exam
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 9.1 Syntax Basics: Introduction to Text-Based Programming
Chapter 9.1 Quiz
Chapter 9.2 Variables and Data Types
Chapter 9.2 Quiz
Chapter 9.3 Control Structures in Text Form
Chapter 9.3 Quiz
Chapter 9.4: Simple Input/Output
Chapter 9.4 Quiz
Chapter 9.5: Comparison to Block Code
Chapter 9.5 Quiz
Chapter 9.6: Optional: Introduction to a Simple Graphics Library
Chapter 9.7: Applied Activity: Build a Basic Program
Chapter 9 Exam
Chapter 10.1 Spreadsheet Basics Refresh
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 10.1: Spreadsheet Basics Refresh
Chapter 10.1 Quiz
Chapter 10.2 Formulas and Functions in Spreadsheets
Chapter 10.2 Quiz
Chapter 10.3: Data Organization
Chapter 10.3 Quiz
Chapter 10.4: Advanced Data Visualization with Charts and Graphs
Chapter 10.4 Quiz
Chapter 10.5: Data Analysis Project
Chapter 10.5 Quiz
Chapter 10.6 Real-World Context and Applications of Spreadsheets
Chapter 10 Exam
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 11.1 Project Planning and Topic Selection
Chapter 11.1 Quiz
Chapter 11.2 Content Creation and Digital Tools
Chapter 11.2 Quiz
Chapter 11.3: Information Literacy and Research
Chapter 11.3 Quiz
Chapter 11.4: ​Design principles
Chapter 11.4 Quiz
Chapter 11.5 Ethical Use of Media
Chapter 11.5 Quiz
Chapter 11.6 Technical Skills for Digital Production
Chapter 11.6 Quiz
Chapter 11.7 Project Development Cycle
Chapter 11.7 Quiz
Chapter 11 Exam
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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Chapter 12.1 Integrated Project Challenge
Chapter 12.2 Coding Challenge
Chapter 12.3 Quiz and Discussion
Chapter 12.4 Reflection and Self-Assessment
Final Exam
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Final Exam
Appendix
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Appendix
Year 7 Computer Science
About Lesson

Introduction to Cyber Ethics

Cyber ethics refers to the moral principles that govern the responsible use of technology and the internet. As our reliance on digital systems grows, ethical dilemmas surrounding privacy, hacking, intellectual property, and online behavior have become increasingly important.

Understanding cyber ethics is essential to ensure that technology benefits society while minimizing harm. It helps individuals and organizations make responsible decisions in areas such as cybersecurity, social media, artificial intelligence, and online interactions.

This chapter will focus on hacking ethics, responsible disclosure, and moral responsibility in computing, equipping students with the knowledge to navigate ethical challenges in the digital world.

Hacking Ethics: The Fine Line Between Good and Bad

Hacking is a term that often carries a negative connotation, but not all hackers are criminals. In fact, ethical hacking plays a crucial role in securing computer systems and networks.

What is Hacking?

Hacking refers to the act of gaining unauthorized access to computer systems, networks, or data. However, the intentions behind hacking can differ significantly. Some hackers exploit systems for malicious purposes, while others work to improve cybersecurity and protect users.

Types of Hackers

  1. White Hat Hackers (Ethical Hackers)

    • Work with organizations to strengthen cybersecurity by identifying and fixing vulnerabilities.
    • Have permission to test security systems through penetration testing (simulated cyberattacks).
    • Example: A cybersecurity expert is hired by a bank to test its online banking system for weaknesses.
  2. Black Hat Hackers (Malicious Hackers)

    • Illegally access computer systems to steal data, spread malware, or cause damage.
    • Often engage in activities such as identity theft, financial fraud, or corporate espionage.
    • Example: A hacker steals credit card information from an e-commerce website and sells it on the dark web.
  3. Grey Hat Hackers (Unauthorized but Not Malicious)

    • Hack into systems without permission but claim to do so for the greater good.
    • Unlike white hat hackers, they do not have prior authorization but usually report vulnerabilities rather than exploit them.
    • Example: A hacker discovers a security flaw in a government website and informs the authorities but still broke the law by accessing the system without permission.
  4. Script Kiddies

    • Inexperienced individuals who use pre-made hacking tools without deep knowledge of how they work.
    • Often engage in minor cyberattacks for fun or recognition.
    • Example: A teenager launches a denial-of-service (DoS) attack on a gaming server to slow it down.
  5. Hacktivists

    • Use hacking as a form of protest or activism, often targeting governments or corporations.
    • Their actions may be illegal but are driven by political or social motivations.
    • Example: A group hacks into a government website to expose corruption.

Responsible Disclosure of Security Vulnerabilities

When ethical hackers discover security flaws, they must follow proper procedures to report them responsibly. This process, known as responsible disclosure, ensures that vulnerabilities are addressed before cybercriminals can exploit them.

Steps in Responsible Disclosure

  1. Identify the Vulnerability

    • A security researcher or ethical hacker discovers a security weakness in a system, website, or software.
  2. Report the Issue to the Organization

    • Instead of exploiting the vulnerability, the researcher privately notifies the affected company or organization.
  3. Allow Time for a Fix

    • The organization is given time to fix the issue before the vulnerability is publicly disclosed.
  4. Public Disclosure (After Fixes are Made)

    • Once the issue is resolved, the vulnerability can be publicly disclosed to educate others and improve security awareness.

Example of Responsible Disclosure

A security researcher finds a flaw in a messaging app that could expose private conversations. Instead of sharing it publicly, they contact the app developers, who release a security update before hackers can exploit the flaw.

Moral Responsibility in Computing

Technology provides us with incredible power, but it also raises ethical questions. Just because we can do something with technology doesn’t mean we should. Ethical computing requires individuals to consider the consequences of their actions and make responsible choices.

Key Ethical Dilemmas in Computing

  1. Privacy vs. Security

    • Should governments monitor private conversations to prevent crime, or does this violate personal privacy?
    • Is it ethical for companies to collect and sell user data without consent?
  2. Artificial Intelligence (AI) and Automation

    • If AI can replace human workers, should companies prioritize efficiency over job security?
    • How do we ensure that AI systems do not inherit biases that discriminate against certain groups?
  3. Software Piracy

    • Is it acceptable to use pirated software if the original version is too expensive?
    • What are the consequences of using illegally obtained software for individuals and businesses?
  4. Hacking for a Cause (Hacktivism)

    • If hacking into a company exposes corruption, is it justified?
    • Does the end result (revealing wrongdoing) justify breaking the law?
  5. Cyberbullying and Online Harassment

    • What ethical responsibilities do social media companies have to prevent cyberbullying?
    • How should users handle online conflicts in a responsible way?

Cyber Laws and Consequences of Unethical Behavior

Many unethical computing activities are illegal and carry serious consequences. Understanding the legal implications of cyber activities helps individuals make informed decisions.

Common Cyber Laws in Malaysia

  • Computer Crimes Act 1997 – Covers offenses such as unauthorized access to computer systems, hacking, and cybercrimes.
  • Personal Data Protection Act 2010 – Protects personal information and prevents misuse of personal data by companies.
  • Communications and Multimedia Act 1998 – Regulates internet behavior, including cyberbullying and online defamation.

Legal Consequences of Cybercrime

  • Fines and penalties for unauthorized access to systems.
  • Jail time for committing financial fraud or data theft.
  • Permanent damage to personal reputation and career prospects.

The Role of Schools and Individuals in Promoting Cyber Ethics

Both schools and individuals play a critical role in fostering ethical behavior in computing.

How Schools Promote Cyber Ethics

  • Teaching responsible digital citizenship from an early age.
  • Encouraging students to think critically about online behavior.
  • Educating students on the legal and ethical consequences of cybercrimes.

How Individuals Can Practice Ethical Computing

  • Think Before You Post – Online actions create a permanent digital footprint.
  • Report Cybercrimes – If you witness unethical behavior online, report it to the relevant authorities.
  • Use Technology for Good – Develop skills in ethical hacking, cybersecurity, or software development to contribute positively to society.

Why Cyber Ethics Matters

  • Prevents Harm: Unethical computing can lead to financial loss, identity theft, and reputational damage.
  • Promotes Trust: Ethical behavior builds trust between individuals, businesses, and governments.
  • Encourages Innovation: Ethical considerations ensure that technology is developed responsibly to benefit humanity.

By practicing responsible behavior in computing, we can create a safer and more ethical digital world.

Conclusion

Cyber ethics is a crucial part of being a responsible digital citizen. Understanding hacking ethics, responsible disclosure, and moral responsibility in technology helps individuals navigate ethical challenges in the digital world.

As technology continues to advance, so do ethical dilemmas. The decisions we make today shape the future of cybersecurity, artificial intelligence, and online interactions.

In the next section, “Real-World Case Studies and Examples,” we will explore real-life scenarios where cyber ethics played a critical role in shaping technological decisions and their impact on society.

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