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Computing

OVERVIEW

This study enables students to:

  • Apply skills, techniques, processes and a methodology to create digital solutions that meet a range of needs and conditions
  • Understand how data can be represented in digital systems and structured and manipulated to become part of a digital solution
  • Become independent and discerning users of digital systems, able to critically appraise the opportunities and appropriateness of different digital systems in a range of settings
  • Understand the components of information systems and the architecture of the associated 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

CONTENT

UNIT 1: COMPUTING

AREAS OF STUDY

Data And Graphic Solutions

In this area of study students conduct an investigation into an issue, practice or event and through the systematic collection, interpretation and manipulation of primary data they create a graphic solution, such as an infographic, that represents their findings. Examples of investigations include the social networking habits of people of different age groups, the heritage of a class of students to three generations and music preferences by genre and favourite artists within each. Graphic solutions could include charts, flowcharts, diagrams, images, hierarchies, animations, maps and timelines.

Students develop and apply a detailed understanding of data, including its types, characteristics, sources and methods of acquisition. Relevant primary data is collected and then evaluated to determine its suitability for manipulation. When acquiring this data, students consider risks associated with using data owned by other people or organisations, and apply strategies and techniques for acknowledging legal requirements and ethical responsibilities.

Students apply computational thinking skills when extracting meaning from data and apply design thinking knowledge and skills to create graphic information for the purpose of informing, educating or persuading an audience. No restrictions are placed on the software tool used to create these solutions.

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 examine the hardware and software components and procedures required to connect and maintain a wireless network. They focus on ways in which the security of exchanged and stored data and information can be compromised in wireless networks, in order to understand ways of controlling the networked devices they use. Students apply this technical knowledge to create the design for a network with wireless capability that meets a need or opportunity, identifying its components and how data and information are transmitted. Students use a software tool to depict the components of their network and its interactions.

When designing network solutions, students apply systems thinking by considering how users will interact with the network and the potential effects of the network on users and their data and information.

Collaboration And Communication

In this area of study students examine how the use of particular information systems within specified contexts can cause tensions and conflicts between different stakeholders. Students develop the ability to critically appraise how information systems are used and how individuals can be empowered to shape their use.

Working in virtual (local, national, international) or face-to-face teams, students use web authoring software to create a website, designed for viewing on a mobile device, which presents an overview of an issue associated with one field. 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. They evaluate the merits of storing their website and its content in the cloud or on a private server.

Project plans are prepared to support an organised approach to problem solving. Students use software to record tasks to be completed and team member responsibilities and schedules. Students record and monitor progress of the website development. Students do not have to use dedicated project management software.

On their website students present the viewpoints of different stakeholders, drawing on evidence acquired from primary and/or secondary sources. They publish the team’s opinions about the issue and propose actions that can be taken to shape how information systems are used, for example, using social media to encourage actions or inviting comments in a forum. Students use visualising thinking tools to analyse content, online collaborative tools to support sharing of ideas, and techniques to assist in forming 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.

UNIT 2: COMPUTING

AREAS OF STUDY

Programming

In this area of study students focus on using a programming or scripting language that can support object-oriented programming to create working software modules. These languages provide users with greater flexibility than application software, as specific sets of instructions can be implemented to create solutions that are purpose designed. Flexibility exists regarding the specific language studied. Depending on its nature the language could also be used in Area of Study 2.

Students develop skills in interpreting teacher-provided solution requirements and in designing working modules. They apply methods and techniques for completing a series of small discrete tasks or working modules that use features of a programming or scripting language, including predefined classes. They apply knowledge and skills associated with the design and development stages of the problem-solving methodology. Details of this methodology are on pages 14–16.

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.

Data Analysis And Visualisation

In this area of study students learn to use software tools to access, select and, where appropriate, manipulate authentic data from large data repositories, and to present the key aspects of the data in an appropriate visual form. Once the data has been isolated and checked for its integrity, students create data visualisations that assist in reducing the complexity of data by using designs that illustrate patterns, connections and structure. These visualisations should minimise the effort required by readers to interpret complex data and they need to be clear, usable and relevant. Some data visualisation tools allow presentations to be dynamic and/or interactive. Appropriate visualisation forms include graphs, charts, spatial relationships, maps, histograms and network diagrams (nodes and edges).

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 and 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 form (step two). In response to teacher-provided design briefs, students apply all stages of the problem-solving methodology.

Data Management

In this area of study students are introduced to the structure of 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 that use databases.

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 apply design principles that contribute to effective and efficient data collections tools, input forms and reports. Where appropriate, students apply mathematical calculations to the data and may create macros to automate repetitive tasks. Students devise a need or opportunity for a solution and collect relevant data for manipulation by database management software. This facilitates a deeper understanding of the benefits and risks associated with using database solutions. Students apply all stages of the problem-solving methodology.

UNIT 3:  SOFTWARE DEVELOPMENT

AREAS OF STUDY

Programming Practice

In this area of study students focus on the design and development stages of the problem-solving methodology and computational thinking skills. Students examine the features and purposes of different design tools so they can accurately interpret the requirements for working software modules. Students interpret given designs and create working modules using a programming language, undertaking the problem-solving activities of coding, testing and documenting (development stage). Students use a programming language that meets the programming requirements published annually by the VCAA in the VCAA Bulletin.

The working modules do not have to be complete solutions and can focus on limited features of the programming language however, students are expected to fully develop the working modules in accordance with the given designs. Each module should allow the testing of the program logic in readiness for creating a complete solution in Unit 4. Testing techniques are applied to ensure modules operate as intended and students learn to write internal documentation in the code that they develop.

Analysis And Design

In this area of study students construct the framework for the creation of a software solution that meets a need or opportunity determined by individual students. This is the first part of a project, with the second part undertaken in Unit 4, Outcome 1.

In this area of study students analyse a real-world need or opportunity identified by them. The analysis is stated in terms of solution requirements, constraints and scope (analysis stage of problem-solving methodology) and presented as a software requirements specification.

There are two steps to designing. Initially, through the application of design and systems thinking skills, students generate two or three different design ideas for creating their solution. These are briefly stated and could include annotations to indicate key functions and layouts. The next step involves developing and applying evaluation criteria to select the preferred design idea. This is then fully detailed, addressing both the functionality and user interface of the solution. The evaluation criteria will be used in Unit 4 to evaluate the quality of this solution.

Students prepare a project plan, taking into account all stages of the problem-solving methodology covered in this outcome and in Unit 4, Outcome 1. Students do not have to use dedicated project-management software. Students determine the milestones of their project.

UNIT 4:  SOFTWARE DEVELOPMENT

AREAS OF STUDY

Software Solutions

In this area of study students further develop their computational thinking skills by using the programming language studied in Unit 3 to transform the design they prepared in Unit 3, Outcome 2 into a software solution that meets specific needs or opportunities.

Students prepare a useability test that addresses the core features of their solution. The test must be undertaken by at least two other ‘users’ and the results recorded. Students can make any necessary adjustments to their solution based on these results.

During the project students apply techniques to record their progress on their plan, such as showing actual versus expected durations, achievement of milestones, modifications to the plan to show adjustments and annotations to explain these modifications. Students evaluate the quality of their solution using criteria developed in Unit 3 and they assess the effectiveness of their project plan in managing their project.

Interactions And Impact

In a globalised economy and society, organisations are increasingly dependent on data supplied by other organisations. The integrity of the supplied data can affect the ability of an information system to achieve objectives. In this area of study students focus on the interactions between information systems that share data and how the performance of one of these systems is dependent on the integrity of the data. For example, timely and accurate weather reports generated by one information system can be used by an airline’s information system to reschedule flights, reducing risks to commuters.

Students apply systems thinking skills when examining information systems that share data. They develop knowledge of factors that influence the integrity of data and consider processes used within information systems to manage the storage, communication and disposal of data. Students investigate the capabilities of information systems operating in a networked environment and how these systems can be secured to enhance the integrity of data. They examine the importance of applying technical protocols when interacting with information systems and the consequences of violating these protocols.

BIBLICAL PERSPECTIVE

Students are to be responsible citizens in a global society. Christian character should be demonstrated in the way students collaborate and communicate using technology. They are to be ‘good workman’ in the creative use of the various tools that God has provided and be ‘wise as serpents’ in recognising and avoiding the dangers of technology while being as ‘harmless as doves’ in their personal use of technology.

UNIT 3

Outcomes

Assessment Tasks

Marks Allocated*

Outcome 1

Interpret design requirements and apply a range of functions and techniques using a programming language to develop working modules

In response to teacher-provided designs, create working modules to meet specific needs.

10

Outcome 2

Analyse and document a need or opportunity, generate alternative design ideas, represent the preferred solution design and formulate a project plan for creating the solution

An analysis that defines the requirements, constraints and scope of a solution in the form of a software requirements specification AND

A folio of two to three alternative design ideas and the detailed design specifications of the preferred design AND

A project plan (Gantt chart) indicating times, resources and tasks

15

UNIT 4

Outcomes

Assessment Tasks

Marks Allocated

Outcome 1

Apply stages of the problem-solving methodology to create a solution using a programming language that fulfils identified requirements and assess the effectiveness of the project plan in monitoring progress

A software solution that meets the software requirements specification and the results of the useability test

AND

An assessment of the extent to which the project plan (Gantt chart) assisted in monitoring project progress in one of the following:

  • A written report
  • An annotated visual plan

15

Outcome 2

Analyse and explain the dependencies between two information systems and evaluate the controls in place in one information system to protect the integrity of its source data

In response to a case study, one of the following:

  • Aa written report
  • An annotated visual report

10

*School-assessed Task (SAT) for Units 3 and 4 contributes 30 % to the study score. The SAT is Unit 3 Outcome 2 combined with Unit 4 Outcome 1

*School-assessed coursework (SAC) for Unit 3 and 4 contributes 20 percent to the study score. The SAC’s are Unit 3 0utcome 1 and Unit 4 Outcome 2