Computing Victorian Certificate of Education Study Design 20XX 20XX
Contents Introduction Scope of study Rationale Aims Structure Entry Duration Changes to the study design Monitoring for quality Safety and wellbeing Employability skills Legislative compliance Assessment and reporting Satisfactory completion Authentication Levels of achievement Key concepts Glossary Units 1 4 Problem-solving methodology Unit 1: Computing Areas of study and Outcomes Assessment Unit 2: Computing Areas of study and Outcomes Assessment Unit 3: Informatics Areas of study and Outcomes Assessment Unit 4: Informatics Areas of study and Outcomes Assessment Unit 3: Software development Areas of study and Outcomes Assessment Unit 4: Software development Areas of study and Outcomes Assessment 2
Introduction SCOPE OF STUDY For the purposes of this study design VCE Computing focuses on the representation, structuring and processing of data and the management of information systems. VCE Computing encompasses information systems and how people interact with a system component, namely digital systems to create solutions and to connect with others to exchange information. It includes the theoretical foundations of computation and techniques for writing programs and creating digital solutions. It also focuses on how the needs of individuals, organisations and society are met through the combination of digital systems and meaningful digital solutions. VCE Computing provides students with the opportunity to acquire and apply knowledge and skills to use digital systems efficiently and effectively when creating digital solutions. Students develop an understanding of the legal requirements and ethical responsibilities that individuals and organisations have with respect to the security and integrity of data. They examine the interrelationships between the components of information systems (data, people, processes and digital systems) in order to make informed decisions about developments in digital systems. Through a structured approach to problem solving, incorporating computational, design and systems thinking, students are equipped to orient themselves towards the future, with an awareness of the technical and societal implications of digital systems. VCE Computing is underpinned by four key concepts that define its scope, namely; data and information, digital systems, approaches to problem solving and interactions and impact. Together these form the thinking framework of the study and the organising elements for its key knowledge. RATIONALE The rapid pace of developments in digital systems, the ubiquity of these and the increasing availability of digitised data are having major influences on many aspects of society and the economy. Students need to be equipped with appropriate knowledge and skills to empower them to be discerning users of digital systems, data and information and creators of digital solutions. They need to be able to apply new ways of thinking as well as technical and social protocols when developing intellectual and social capital, cornerstones of an increasingly knowledge-based society. VCE Computing will support students in participating in a globalised society and economy as they will learn how to exploit the capabilities of digital systems and how to manage risks when communicating and collaborating. The study provides students with practical opportunities to create digital solutions for real problems in a range of settings, an essential tool set for current and future learning, work and social endeavours. VCE Computing provides pathways to further studies in areas such as computer science, information systems (including business), systems engineering, robotics, linguistics, logistics and software development, and to careers in digital-technologies based areas such as information architecture, web design, business analysis and project management. 3
AIMS This study enables students to: creatively and methodically apply skills, techniques and strategies to create digital solutions that meet a range of needs understand how data can be represented in digital systems, and how it can be structured and manipulated to become part of a digital solution become independent and discerning users of digital systems, able to appraise critically the opportunities and appropriateness of different digital systems in a range of settings understand the components of information systems and the architecture of their digital systems understand how digital systems, processes, legislation and personal behaviours can affect the integrity and security of data and information apply computational, design and systems thinking skills when creating digital solutions. STRUCTURE The study is made up of six units: Unit 1: Computing Unit 2: Computing Unit 3: Informatics Unit 4: Informatics Unit 3: Software development Unit 4: Software development Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills. A glossary defining terms used across Units 1 to 4 in the VCE Computing Study Design is included on pages XX XX. ENTRY There are no prerequisites for entry to Units 1, 2 and 3. However, students attempting VCE Informatics are expected to have sound design thinking skills and students attempting VCE Software development are expected to have sound computational thinking skills. Students must undertake Unit 3 prior to undertaking Unit 4. Units 1 to 4 are designed to a standard equivalent to the final two years of secondary education. All VCE studies are benchmarked against comparable national and international curriculum. DURATION Each unit involves at least 50 hours of scheduled classroom instruction over the duration of a semester. CHANGES TO THE STUDY DESIGN During its period of accreditation minor changes to the study will be announced in the VCAA Bulletin VCE, VCAL and VET. The Bulletin is the only source of changes to regulations and 4
accredited studies. It is the responsibility of each VCE teacher to monitor changes or advice about VCE studies published in the Bulletin. MONITORING FOR QUALITY As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment Authority will periodically undertake an audit of VCE Computing to ensure the study is being taught and assessed as accredited. The details of the audit procedures and requirements are published annually in the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to submit material to be audited. SAFETY AND WELLBEING It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety of all students undertaking the study. For this study this means an ergonomically sound work environment. USE OF DIGITAL RESOURCES Students need access to the following resources to be able to demonstrate the required outcomes. computers/tablets/handheld-devices printers web access a range of software tools, each supporting the solution to a different type of problem. Problem types and associated tools include: formatting, storing, editing and retrieving data; for example, spreadsheet, a database management system creating mathematical models; for example, spreadsheet, statistical package creating multimedia information; for example, software to edit, retrieve, insert, delete data such as text, sound, static and moving image creating graphical output; for example, drawing and graphics software, data visualisation software creating programs; for example, tools that provide programming and scripting environments including editing, compilation, execution, debugging/testing alternative input and output devices; for example, scanner, stylus, digital camera, gaming consoles, smart phones. EMPLOYABILITY SKILLS This study offers a number of opportunities for students to develop employability skills. The Advice for teachers companion document provides specific examples of how students can develop employability skills during learning activities and assessment tasks. LEGISLATIVE COMPLIANCE When collecting and using information, the provisions of privacy and copyright legislation, such as the Victorian Information Privacy Act 2000 and Health Records Act 2001, and the federal Privacy Act 1988 including the Privacy Amendment (Enhancing Privacy Protection) Act 2012 and Copyright Act 1968, must be met. 5
Assessment and reporting SATISFACTORY COMPLETION The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s performance on assessment tasks designated for the unit. Designated assessment tasks are provided in the details for each unit. The Victorian Curriculum and Assessment Authority publishes online an assessment handbook that includes advice on the assessment tasks and performance descriptors for assessment for Units 3 and 4. Teachers must develop courses that provide opportunities for students to demonstrate achievement of outcomes. Examples of learning activities are provided in the Advice for teachers section. Schools will report a result for each unit to the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Completion of a unit will be reported on the Statement of Results issued by the Victorian Curriculum and Assessment Authority as S (Satisfactory) or N (Not Satisfactory). Schools may report additional information on levels of achievement. AUTHENTICATION Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best of their knowledge, all unacknowledged work is the student s own. Teachers need to refer to the current VCE and VCAL Administrative Handbook for authentication procedures. LEVELS OF ACHIEVEMENT Units 1 and 2 Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority. Schools may choose to report levels of achievement using grades, descriptive statements or other indicators. Units 3 and 4 The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4. In VCE Computing students level of achievement will be determined by School-assessed Coursework, a School-assessed Task and an end-of-year examination. The Victorian Curriculum and Assessment Authority will report students level of performance on each assessment 6
component as a grade from A+ to E or UG (ungraded). To receive a study score, students must achieve two or more graded assessments and receive S for both Units 3 and 4. The study score is reported on a scale of 0 50; it is a measure of how well the student performed in relation to all others who took the study. Teachers should refer to the current VCE and VCAL Administrative Handbook for details on graded assessment and calculation of the study score. Percentage contributions to the study score in VCE Computing are as follows: Unit 3 School-assessed Coursework: 10 per cent Unit 4 School-assessed Coursework: 10 per cent School-assessed Task: 30 per cent End-of-year examination: 50 per cent. Details of the assessment program are described in the sections on Units 3 and 4 in this study design. 7
Key concepts Four key concepts underpin VCE Computing. These concepts are unifying themes that can be used as a way to understand and organise Computing content. They provide a thinking framework within which teaching and learning programs can be developed. They also assist students in recognising these concepts after they have encountered several examples of a concept in action. The four key concepts are: Data and information, Digital systems, Approaches to problem solving, and Interactions and impact. Within an area of study, key knowledge are organised under the headings of relevant concepts, however, not all concepts may be addressed in any one area of study. The concepts do not have their own content. Data and information focuses on the nature of data, how data and information can be acquired, structured, represented and interpreted to extract meaning in readiness to be manipulated into solutions. Digital systems focus on the functions and technical underpinnings of hardware and software components, as well as networks (wireless, wired and mobile) and the internet, including protocols and application architecture patterns, such as rich client, mobile and internet. This concept also addresses ways in which hardware and software are used to manage, control and secure accessibility of data and its transfer between digital systems. Digital systems form one component of an information system as well as people, data and processes. Approaches to problem solving focus on ways of creating solutions and of ways of thinking about problems, opportunities or needs. A detailed approach to problem solving is encompassed in the stages and activities of the problem-solving methodology, as stated on pages xx to xx. Overall approaches to problem solving involve computational, design and systems thinking. See Glossary on pages X, X and X. Interactions and impact focus on the relationships humans have with information systems as well as with other humans when using information systems. It also considers the impact of these relationships on meeting current and future needs of individuals, organisations and society, including the ownership and privacy of data and information, and personal safety. 8
Glossary For the purposes of this study design and associated assessment the following definitions will apply. Term Application architecture patterns Definition Application architecture is the process of defining a structured (software) solution that meets all of the technical and operational requirements, while optimising common quality attributes such as performance, security, and manageability. Modern software application architecture can be seen in patterns which support multi-devices and cloud enabled technology. Computational thinking Data formats Computational thinking is a process of recognising aspects of computation in the world and being able to think logically, algorithmically, recursively and abstractly. Types of data formats include decimal, currency, 24-hour clock and representations of Boolean logic. Data types Computer coding system to identify different data types including integer, floating point, string, data/time and Boolean. Design brief A statement that contains an outline of a situation, context, problem, need or an opportunity, any conditions that apply to a problem and the future needs. It provides a basis from which students can apply some or all of the stages of the problem-solving methodology when creating digital solutions. Design elements Factors that contribute to the functionality and appearance of solutions. In this study the elements related to functionality are structure, usability and accessibility (including navigation and load time), appropriateness and relevance. Design elements related to appearance are proportion (visual hierarchy), orientation (direction/aspect), clarity and consistency, colour and contrast. 9
Design thinking Efficiency Use of strategies for understanding design problems and opportunities, visualising and generating creative and innovative ideas, and analysing and evaluating those ideas that best meet the criteria for success and planning. A measure of how little time, cost and/or effort is applied in order to achieve intended results. Measures of an efficient solution include the speed of processing, its functionality, ease of use, and the cost of information file manipulation. Measures of an efficient network include its productivity, processing time, operational costs and level of automation. Effectiveness Information architecture A measure of how well something works, such as a solution, a file and information management strategy, and a network, that is, the extent to which it achieves its intended results. Measures of an effective solution include completeness, readability, attractiveness, clarity, accuracy, accessibility, timeliness, communication of message, relevance and usability. Measures of an effective file and information management strategy include integrity of data, security, ease of retrieval and currency of files. Measures of effective networks include reliability and maintainability. Ways in which information should be treated and organised within onscreen solutions. This includes the structuring or grouping of sets of information and determining navigation pathways. Effective and efficient information architecture enables users to intuitively and confidently locate information they require. Information system The combination of digital hardware and software components (digital systems), data, processes and people that interact to create, control and communicate ideas and solutions. Legal requirements Legal requirements that individuals and organisations are expected to comply, with respect to the ownership and privacy of information, and freedom of expression. For the purposes of this study the key provisions of the following acts are relevant: Privacy Act 1988, including Privacy Amendment (Enhancing Privacy Protect) Act 2012, Information Privacy Act 2000, Health Records Act 2001, Copyright Act 1968, Charter of Human Rights and Responsibilities Act 2006 (VIC) (sections 13, 14 and 15), and the Spam Act 2003 (Part 1.3, Simplified outline). Physical security measures/devices Equipment used to assist in the protection of information systems and the files produced, received and stored by individuals and organisations, including zoned security strategies, barrier techniques, biometrics. Also see Software security measures/devices. 10
Security threats Actions, devices and events that threaten the integrity and security of data and information stored within, and communicated between, information systems. The threats can be accidental, such as losing a portable storage device containing files; deliberate, such as malware, and eventsbased, such as a power surge. Software security measures/devices Software and procedures used to assist in the protection of information systems and files and data produced, received and stored by individuals and organisations, including user names and passwords, access logs and audit trails, access restrictions, encryption and security protocols such as Transport Layer Security (TLS) and Secure Sockets Layer (SSL), firewalls and system protection. Solution A method of creating required digital products through the application of digital systems and processes. Depending on the chosen context, the output of a solution may take the form of an information product, instructions to control a robot, an abstract piece of art or a soundscape. Systems thinking Systems thinking is a holistic approach to the identification and solving of problems where the focal points are treated as components of a system, and their interactions and interrelationships are analysed individually to see how they influence the functioning of the entire system. Systems thinking involves understanding the interdependence between systems and the role that feedback plays in structuring these systems. Outcomes (output) from systems can be intended (meeting solution requirements) and unintended; desirable and undesirable. Types of data User experience General categories of data include text, numeric, sound and image (still and moving). Aspects that affect how an end-user interacts with digital systems such as visual, interface and navigation design, user needs, functional and content requirements and ergonomics. User flow diagrams Diagrammatic representative of the path a user follows through website to complete a task or transaction such as making a reservation or purchasing a product. It is a diagram showing a user s journey. User flow diagrams, which incorporate user interfaces, also show multiply entry points to a website such as through a paid advertisement, social media and search engines. 11
Units 1 4: Problem-solving methodology Integral to the VCE Computing study design is a methodology for systematically creating solutions to problems, needs or opportunities. As applied in this study design the methodology comprises four stages: analysis, design, development and evaluation. For each of these stages there is a typical set of activities, as shown in Figure 1. Specific details of the scope of the problem-solving methodology are provided in the introduction to relevant areas of study. Problem-solving methodology Analysis Design Development Evaluation Activities Activities Activities Activities Solution requirements Solution design Manipulation (coding) Strategies Solution constraints Evaluation criteria Validation Report Scope of solution Testing Documentation Figure 1: A problem-solving methodology for creating digital solutions 12
Analysis involves: Determining the solution requirements. What output does the solution have to provide? What data is needed to produce the solution? What functions does the solution have to provide? These requirements can be classified as being functional, namely what the solution is required to do, and non-functional, which describes the attributes the solution should possess, including user-friendliness, reliability, portability, robustness, maintainability. Tools to assist in determining the solution requirements include context diagrams, data flow diagrams and use cases. Identifying the constraints on the solution. What conditions need to be considered when designing a solution? Typical constraints include cost, speed of processing, requirements of users, legal requirements, security, compatibility, level of expertise, capacity, availability of equipment. Determining the scope of the solution. What can the solution do? What can t the solution do? The scope states the boundaries or parameters of the solution. What are the benefits of the solution to the user? Benefits can be stated in terms of their efficiency and effectiveness. Analysis typically answers the what questions what will solve a problem, given particular circumstances? Design involves: Planning how the solution will function, and its appearance. The solution design typically involves identifying what specific data is required and how the data will be named, structured, validated and manipulated. Typical design tools for this purpose include data dictionaries and data structure diagrams, input-process-output (IPO) charts, flowcharts, pseudocode, object descriptions. Solution design also involves, where appropriate, showing how the various components of a solution relate to one another, for example web pages, style sheets, scripts; queries, forms, reports; modules, procedures, functions. Typical design tools used to show relationships include storyboards, site maps, entity-relationship diagrams, data flow diagrams, structure charts, hierarchy charts, context diagrams. Planning the solution also involves determining its appearance. This typically involves identifying the position of text, images and graphics, font sizes, colours and text enhancements. Design tools used for this purpose include layout diagrams, annotated diagrams/mock ups. Determining the evaluation criteria. What measures will be used to judge whether or not the solution requirements have been met? These criteria should relate to the solution requirements identified in the analysis stage. Development involves: Electronically manipulating (or coding) data to build or create the solution following initial designs. Where appropriate, internal documentation is also written, which documents the functioning of the solution. Validation to check for the reasonableness of data being input. Validation can be both manual and electronic. Proofreading is a manual technique and it occurs when data is entered directly into the solution and remains fixed, such as in a web page. When the validation process has been built into the solution (electronic technique), then its effectiveness is determined through the testing activity. 13
Testing whether the solution does what it was intended to do. This activity typically involves: establishing what tests will be conducted determining what test data, if any, will be used determining expected results conducting the test recording the actual results correcting any identified errors. Writing documentation to support the use of the solution. Evaluation involves: Determining a strategy for finding out the extent to which the solution meets the required needs. Typically this would include specifying a timeline, outlining what data will be collected and by what methods and techniques, and how the data relates to the criteria, which were generated in the designing stage. Reporting on the extent to which the solution meets the requirements of the user. It usually takes place after the solution has been used by the user/client and is based on the criteria generated in the designing stage. 14
Unit 1: Computing This unit focuses on how data, information and networked digital systems can be used to meet a range of users current and future needs. In Area of Study 1, students access, manage, interpret and manipulate data, taking into account legal requirements and ethical responsibilities, when creating a solution to support a hypothesis. In Area of Study 2, students examine the technical underpinnings of wireless and mobile networks and security measures to protect stored and transmitted data, in order to design an innovative network solution. They predict the impact on users if the network solution was implemented. In Area of Study 3, students acquire and apply their knowledge of information architecture and user interface and web authoring skills when creating a website as a medium for expressing viewpoints on a contemporary issue. When creating solutions, students need an understanding of the range of approaches to problem solving, including the problem-solving methodology, as detailed on pages XX to XX as well as computational, design and systems thinking. Software tools Students study the following tools in this unit: Area of Study 1 Area of Study 2 Area of Study 3 Any software tool can be used to create a solution The use of a software tool is not mandated, however, students may use a graphic tool Web authoring software, visualising thinking tool/s, tool for planning a project AREA OF STUDY 1 Data analysis In this area of study students develop and apply a detailed understanding of data; its types, characteristics, sources and acquisition methods in order to collect relevant data for manipulation and validation. Students frame a hypothesis that can be substantiated (or refuted) by valid data. They apply strategies and techniques for acknowledging legal requirements and ethical responsibilities when acquiring data, such as preparing and administering a consent form, which details how personal data will be managed and secured or appropriately referencing data sources or de-identifying personal data. 15
Students apply computational thinking skills when extracting meaning from data and apply design thinking knowledge and skills appropriate to the purpose of the solution, namely to inform, educate or persuade an audience about the hypothesis. No restrictions are placed on the software tools used to create solutions. Students individually frame a hypothesis such as the majority of adolescents use touch screens to input instructions or red cars are driven mainly by people in the 18 to 35 age bracket. Outcome 1 On completion of this unit the student should be able to acquire, secure and interpret data, and design and develop a solution that supports or refutes a hypothesis. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge Approaches to problem solving stages of the problem-solving methodology design tools for representing the functionality and appearance of the solution purposes of solutions, including to inform, to educate, to persuade characteristics of audiences, such as age, ethnicity, gender, culture, language, education level formats and conventions suitable for different solutions software functions and techniques for efficiently and effectively manipulating and validating data techniques for testing solutions Data and information types of data types and purposes of qualitative and quantitative data sources of, and methods and techniques for acquiring primary and secondary data and information methods of referencing primary and secondary sources techniques for authorising the collection and use of data and information, for example using consent forms; de-identifying personal data Digital systems measures and devices used to protect the security of stored data, such as usernames and passwords, systems protection software, encryption Interactions and impact Australian privacy principles relating to the acquisition, management and communication of data and information ethical dilemmas arising from data acquisition strategies. Key skills formulate a hypothesis for substantiation identify, legally and ethically acquire and reference relevant data and information from primary and secondary sources devise and implement techniques to minimise risks to the security of data interpret selected data, identifying relationships and patterns select and apply appropriate design tools to represent solution designs, including the presentation of information, fit for purpose 16
use software, and select and apply functions, formats, conventions, data validation and testing techniques to efficiently manipulate data and produce effective solutions, suited to their purposes evaluate the coherence of the conclusion to the hypothesis in relation to collected data. AREA OF STUDY 2 Networks In this area of study students investigate how networks with wireless capability allow data and information to be exchanged locally and within the global environment. Students develop an understanding of the hardware and software components and procedures required to connect and maintain a wireless network so that ideas, files, information, programs and resources can be shared. They develop an understanding of the ways in which the security of exchanged and stored data and information can be compromised in wireless networks. Students apply this technical knowledge to design an innovative network solution with wireless capability, identifying its components and how data and information is transmitted. Students can use a software tool to depict the components of their network solution and its interactions. When designing innovative network solutions, students apply systems thinking by considering how the users will interact with the innovations, and the potential effects of the innovations on people, their data and information. Outcome 2 On completion of this unit the student should be able to design a network solution with wireless capability, explain its configuration and predict outcomes for intended users. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge Digital systems capabilities of Local Area Networks (LANs) and Wide Area Networks (WANs) functions and characteristics of key hardware and software components of networks required for communicating and storing data and information characteristics of wireless network protocols strengths and limitations of wireless communications technology, measured in terms of data transfer rate, data storage options, cost and reliability types, capabilities and limitations of mobile devices connected to networks security threats to data and information communicated and stored within networks Interactions and impact ways in which people, processes, digital systems and data combine to form networked information systems legal requirements and ethical responsibilities of network professionals and users of networks with respect to the ownership of data and information, and social protocols advantages and disadvantages for individuals and organisations of using networks in a global environment. 17
Key skills describe the capabilities of different networks and wireless communications technology compare the capabilities of a range of network components to support the communication and storage of data and information design the configuration of an innovative network solution with wireless capability including identification of how data and information is transmitted and secured apply systems thinking skills to predict the possible effects of the implementation of an innovative network solution with wireless capability for the targeted users. AREA OF STUDY 3 Collaboration and communication In this area of study students develop an understanding about how the applications of particular digital systems can cause tensions and conflicts between different stakeholders. This area of study involves consideration of contemporary issues within selected contexts. Working in teams, which can be virtual or face-to-face, students use web authoring software to create a website that presents an overview of an issue associated with one context. When designing their website students apply their knowledge of information architecture such as structuring sets of information to facilitate navigation and allowing users choices about levels of detail. With evidence acquired from primary or secondary sources, students present on their website the viewpoints of different stakeholders and the team s opinions regarding the issue. In addition they propose actions that supporters of their viewpoints can take to shape how digital systems are used, for example, disabling the geotracking facility on mobile phones to maximise the privacy of your whereabouts. Students use visualising thinking tools and techniques to assist in formulating team opinions. They use other appropriate software to manipulate acquired data, such as image, numeric, text and sound editing tools, and web authoring tools to communicate viewpoints. Project plans are generated using software to record tasks to be completed, team member responsibilities and schedules. During the development of the website, progress is recorded and monitored. Students do not have to use dedicated project management software. Outcome 3 On completion of this unit the student should be able to contribute to the design and development of a website that presents an analysis of a contemporary issue, including the team s point of view. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3. Key knowledge Interactions and impact applications of information systems in a range of settings a detailed study in a context, such as entertainment, agriculture, finance, sport, health, that focuses on: the nature of a contemporary issue associated with the use of digital systems in the context legal, social, environmental or ethical causes for an issue types and capabilities of digital systems associated with the context and issue 18
types of key stakeholders, such as individuals, organisations and governments, and their responsibilities positive and negative opinions of each stakeholder about the issue strategies for influencing how information systems are used for particular purposes Data and information sources of, and methods and techniques for acquiring and referencing primary or secondary data and information factors affecting the integrity of data, such as correctness, reasonableness and accuracy Approaches to problem solving stages of the problem solving methodology visualising thinking tools and techniques for supporting reasoning and decision making when analysing issues and ethical dilemmas key principles of information architecture, for example, disclosure, classifications, navigation, growth, choices characteristics of effective user interface, for example, tolerance, visibility, legibility, consistency, affordance design elements that influence the appearance of solutions design tools and techniques for representing solutions web authoring software functions and techniques for collecting, manipulating and validating data, and testing solutions formats and conventions suitable for websites tools and techniques for coordinating the tasks, people, digital systems resources and time required to create solutions. Key skills select and apply appropriate methods and techniques to acquire and reference data and information use digital systems to document and monitor project plans when creating team solutions analyse the causes and effects of issues, using visualising thinking tools synthesise viewpoints to formulate a team s point of view recommend strategies for encouraging end-users support of published viewpoints select appropriate design tools and represent the appearance of solutions, taking into account user interactions use web authoring software and select and apply functions and techniques to manipulate data and create solutions. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and key skills listed for each outcome should be used for course design and the construction of learning activities. The key knowledge and key skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of 19
assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are selected from the following: using digital systems and techniques, create a solution in response to a need visual presentations oral presentations written report. 20
Unit 2: Computing This unit focuses on data and how the application of computational, design and systems thinking skills support the creation of solutions that automate the processing of data. In Area of Study 1, students develop their computational thinking skills when using a programming or scripting language to create solutions. They engage in the design and development stages of the problem-solving methodology. In Area of Study 2, students develop a sound understanding of data and how a range of software tools can be used to extract and manipulate data to create visualisations that represent, in a dynamic, visual form, information that is clear, usable and attractive. In Area of Study 3, students apply all stages of the problem-solving methodology to create a solution using flat file database management software and predict the likely effects of the use of the solution. Software tools Students study the following tools in this unit: Area of Study 1 Area of Study 2 Area of Study 3 A programming or scripting language One or more of the following: A programming language, database software, spreadsheet software, data visualisation software Flat database management system software AREA OF STUDY 1 Programming In this area of study students focus on using a programming or scripting language to create working modules. Flexibility exists regarding the language studied, and depending on its nature, the language could also be used in Area of Study 2. Students develop knowledge and skills in describing data types and data structures, and applying data representation methods. They develop knowledge and skills about methods and techniques for completing a series of small discrete tasks or working modules that use features of a programming or scripting language. Students are not required to create complete solutions to fulfill a need or opportunity; rather they focus on applying knowledge and skills associated with the design and development stages of the problemsolving methodology. Details of this methodology are on pages XX to XX. Students also apply computational and design thinking skills when preparing design specifications and transforming them into working modules through the use of programming or scripting languages. 21
Outcome 1 On completion of this unit the student should be able to design, and develop working modules using a programming or scripting language. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1. Key knowledge Digital systems functions and capabilities of key hardware and software components of digital systems required for inputting, processing, storing and communicating data and information Data and information characteristics of data types and methods of representing and storing text, sound and images Approaches to problem solving stages of the problem-solving methodology methods of representing solution designs such as data dictionaries, data structure diagrams, object descriptions, pseudocode characteristics of effective user interface, for example structure, visibility, legibility, consistency, tolerance, affordance techniques for manipulating data and information naming conventions for files and objects testing and debugging techniques, including construction of test data. Key skills select and use appropriate methods for expressing solution designs, including user interfaces, where appropriate apply techniques for manipulating data and information using a programming or scripting language devise meaningful naming conventions for files and objects apply testing techniques using appropriate test data. AREA OF STUDY 2 Data analysis and visualisation In this area of study students develop knowledge and skills in using software tools to access, select, and where appropriate, manipulate authentic data from large data repositories, and in presenting the key aspects of the data in an appropriate visual form. Effective visual forms reduce the effort required by readers to interpret information and are clear, usable, relevant and attractive. Appropriate visual forms include graphs, charts, spatial relationships, maps, histograms and network diagrams (nodes and edges). Interactivity or the inclusion of dynamic data must be a feature of the visualisations. Sources of large data repositories include the Bureau of Meteorology, World Development Indicators, Australian Bureau of Statistics, United Nations, CSIRO, OECD. Appropriate tools to extract or structure data and create visualisations include a programming language, database software, spreadsheet software, data visualisation software. It is important that students engage in a two-step approach when creating visualisations: acquiring and preparing data (step one) and manipulating data into a visual, dynamic form (step two). In response to teacher-provided design briefs, students apply all stages of the problem-solving methodology. 22
Outcome 2 On completion of this unit the student should be able to apply the problem-solving methodology and use appropriate software tools to create dynamic data visualisations that meet users needs. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2. Key knowledge Data and information sources of authentic data factors influencing the integrity of data, for example, accuracy, timeliness, authenticity, relevance characteristics of data types and data structures relevant to selected software tools types and purposes of data visualisations Approaches to problem solving stages of the problem-solving methodology types of needs and opportunities that can be met through presenting information in visual forms problem-solving activities related to analysing needs and opportunities suitability of different types of visualisations that meet users needs design tools for representing data visualisations user needs that can influence the type and presentation of visualisations criteria and techniques for evaluating visualisations characteristics of file formats and their ability to be converted to other formats functions of appropriate software tools to extract targeted data and to manipulate data when developing visualisations formats and conventions applied to visualisations in order to improve their effectiveness for intended users. Key skills analyse needs or opportunities to define specific requirements identify and extract, using software functions, relevant data from appropriate data sources prepare data structures relevant to the software tools select and apply appropriate tools to represent the design of selected visualisations use appropriate software tools and functions to manipulate extracted data to develop data visualisations that are interactive or dynamic select appropriate techniques and apply criteria to determine the extent to which data visualisations meet users needs. AREA OF STUDY 3 Data management In this area of study students develop an understanding of the structure of flat file databases, and their applicability in a range of settings. Databases underpin many applications such as borrowing and booking systems, medical records and social media websites. Students develop an understanding of the purposes of databases by exploring the data and information they supply to, and receive from systems, such as banking, membership, online purchasing and voting systems. They apply systems thinking skills when considering the effects of their interactions with information systems from an individual, organisation and societal perspective. 23
Students develop and apply knowledge and skills in determining data types required to solve specific problems, and in organising and storing data. They examine the flexibility of databases by constructing query searches and sorts, and develop and apply an understanding of design elements that contribute to the effective design of data collection tools, input forms and reports. Where appropriate, students apply mathematical calculations to the data and may create macros to automate repetitive tasks. Students determine their own need or opportunity, and collect relevant data for manipulation by database management software. Students apply all stages of the problem-solving methodology. Outcome 3 On completion of this unit the student should be able to apply the problem-solving methodology to create a solution using flat file database management software and predict the impact of its implementation. To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 3. Key knowledge Data and information data sources and methods of data acquisition characteristics of effective data collection tools and user interfaces for the purposes of entering data efficiently characteristics data types and data formats Digital systems capabilities and limitations of flat file database management software to manipulate data roles, functions and characteristics of hardware components used to input store, communicate and output data and information hardware and software measures suitable for protecting the security of stored and communicated data Problem-solving methodology stages of the problem-solving methodology structure of a database, including fields, records and tables design tools for representing input forms to capture data and reports to meet specific needs design tools for representing the structure of databases techniques for manipulating and validating data formats and conventions applied to create effective solutions Interactions and impact criteria for determining the extent to which interactions with one information system affect another, for example legality, environmental sustainability, economic viability, health, social and emotional responsibility and social awareness. Key skills analyse needs or opportunities for database management solutions use appropriate techniques to describe data types and database structures identify and collect data from appropriate sources, using data collection tools that facilitate efficient data entry apply suitable functions to validate and manipulate data efficiently construct queries to locate data that match specific criteria apply formats and conventions to create effective solutions 24
explain the impact of interactions between information systems, using predetermined criteria. ASSESSMENT The award of satisfactory completion for a unit is based on a decision that the student has demonstrated achievement of the set of outcomes specified for the unit. This decision will be based on the teacher s assessment of the student s overall performance on assessment tasks designated for the unit. The key knowledge and key skills listed for each outcome should be used for course design and the construction of learning activities. The key knowledge and key skills do not constitute a checklist and such an approach is not necessary or desirable for determining the achievement of outcomes. Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Teachers should select a variety of assessment tasks for their assessment program to reflect the key knowledge and key skills being assessed and to provide for different learning styles. For this unit students are required to demonstrate achievement of three outcomes. As a set these outcomes encompass all areas of study. Demonstration of achievement of Outcomes 1, 2 and 3 must be based on the student s performance on a selection of assessment tasks. Where teachers allow students to choose between tasks they must ensure that the tasks they set are of comparable scope and demand. Assessment tasks for this unit are selected from the following: using digital systems and techniques, create a solution in response to a need or opportunity visual presentations oral presentations written report. 25