Grade 07: Computing

In this unit, 'HTML basics', you learn to build a simple web page with text, images and links. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• See it: watch or try the skill in 'HTML basics' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: build a simple web page with text, images and links. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Set up files: The learner creates a folder called camel-site and opens a plain text editor. She saves a new file as index.html inside it. The .html ending tells the browser that this file is a web page.
2. Step 2, Basic skeleton: She types <!DOCTYPE html>, then <html>, <head><title>My Camel Page</title></head>, then <body> and </body></html>. The title shows on the browser tab, and everything visible goes between the body tags.
3. Step 3, Heading and paragraph: Inside body she types <h1>Camels</h1> and <p>Camels live in the desert and can go days without water.</p>. In the browser she sees a large bold heading and one line of normal text below it.
4. Step 4, Image: She copies camel.jpg into the folder and types <img src="camel.jpg" alt="A camel standing on sand">. The browser shows the picture, and the alt text is read by screen readers and appears if the image fails to load.
5. Step 5, Link: She types <a href="facts.html">More camel facts</a>. Clicking the blue underlined words opens facts.html, which she creates with <h1>Facts</h1> and <p>Camels have two humps or one.</p>. A relative link works because both files are in one folder.
6. Step 6, Test and fix: She saves and refreshes. The image is missing, so she checks the file name and finds she typed Camel.jpg with a capital C. She changes it to camel.jpg, saves, refreshes, and the picture appears.
7. Your turn: Make a page with the title 'My Dates', a heading, a paragraph and a link to about.html. Model answer: <title>My Dates</title>, <h1>Dates</h1>, <p>Sweet fruit.</p>, <a href="about.html">About</a>, all inside the body, saved as index.html.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Build a simple web page with text, images and links: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Programming with variables, loops and decisions', you learn to solve problems with a short program. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Programming with variables, loops and decisions' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: solve problems with a short program. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Break a problem into inputs, steps and output. Problem: you save 5 coins a week and want 60. How many weeks? Inputs are 5 and 60. Process is repeat adding 5 and count the weeks. Output is the number of weeks. Plan this before typing any code.
2. Step 2, Write a while loop. savings = 0 and weeks = 0, then while savings < 60: savings += 5 and weeks += 1, then print(weeks, savings). It prints 12 60. The loop repeats while the test is true, and each pass changes a variable so the loop can end.
3. Step 3, Use a for loop when the count is known. total = 0, then for n in range(1, 101): total += n. The range runs from 1 to 100 because the end value is left out. The program prints 5050, which matches adding 1 + 2 + 3 up to 100 by pairing.
4. Step 4, Add a decision inside a loop. To count multiples of 7 below 100: count = 0, for n in range(1, 100): if n % 7 == 0: count += 1. The answer is 14, since 7 x 14 = 98 is the last multiple below 100. The % operator gives the remainder.
5. Step 5, Test and debug. If a while loop never changes savings it runs forever; stop it with the stop button and add the missing line. Check one case by hand: the first 12 weeks give 12 x 5 = 60, so the program output is correct and an off-by-one slip is ruled out.
6. Step 6, Your turn: change the program so you save 8 coins a week and want 100. How many weeks, and how much is saved? Answer: 13 weeks, because 12 weeks gives 96 which is below 100, and 13 weeks gives 104.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Solve problems with a short program: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Databases and tables', you learn to enter, sort and filter data in a table. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Databases and tables' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: enter, sort and filter data in a table. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Build the table: Faisal sets up a table with fields Name, Class and Score and five records: Ali 7A 82, Bana 7B 91, Cyrus 7A 76, Dina 7B 88, Eman 7A 91. Each row is one record and each column is one field.
2. Step 2, Sort ascending: He sorts by Score from lowest to highest. The order becomes Cyrus 76, Ali 82, Dina 88, Bana 91, Eman 91. Bana and Eman tie at 91, so they may stay in their original order or swap, depending on the tool.
3. Step 3, Sort descending: He changes the sort to highest first. Now Bana 91, Eman 91, Dina 88, Ali 82, Cyrus 76. The top of the table shows the best scores, which is useful for a quick ranking.
4. Step 4, Filter by class: He filters Class equals 7A. Only 3 records show: Ali, Cyrus and Eman. The other 2 records, Bana and Dina, are hidden but not deleted. Clearing the filter shows all 5 again.
5. Step 5, Filter by number: He filters Score greater than or equal to 85. This shows Bana 91, Dina 88 and Eman 91, which is 3 records. Ali at 82 and Cyrus at 76 do not meet the rule.
6. Step 6, Combine filters: He applies Class equals 7A and Score at least 85 together. Only Eman remains, because Eman is the one record that passes both conditions. Two conditions together are stricter than either alone.
7. Your turn: Table of books: Sand Tales Story 120, Stars Science 200, Boats Science 90, Moon Story 150 pages. Sort by pages up and filter Science. Model answer: Boats 90, Sand Tales 120, Moon 150, Stars 200; Science filter shows Stars and Boats, 2 records.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Enter, sort and filter data in a table: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

In this unit, 'Digital footprint', you learn to describe a digital footprint and manage it. You work with notes, a worked line and a self-mark. You see it, say it, then do it alone.

• See it: watch or try the skill in 'Digital footprint' on a teacher screen or a safe device.
• Name the parts: write the key words and what each part does.
• Use it: describe a digital footprint and manage it. Save your work in a named file or folder.
• Test and fix: run it, find one fault, correct it, and note what you changed.

Step by step.

1. Step 1, Define: The learner's digital footprint is every trace she leaves online: posts, photos she shared, comments, accounts, and also what others post about her. Some traces she chose on purpose, like a profile picture, and some are collected from her activity.
2. Step 2, Audit: She searches for her own name and lists what she finds: 4 public photos, 1 school quiz result, 2 comments on a game forum, and 1 old account she forgot. That is 8 items in total.
3. Step 3, Sort the items: She marks each item as keep, change or remove. Quiz result keep; 2 comments change, because one uses her full name; 4 photos, 1 shows her school uniform with the school name, so that goes to remove; the old account is removed.
4. Step 4, Manage: She sets the photo album to friends only, deletes the uniform photo, deletes the old account and its posts, and edits the forum name from her real name to a nickname. Items visible to the public drop from 8 to 3, the quiz result and the 2 comments.
5. Step 5, Think before posting: Before posting a holiday picture she asks, 'Would I be fine if my teacher, grandmother and a stranger saw this in five years?' She also leaves out the location. Posts can be copied and stay long after deletion.
6. Step 6, Review: Her new footprint shows safe, positive items such as her art competition result. She sets a reminder to check privacy settings every term. Managing a footprint is ongoing, not a one-time job.
7. Your turn: Audit shows 6 public items, 2 reveal your address. What do you do? Model answer: remove or hide the 2 address items first, set the rest to friends only, and check again; public items drop from 6 to 4 or fewer.

Activity. About 30 to 40 minutes of class work, then one short practice task for home. Keep evidence: a worked task and a corrected copy.

Standard to meet. Describe a digital footprint and manage it: at least 8 of 10 marks on a short task, with one line of reasoning for each answer.

On the slide: L1 Basic · What a computer does

Notes: Name the four jobs of a computer: input, process, output and storage. Notes: use a washing machine or a phone and label each job with a sticky note; no screens are needed. Learners say which part is the input and which is the output.

On the slide: L2 Awareness · Steps and algorithms

Notes: Describe an algorithm as ordered steps and put a set of steps in the right order. Notes: cut up the steps for making a sandwich and mix them; learners order them and find what breaks if two swap. Work unplugged. Safe knife use is for an adult only.

On the slide: L3 Foundation · Code loops and variables

Notes: Write a short program that uses a variable and a loop to give a predicted output. Notes: for i in range(1,6), print the square of i. The output is 1, 4, 9, 16, 25 and their total is 55. Learners predict the output first, then run and compare. Take breaks to rest eyes.

This course: Grade 07 Computing is at this level. Its units include HTML basics; Programming with variables, loops and decisions; Databases and tables; Digital footprint.

On the slide: L4 Practitioner · Binary and image size

Notes: Apply binary and storage sums to convert numbers and estimate file size. Notes: 45 in binary is 101101, since 32 plus 8 plus 4 plus 1 is 45. A raw picture of 800 by 600 pixels at 24 bits needs 1,440,000 bytes. Learners check by working back from binary to decimal.

On the slide: L5 Specialist · Network transfer and security

Notes: Analyse how data moves over a network and compare protections against common threats. Notes: a 50 MB file is 400 megabits; at 20 megabits per second the transfer takes 20 s. Learners work out the time on a slower link and list two safe habits for passwords and updates.

On the slide: L6 Advanced · Complexity and search

Notes: Apply Big O reasoning to compare linear and binary search. Notes: a sorted list of 1,000,000 items needs at most 20 comparisons by binary search, since 2 to the 20 is 1,048,576, instead of up to a million for linear search. Learners trace a search on 16 numbers by hand.

On the slide: L7 Super expert · Secure system design

Notes: Evaluate a small system for security risk and design controls. Notes: a 12-character password from 62 symbols holds about 71.5 bits of entropy, since 12 times log2 of 62 is 71.45. Learners rank threats, choose controls, and test only on systems they own or have written permission to test.