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Victorian Certificate of Education Study Design
Version 1: Updated July 2010
(Erratum as published in the VCAA Bulletin, July 2010, p. 5.)
Victorian Curriculum and Assessment Authority
2010
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Accredited by the Victorian Registration and Qualifications Authority
Level 6, 35 Spring Street, Melbourne, Victoria 3000
Developed and published by the Victorian Curriculum and Assessment Authority
41 St Andrews Place, East Melbourne, Victoria 3002
This completely revised and accredited edition published 2010.
© Victorian Curriculum and Assessment Authority 2010
No part of this publication may be reproduced except as specified under the
Copyright Act 1968 or by permission from the VCAA. For more information go to:
www.vcaa.vic.edu.au/aboutus/policies/policy-copyright.html
The VCAA provides the only official, up-to-date versions of VCAA publications.
Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au
This publication may contain copyright material belonging to a third-party. Every
effort has been made to contact all copyright owners. If you believe that material
in this publication is an infringement of your copyright please email the Copyright
Officer: [email protected]
Edited by Ruth Learner
Cover designed by Chris Waldron of BrandHouse
Desktop published by Julie Coleman
Information Technology
ISBN 978-1-921702-09-9
Version 1: Updated July 2010
Contents
5 Important information
7 Introduction
Rationale
Aims
8 Structure
Entry
Duration
Changes to the study design
9 Monitoring for quality
Safety
Use of information and communications technology
Employability skills
Legislative compliance
10 Assessment and reporting
Satisfactory completion
Authentication
Levels of achievement
12 Glossary
16 Units 1–4: Problem-solving methodology
19 Unit 1: IT in action
Areas of study and Outcomes
23 Assessment
24 Unit 2: IT pathways
Areas of study and Outcomes
28 Assessment
29 Unit 3: IT applications
Areas of study and Outcomes
33 Assessment
35 Unit 4: IT applications
Areas of study and Outcomes
38 Assessment
40 Unit 3: Software development
Areas of study and Outcomes
43 Assessment
45 Unit 4: Software development
Areas of study and Outcomes
48 Assessment
Version 1: Updated July 2010
50 Advice for teachers
Victorian Essential Learning Standards (VELS)
51 Employability skills
52 Developing a course
53 Learning activities
Suitable resources
76 School-assessed Coursework (Units 3 and 4: IT applications)
86 School-assessed Coursework (Units 3 and 4: Software development)
Version 1: Updated July 2010
IMPORTANT INFORMATION
Accreditation period
Units 1–4: 2011–2014
The accreditation period commences on 1 January 2011.
Other sources of information
The VCAA Bulletin VCE, VCAL and VET is the only official source of changes to regulations and
accredited studies. The VCAA Bulletin VCE, VCAL and VET, including supplements, also regularly
includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each issue of
the VCAA Bulletin VCE, VCAL and VET. The VCAA Bulletin VCE, VCAL and VET is sent in hard
copy to all VCE providers. It is also available as an e-newsletter via free subscription on the Victorian
Curriculum and Assessment Authority’s website at www.vcaa.vic.edu.au
To assist teachers in assessing School-assessed Coursework in Units 3 and 4, the Victorian Curriculum
and Assessment Authority publishes online an assessment handbook that includes advice on the
assessment tasks and performance descriptors for assessment.
The current VCE and VCAL Administrative Handbook contains essential information on assessment
processes and other procedures.
VCE providers
Throughout this study design the term ‘school’ is intended to include both schools and other VCE
providers.
Photocopying
VCE schools only may photocopy parts of this study design for use by teachers.
5
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Introduction
Rationale
VCE Information Technology focuses on the processing of data and the management of information
and information systems.
The rapid pace of development in information and communications technology (ICT) is having a major
influence on many aspects of society. Not only does ICT provide the capacity to change how tasks
and activities are undertaken, but it also creates new opportunities in work, education, entertainment
and society.
While it is important that students extend their use of ICT as a learning and personal tool, the study
of VCE Information Technology encompasses information systems and how people interact with
information technology to create structured information and to connect with others to exchange
information. It encompasses the theoretical foundations of computation and techniques for writing
programs and developing solutions. It also focuses on how the needs of individuals, organisations,
communities and society are met through the combination of ICT and meaningful information.
VCE Information Technology equips students with appropriate knowledge and skills to use ICT
responsibly and to make informed personal and workplace choices about developments in this exciting
field. Students are encouraged to orient themselves towards the future, with an awareness of the
technical and societal implications of ICT.
VCE Information Technology provides pathways to further studies in IT and to careers in ICT-based
areas. It also prepares students for programs that require an IT-related subject or for a range of careers
that require efficient and effective use of ICT.
Aims
This study enables students to:
• apply, as an individual and as a team member, skills, techniques and strategies to creatively and
methodically solve information problems
• understand how data can be represented in a computer, and how it can be structured and manipulated
into meaningful information
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Introduction Information technology 2011–2014
• evaluate how the information needs of individuals, organisations, communities and society are
and can be met by the use of ICT, taking into account legal, ethical, social and environmental
tensions
• understand the principal hardware and software components and the architecture of information
systems and networks
• understand how technologies, procedures, legislation and personal attitudes can serve to protect
the integrity and security of data and information.
Structure
The study is made up of six units:
Unit 1: IT in action
Unit 2: IT pathways
Units 3 and 4: IT applications
Units 3 and 4: Software development
Note: Students may elect to undertake one or both of these Units 3 and 4 sequences.
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 Information Technology study design
is included on pages 12 to 15.
Entry
There are no prerequisites for entry to Units 1, 2 and 3. 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.
Duration
Each unit involves at least 50 hours of scheduled classroom instruction.
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 VCAA Bulletin VCE, VCAL and VET is the only source of changes to
regulations and accredited studies and it is the responsibility of each VCE teacher to monitor changes
or advice about VCE studies published in the VCAA Bulletin VCE, VCAL and VET.
8 vce study design
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Information technology 2011–2014 Introduction
MONITORING FOR Quality
As part of ongoing monitoring and quality assurance, the Victorian Curriculum and Assessment
Authority will periodically undertake an audit of VCE Information Technology 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
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 INFORMATION AND COMMUNICATIONS TECHNOLOGY
Students need access to the following resources to be able to demonstrate the required outcomes:
• computers
• 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, word processor
– 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, light pen, scanner, digital camera, speakers,
plotter, personal digital assistants (PDAs), mobile phones, gaming consoles.
EMPLOYABILITY SKILLS
This study offers a number of opportunities for students to develop employability skills. The ‘Advice
for teachers’ section 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 and Copyright Act 1968, must be met.
vce study design 9
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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.
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Information technology 2011–2014 Assessment and reporting
Units 3 and 4
The Victorian Curriculum and Assessment Authority will supervise the assessment of all students
undertaking Units 3 and 4.
In VCE Information Technology students’ level of achievement will be determined by School-assessed
Coursework and an end-of-year examination. The Victorian Curriculum and Assessment Authority
will report students’ level of performance on each assessment 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 Information Technology are
as follows:
• Unit 3 School-assessed Coursework: 25 per cent
• Unit 4 School-assessed Coursework: 25 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.
vce study design 11
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Glossary
For the purposes of this study design and associated assessment the following definitions will apply.
Term Definition
Authoring software A category of software that enables users to create multimedia
and web solutions without the need to write programming code.
The software generates the code required to run the application
created. Often used for developing web pages (for example, Adobe
Dreamweaver), multimedia presentations (for example, Sunburst
Hyperstudio, Ulead DVD MovieFactory, Microsoft PhotoStory, and
Apple iMovie and Apple Final Cut Express for video productions)
and games (for example, Game Creator 3D Gamemaker, Conitec
3D GameStudio, Conitec Atari Lite-C).
Cloud computing A service provided by large Internet-based, specialised data centres
that offers offsite storage, processing and computer resources to
individuals and organisations. The services are shared, on-demand
and usually simple to use. For example, Google’s gmail uses cloud
computing processing powers and storage facilities; Amazon’s
Elastic Compute Cloud offers computing resources without a
development platform layer.
Data visualisation A process of using software tools to select and access data from
large repositories and present the data as effective graphics.
Graphical presentations usually take the form of charts, graphs,
spatial relationships, histograms, maps and network diagrams.
Some data visualisation tools allow the presentations to be
dynamic. Examples of data visualisation tools include programming
languages, such as Python, spreadsheet software, database
software, Google Docs (gadgets/motion charts), InfiView, Nexus
(social graph browser).
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 solving information problems.
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Information technology 2011–2014 Glossary
Term Definition
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.
Design tools Methods for representing the functionality and appearance of
solutions. Tools to represent designs include data flow diagrams,
entity-relationship diagrams, hierarchy charts, data dictionaries
and data structure diagrams, object descriptions, flowcharts,
pseudocode, input-process-output (IPO) charts, structure charts,
annotated diagrams/mock-ups, storyboards, site maps, layout
diagrams, use cases, context diagrams. The choice of tools is
dependent on the nature of the solutions.
Efficiency 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, the functionality of the solution, the ease
of use of the solution and the cost of information file manipulation.
Measures of an efficient network include its productivity, processing
time, operational costs and level of automation.
Effectiveness 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.
Information architecture 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 people, procedures, equipment and data that
process data and information.
Legal obligations Legal obligations that individuals and organisations have 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, 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).
vce study design 13
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Glossary Information technology 2011–2014
Term Definition
Open Systems Interconnection (OSI) A seven-layer network protocol: physical (Layer 1), data link
(Layer 2), network (Layer 3), transport (Layer 4), session (Layer 5),
presentation (Layer 6), application (Layer 7). The emphasis in the
study design is on Layer 1.
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.
Problem-solving methodology A systematic way of solving information problems. This
methodology is used throughout this study. See pages 16 to 18 for
details.
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 denial
of service and worms; and events-based, such as a power surge.
Social online protocols Accepted ways of behaving on websites that support
communication. Protocols usually relate to identity, the nature of
information exchanged, language used in communications and the
rights of members. Examples of breaches of social online protocols
include fraudulent identity, cyberbullying, harassment, posting of
inappropriate information and use of inappropriate language.
Software requirements specifications A comprehensive description of the intended purpose and
(SRS) environment for purpose-designed software solutions. It documents
the key tasks associated with the analysing stage of the problem-
solving methodology. The software requirements specifications
(SRS) fully describes the functional requirements (what it is required
to do) and non-functional requirements of the solution (solution
attributes) such as user-friendliness, response rates, robustness,
portability, reliability and maintainability, the conditions affecting
the solution (constraints) and the parameters of the solution
(scope). Software requirements specifications fulfils the purposes of
breaking down the problem into component parts, providing input
to the designing stage and serving as a reference point for further
stages of the problem-solving methodology.
Software security measures/devices Software and procedures used to assist in the protection of
information systems and files 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 producing required information through the application
of technology (hardware and software) and techniques.
14 vce study design
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Information technology 2011–2014 Glossary
Term Definition
Testing techniques Ways of ensuring a solution operates as intended. Testing is
normally performed immediately after the development of a
solution.
Visualising thinking tools Software tools that allow students to clarify thoughts and to
identify patterns and form relationships between sets of data
and information. They are tools that support abstract reasoning.
Examples include graphic and word processing software, concept/
mind mapping software, simulation software, graphic organisers,
wikis, database software and spreadsheet software.
Wired and wireless communications Types of transmission media, including wired (fibre optic, twisted-
technology pair) and wireless (microwave, satellite, radio and infrared).
vce study design 15
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Units 1– 4: Problem-solving methodology
Integral to the VCE Information Technology study design is a methodology for systematically creating
solutions to information problems. 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 overview to each unit and in the introduction to relevant areas of study.
Problem-solving methodology
Analysis Design Development Evaluation
Activities Activities Activities Activities
Solution Solution Manipulation Strategy
requirements design (coding)
Solution Evaluation Validation Report
constraints criteria
Scope of Testing
solution
Documentation
Figure 1: A problem-solving methodology for creating solutions to information problems
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Information technology 2011–2014 Units 1–4: Problem-solving methodology
Analysis involves:
• Determining the solution requirements. What information does the solution have to provide? What
data is needed to produce the information? 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, such as 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? What
are the benefits of the solution to the user? The scope states the boundaries or parameters of the
solution. 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? What benefits will the solution bring to the user?
Design involves:
• Planning how the solution will function, and the appearance of the resulting information. 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, use cases. Planning the solution also involves determining
the appearance of information generated from a solution. 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/mocks up.
• 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.
• 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
vce study design 17
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Units 1–4: Problem-solving methodology Information technology 2011–2014
− 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 developed 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 developed in
the designing stage.
Relevant problem-solving stages for each unit
Following is a summary of the stages of the problem-solving methodology employed in each unit.
Unit Problem-solving methodology
Unit 1 Design, Development
Unit 2 Analysis, Design, Development, Evaluation
IT applications, Unit 3 Analysis, Design, Development
IT applications, Unit 4 Analysis, Design, Development, Evaluation
Software development, Unit 3 Analysis, Design, Development
Software development, Unit 4 Design, Development, Evaluation
18 vce study design
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Unit 1: IT in action
This unit focuses on how individuals and organisations use, and can be affected by, information and
communications technology (ICT) in their daily lives. In Areas of Study 1 and 3, students acquire and
apply a range of knowledge and skills to manipulate different data types such as numeric, text, sound
and images (still and moving) to create solutions that can be used to persuade, educate, inform and
entertain. In Area of Study 3, students also explore how their lives are affected by ICT, and consider
strategies for managing how ICT is applied. In Area of Study 2, students examine how networked
information systems allow data to be exchanged locally and within a global environment, and explore
how mobile devices, such as phones, are used within these networks.
When creating solutions, students need an understanding of the problem-solving methodology, as
detailed on pages 16 to 18. In this unit the emphasis is on the problem-solving stages of design and
development.
Software tools
Students study the following software tools in this unit:
Area of Study 1 Spreadsheet software
Area of Study 3 Spreadsheet software, web authoring software, visualising thinking tool/s, tool for planning a
project
Area of study 1
From data to information
In this area of study students develop and apply knowledge and skills in using spreadsheet software
to manipulate numeric data. Students select relevant data and apply functions and techniques to
manipulate the data to produce information in graphic form, which is displayed onscreen. Examples
of graphical representations are column graphs, scatter diagrams and bubble charts.
Spreadsheet knowledge and skills acquired in this area of study are applied in Area of Study 3.
When working with given data sets, students apply the design and development stages of the problem-
solving methodology. As students will not be engaged in the analysis stage, they must be provided with
details of relevant requirements of the solution, such as what information the solution has to provide
and the constraints on the solution. Details of this methodology are on pages 16 to 18.
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Unit 1 Information technology 2011–2014
Outcome 1
On completion of this unit the student should be able to select data from data sets, design solutions
and use a range of spreadsheet functions to develop solutions that meet specific purposes.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• purposes for creating solutions, for example to inform, to entertain, to educate, to persuade
• data types, including integer, floating point numbers, character, string
• techniques for identifying relevant data
• purpose and functions of graphic representations
• applications and capabilities of spreadsheet software
• design elements that influence the appearance and effectiveness of graphic representations
• design tools for representing the functionality and appearance of solutions, including graphic
representations
• spreadsheet software functions and techniques for efficiently and effectively manipulating and
validating data
• formats and conventions applied to solutions in order to improve their effectiveness in meeting
specific purposes
• techniques for testing solutions.
Key skills
These skills include the ability to:
• identify data required for particular purposes
• select graphic representations appropriate to the purposes of creating solutions
• select and apply appropriate design tools to represent solution designs, including the presentation
of information
• use spreadsheet software, and select and apply functions, formats, conventions, data validation and
testing techniques to efficiently manipulate data and produce effective graphic representations
• explain why the solutions, including graphic representations, are suited to the purposes.
AREA OF STUDY 2
Networks
In this area of study students investigate how networked information systems allow data and information
to be exchanged locally and within a global environment. Students develop an understanding of the
technology and procedures, and the roles and responsibilities of people required to connect and maintain
computers so that ideas, files, information, programs and resources can be shared. Students consider
the advantages and disadvantages of using such networks, and explore how mobile devices are used
within networks. Students develop an understanding of the ways in which the security of exchanged
and stored data and information can be compromised.
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Outcome 2
On completion of this unit the student should be able to recommend a networked information system
for a specific use and explain possible security threats to this networked information system.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
This knowledge includes:
• ways in which people, procedures, equipment and data combine to form networked information
systems
• capabilities of Wide Area Networks (WANs) and Local Area Networks (LANs)
• advantages and disadvantages for individuals and organisations of using networks in a global
environment
• functions and characteristics of key hardware and software components of networks required for
communicating and storing data and information
• characteristics of wired and wireless network protocols
• strengths and limitations of wireless and wired communications technology, measured in terms of
data transfer rate, cost and reliability
• types, capabilities and limitations of mobile devices connected to networks
• roles and responsibilities of professional people who develop and support networks, including
procedures to control the operation of networks
• security threats to data and information communicated and stored within networks.
Key skills
These skills include the ability to:
• identify types of networks and state reasons for their use
• evaluate the capabilities of different networks and communications technology
• explain the limitations and strengths of networks to support the communication and storage of data
and information using mobile devices
• explain ways in which network professionals develop and maintain networks
• select and recommend networks suitable for specific uses
• explain how actions, devices and events can threaten the security of data and information
communicated and stored within networks.
AREA OF STUDY 3
ICT in a global society
In this area of study students develop an understanding about how the applications of particular
information and communications technology (ICT) can cause tensions and conflicts between different
stakeholders. This area of study involves consideration of contemporary issues within a selected
context.
Working in teams, which can be virtual, students use web authoring software to create a website that
presents an overview of an issue associated with one context. With evidence acquired from both primary
and secondary sources, students present on their website the viewpoints of different stakeholders, the
team’s opinion regarding the issue and their strategies for encouraging individuals to influence how
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ICT is applied in particular situations. Students use visualising thinking tools and techniques to assist
in formulating team opinions. They use spreadsheet software to manipulate acquired primary data
and generate graphical representations to include on their website using the skills acquired in Area
of Study 1. Students can supplement these graphical representations with related sound and images,
such as recorded and video interviews.
Project plans are developed using ICT to record tasks to be completed and team member responsibilities.
During the development of the website, progress is monitored and recorded. Students do not have to
use dedicated project management software.
Students apply the design and development stages of the problem-solving methodology when creating
a website. Details of this methodology are on pages 16 to 18.
Outcome 3
On completion of this unit the student should be able to contribute collaboratively to the design and
development of a website that presents an analysis of a contemporary ICT issue and substantiates 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
This knowledge includes:
• applications of ICT in a range of contexts
• a detailed study in one of the following contexts: computer gaming, social networking, robotics,
e-commerce and cloud computing, that focuses on:
– the nature of a contemporary issue associated with the context
– legal, social, environmental and ethical reasons for the issue arising
– types and capabilities of technology associated with the context
– types of key stakeholders, such as individuals, organisations and governments, and their
responsibilities
– positive and negative opinions of each stakeholder on the issue
• strategies for influencing how ICT is used for particular purposes
• sources of, and methods and techniques for acquiring, primary and secondary data and
information
• methods of referencing primary and secondary sources
• visualising thinking tools and techniques for supporting reasoning and decision making when
analysing issues and ethical dilemmas
• stages of the problem-solving methodology
• design elements that influence the functionality and appearance of websites that include graphical
representations
• design tools and techniques for representing solutions
• spreadsheet and web authoring software functions and techniques for manipulating and validating
data, and testing solutions, taking into account legal obligations and ethical considerations
• formats and conventions applied to information in order to improve effectiveness for intended
users
• strategies (tools and techniques) for coordinating the tasks, people, resources and time required to
create solutions.
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Key skills
These skills include the ability to:
• select and apply appropriate methods and techniques to acquire and reference data and information
from primary and secondary sources
• use ICT to document and monitor project plans when creating team solutions
• analyse the causes and effects of the ICT issues using visualising thinking tools
• synthesise information about the selected ICT issues and strategies for influencing how ICT is
used for particular purposes
• select and apply appropriate design tools to represent solutions
• use spreadsheet and web authoring software and select and apply functions, design elements,
formats and conventions, data validation and testing techniques to manipulate data and produce
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 as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
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 ICT tools and techniques, produce a solution in response to an identified need
• visual presentations such as multimedia presentations
• oral presentations supported by a visual presentation
• a written report using ICT
• a test.
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Unit 2: IT pathways
This unit focuses on how individuals and organisations use ICT to meet a range of purposes. Students
apply a range of knowledge and skills to create solutions, including those that have been produced
using a programming or scripting language, to meet users’ needs. In this unit, students apply all stages
of the problem-solving methodology when creating solutions. Details of this methodology are on
pages 16 to 18.
In Area of Study 1 students analyse data from large repositories and manipulate selected data to create
visualisations. In Area of Study 2 students develop skills in using programming or scripting language
software and they investigate careers that involve the use of these skills. Working in teams is an
important and effective strategy for solving problems, and this strategy is applied in Area of Study 3
when students solve problems for clients in the community.
Software tools
Students study the following tools in this unit:
Area of Study 1 One or more of the following: A programming language, database software, spreadsheet
software, data visualisation software
Area of Study 2 A programming or scripting language; tool for creating an electronic journal
Area of Study 3 Any software tool can be used to create a solution; tool for planning a project
Area of study 1
Data analysis and visualisation
In this area of study students develop knowledge and skills in using software tools to access and
select 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). Sources of
large data repositories include the Bureau of Meteorology, World Development Indicators, Australian
Bureau of Statistic, United Nations, CSIRO, OECD. Interactivity and the inclusion of dynamic data
are key features of some visualisations. When developing these visualisations, students use one or
more of the following tools: a programming language, database software, spreadsheet software, data
visualisation software.
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In response to design briefs students apply all stages of the problem-solving methodology. Details of
this methodology are on pages 16 to 18.
Outcome 1
On completion of this unit the student should be able to apply the problem-solving methodology and
use appropriate software tools to create 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 1.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• types of information problems and users’ needs that can be met through presenting information in
visual forms
• problem-solving activities related to analysing information problems
• types of data visualisations
• sources of authentic data
• data types and data structures relevant to selected software tools
• purposes of data visualisations
• suitability of different types of visualisations that meet users’ needs
• design tools for representing data visualisations
• needs of users 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 select required 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
These skills include the ability to:
• analyse information problems
• select appropriate sources of data and identify relevant data
• determine the suitability of different data types and structures for creating visualisations
• select types of visualisations that are appropriate to the data
• select and apply appropriate tools to represent the design of the visualisations
• apply software functions to locate and acquire data that will be input and manipulated
• use appropriate software tools, and select and apply a range of suitable functions to efficiently
develop different types of effective data visualisations
• select appropriate techniques and apply criteria to determine the extent to which data visualisations
meet users’ needs.
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AREA OF STUDY 2
Programming and pathways
In this area of study students develop knowledge and skills in using programming or scripting language
software. Flexibility exists regarding the language studied as there is no approved programming list
for this area of study. If a programming language is selected in Area of Study 1, it can be used in this
area of study.
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 that use features of a programming or scripting language.
Students are not required to create complete solutions to information problems; rather they focus on
applying knowledge and skills related to activities within the design and development stages of the
problem-solving methodology. Details of this methodology are on pages 16 to 18.
Students keep an electronic record of the new knowledge and skills applied in each task, and reflect
on their learning progress by evaluating the extent to which the knowledge and skills are applied.
An understanding of the technical knowledge and skills associated with using programming or scripting
languages is further developed through examining ICT career pathways, which focus on:
• entry requirements to specific ICT jobs
• the main roles and tasks involved in ICT jobs.
Outcome 2
On completion of this unit the student should be able to design, and develop using a programming or
scripting language, limited solutions, record the learning progress electronically, and explain possible
career pathways that require the use of programming or scripting skills.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• data types and methods of representing and storing text, sound and images
• methods of representing solution designs
• techniques for manipulating data and information
• naming conventions for files and objects
• testing and debugging techniques, including construction of test data
• characteristics of logically constructed electronic journals
• roles and responsibilities of people who develop and support ICT solutions within organisations
• ICT career opportunities and pathways.
Key skills
These skills include the ability to
• represent design specifications using appropriate methods
• apply techniques for manipulating data and information using a programming or scripting
language
• apply testing techniques using test data
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• record in an electronic journal the new knowledge and skills applicable to each programming or
scripting task, and evaluate how well they were applied
• investigate ICT careers and pathways that require the use of programming or scripting
languages.
AREA OF STUDY 3
Tools, techniques and procedures
In this area of study students apply all stages of the problem-solving methodology to create solutions
to information problems. Details of this methodology are on pages 16 to 18. No restrictions are placed
on the software tool used to create these solutions for clients.
By working in teams, which can be virtual, to solve information problems for known clients, students
develop an understanding of how constraints imposed by clients (users) affect the techniques and
procedures applied when creating solutions. Individual team members prepare designs for the
solutions and collectively they consider the designs and select one, based on agreed criteria, and make
adjustments, if appropriate. These designs are considered by the clients, who provide feedback to the
teams. Any modifications suggested by the clients are incorporated into the designs. Each student in a
team can then individually follow the final design and develop the entire solution, or each student can
contribute to the completion of the team’s solutions. This involves using techniques and procedures
to efficiently and effectively process and manage data, information and files. Team members record
and monitor progress through shared electronic files. Students do not have to use dedicated project
management software.
A client-based approach provides the opportunity for students to develop and apply, in real situations,
knowledge and understanding about criteria for evaluating the efficiency of processing and the
effectiveness of solutions, as identified in the solution designs.
Outcome 3
On completion of this unit the student should be able to work collaboratively and apply the problem-
solving methodology to create an ICT solution, taking into account client feedback.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 3.
Key knowledge
This knowledge includes:
• role of clients in shaping how ICT is used to create solutions and strategies for acquiring feedback
from clients
• functions of key hardware and software components of information systems used to solve
problems
• stages of the problem-solving methodology
• problem-solving activities related to analysing information problems, in particular the identification
of constraints on solutions
• design elements that influence the functionality and appearance of solutions
• design tools for representing solutions
• criteria for evaluating the efficiency and effectiveness of solutions
• formats and conventions applied to the presentation of information in order to improve effectiveness
for intended clients
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• techniques for manipulating data and information, and testing solutions
• procedures and techniques for effectively managing the naming and classification of files, folders
and directories, and the security of backups and file transfers
• strategies for evaluating whether solutions meet their purpose
• strategies (tools and techniques) for coordinating the tasks, people, resources and time required to
create solutions.
Key skills
These skills include the ability to:
• analyse information problems
• prepare and follow plans that coordinate the tasks, people, resources and time required to develop
solutions
• select and apply appropriate tools and techniques to design solutions
• liaise with the clients in order to obtain feedback on the preferred designs, and make adjustments,
where necessary
• select and apply suitable equipment, tools, functions, formats and conventions to create
solutions
• apply techniques and procedures to securely and effectively handle files
• devise and implement an evaluation strategy.
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 as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
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 ICT tools and techniques, produce a solution in response to an identified need
• visual presentations such as multimedia presentations
• oral presentations supported by a visual presentation
• an electronic learning journal, such as a blog, to record learning progress
• a written report using ICT
• a test.
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Unit 3: IT applications
The focus of Unit 3 is the World Wide Web and how it supports the information needs of individuals,
communities and organisations. In Area of Study 1, students investigate the design and technical
underpinnings of different types of websites that support the varying needs of online communities.
Students use web authoring software to create prototype websites for particular online communities,
taking into account both technical and non-technical constraints.
Area of Study 2 focuses on the use of a relational database management system (RDBMS). Students
examine techniques used by organisations to acquire data via websites and consider the relationship
between how the data is acquired and the structure of an RDBMS. At the practical level, students
acquire and apply knowledge and skills in the use of an RDBMS. In Unit 4 when solving information
problems students can either use spreadsheet software or continue to use an RDBMS.
Students apply the analysis, design and development stages of the problem-solving methodology when
creating solutions. Details of this methodology are on pages 16 to 18.
Software tools
Students study the following tools in this unit:
Area of Study 1 Web authoring software
Area of Study 2 A relational database management system (RDBMS)
Note: A list of minimum software capabilities or equivalents suitable for web authoring software and
an RDBMS will be published annually by the Victorian Curriculum and Assessment Authority in the
VCAA Bulletin VCE, VCAL and VET.
Area of study 1
Online communities
In this area of study students investigate types of online communities and their needs, and the types,
purposes and functionality of specific types of websites that support information exchange, including
wikis, blogs, forums and social networking sites. A list of approved types of websites serving the
purpose of supporting information exchange will be published annually by the Victorian Curriculum
and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
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In this area of study there is an emphasis on the analysis, design and development stages of the problem-
solving methodology. Details of the methodology are located on pages 16 to 18. When analysing the
needs of online communities students consider the technical requirements for hosting the site, any
relevant legal and other non-technical matters, access rights (open or closed), the size of membership
and the different needs of individual online community members.
Students use design tools to represent the websites, and develop these websites using web authoring
software. Prototype websites are sufficient – students are not expected to develop operational websites
that support the exchange of information for online communities. The prototype should represent the
functionality, partial navigation options and user interface; however, every feature is not expected to
be fully functional. Sufficient testing must have occurred to ensure that major elements are tested and
working as expected. In addition to the mandated use of web authoring software, students may use
other software such as image editing software. A list of minimum software capabilities or equivalents
suitable for web authoring software will be published annually by the Victorian Curriculum and
Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
When creating a prototype website, students respond to a design brief that contains information about
a particular online community. Content material for the prototype website will be supplied by the
teacher and the students are expected to select from this material, information relevant to their website.
Supplied material could include text, images, video and sound files, and students may use a range of
software tools to manipulate the data.
Outcome 1
On completion of this unit the student should be able to apply stages of the problem-solving
methodology to create a prototype website that meets an online community’s needs, and explain the
technical requirements to support the hosting of this website.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
This knowledge includes:
• types, purposes and functionality of websites that support information exchange within online
communities
• types of networks and the functions of their key hardware and software components
• capabilities of wired and wireless communications technology to support local and remote
communications
• hardware and software requirements for setting up websites on servers, including operating system,
web server software, protocols, security and proxy servers
• stages of the problem-solving methodology
• types and purposes of online communities including social, work-based, project/interest-based that
support the purposes of collaboration, knowledge sharing and collective identity
• needs of online community members that affect the nature of their websites, including access
requirements (open or closed)
• non-technical constraints on website solutions, including privacy, copyright and human rights
requirements and social online protocols
• design elements that influence the functionality and appearance of websites
• design tools for representing website solutions
• functions of web authoring software used to manipulate data
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• manual and electronic validation techniques
• formats and conventions applied to websites in order to improve their effectiveness for intended
users
• methods and techniques for testing that the solutions perform as intended.
Key skills
These skills include the ability to:
• identify types of websites suitable for different online communities
• analyse online communities in order to identify solution requirements and technical and non-
technical constraints
• select and apply appropriate design tools to represent the functionality and appearance of prototype
websites
• use web authoring software and select and apply suitable functions, methods, formats, conventions,
techniques and design elements to develop prototype websites that operate as intended
• justify websites that suit the needs of different online communities
• explain the technical requirements of the networks hosting the websites.
AREA OF STUDY 2
Organisations and data management
In this area of study students develop knowledge about how organisations acquire data via websites.
They also develop knowledge and skills in using a relational database management system (RDBMS)
to manipulate data typically acquired through websites. Students review websites to ascertain the types
of data being acquired, including text, numeric and images (still and moving), and to identify how
the data is acquired. Students examine how organisations fulfil their legal requirements of protecting
the rights of data providers and why organisations want the data organised in particular ways. This
provides a lead-in to the fundamentals of an RDBMS, namely fields and field types, and the relationships
between data sets. Students develop knowledge and skills in describing data types and data structures,
and in applying functions, techniques, formats and conventions to manipulate and validate data, and
to present suitable information.
A list of minimum software capabilities or equivalents suitable for a relational database management
system (RDBMS) will be published annually by the Victorian Curriculum and Assessment Authority
in the VCAA Bulletin VCE, VCAL and VET.
In this area of study there is an emphasis on the design and development stages of the problem-solving
methodology. Details of the methodology are located on pages 16 to 18.
Outcome 2
On completion of this unit the student should be able to design, and develop using a relational database
management system, a solution to an information problem, and discuss why and how data is acquired
via websites.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
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Key knowledge
This knowledge includes:
• reasons why organisations acquire data via websites, including 24-hour customer access, improved
efficiencies through direct data entry by customers, improvements in effectiveness and access to
global market economies
• reasons why individuals and organisations supply data via websites, including purchasing of goods
and services, voting, social networking and exchanging information
• techniques used by organisations to acquire data on websites and reasons for their choice
• techniques used by organisations to protect the rights of individuals and organisations supplying
data, including security protocols and stating policies regarding privacy, shipping and returns
• stages of the problem-solving methodology
• purposes and structure of an RDBMS
• naming conventions to support efficient use of an RDBMS
• data types, including text (string), number, date/time, Boolean (true/false)
• data formats used for display, including fixed decimal places, various date formats, 12 hour/
24 hour time, true/false, yes/no
• a methodology for creating an RDBMS structure: identifying tables and fields; normalising tables,
defining data types and field sizes, identifying primary key and foreign key fields
• ways in which normalisation can ensure the integrity of data in an RDBMS
• design tools for describing data types, and the value of entity relationship (ER) diagrams for
representing the structure of an RDBMS
• design tools for representing solutions
• functions and techniques within an RDBMS to efficiently and effectively manipulate and validate
data
• functions and techniques to retrieve required information through searching, sorting, filtering and
querying data sets
• methods and techniques for testing that the solutions perform as intended.
Key skills
These skills include the ability to:
• explain reasons why data is acquired and supplied via websites
• propose techniques for acquiring data via websites and for protecting the rights of data
providers
• select and apply design tools and techniques for describing data types and representing the
functionality of solutions
• use RDBMS functions and techniques to manipulate and validate data
• apply functions and techniques to construct queries that efficiently retrieve required information
• select and apply testing methods and techniques to confirm whether the solutions operate as
intended.
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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
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
Assessment of levels of achievement
The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and
an end-of-year examination.
Contribution to final assessment
School-assessed Coursework for Unit 3 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which
will contribute 50 per cent.
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out in
the following table and in accordance with the assessment handbook published online by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
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. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
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Outcomes Marks allocated* Assessment tasks
Outcome 1 In response to a design brief and given data:
Apply stages of the problem-solving methodology 40 • create a prototype website capable of supporting
to create a prototype website that meets an online the information needs of an online community.
community’s needs, and explain the technical And
requirements to support the hosting of this website. One of the following that justifies the selected
website and explains the technical requirements
of the host network:
10 • a written report
• a short-answer test.
Outcome 2 In response to a design brief that includes an analysis
Design, and develop using a relational database 40 of an information problem:
management system, a solution to an information • the design and development of a solution.
problem, and discuss why and how data is acquired And
via websites. One of the following that discusses why and how
data is acquired via websites:
10 • a written report
• a test.
Total marks 100
*School-assessed Coursework for Unit 3 contributes 25 per cent.
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Unit 4: IT applications
In this unit students focus on how ICT is used by organisations to solve ongoing information problems
and on the strategies used to protect the integrity and security of data and information. In Area of Study 1
either a relational database management system (RDBMS) or spreadsheet software is selected and used
to create solutions to information problems. In addition, students use web authoring or multimedia
authoring software to produce onscreen user documentation. When creating solutions to ongoing
information problems, students apply all stages of the problem-solving methodology. Details of this
methodology are on pages 16 to 18.
In Area of Study 2, students explore how organisations manage the storage, communication and
disposal of data and information in order to minimise threats to the integrity and security of data and
information, and to optimise efficient information handling.
Software tools
Students study the following tools in this unit:
Area of Study 1 A relational database management system (RDBMS) or spreadsheet software
Web authoring or multimedia authoring software
Note: A list of minimum software capabilities or equivalents suitable for an RDBMS, spreadsheet
software, web authoring software and multimedia authoring software will be published annually by
the Victorian Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
Area of study 1
Organisations and information needs
In this area of study students develop and apply knowledge and skills for solving ongoing information
problems encountered in organisations. This involves developing knowledge about decision making
in organisations and how information systems enable information to be produced to assist decision
making. An RDBMS or spreadsheet software is selected for use. Through the application of all of
the stages of the problem-solving methodology and the selected software, students create solutions
to solve problems. Solutions of this nature have the capacity to process new sets of data for recurring
problems. To support the ongoing use of these solutions, students produce user documentation using
either web authoring or multimedia authoring software.
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A list of minimum software capabilities or equivalents suitable for an RDBMS, spreadsheet software,
web authoring and multimedia authoring software will be published annually by the Victorian
Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
In this area of study students apply all stages of the problem-solving methodology. Details of this
methodology are on pages 16 to 18.
Outcome 1
On completion of this unit the student should be able to use selected software to solve an ongoing
information problem, and evaluate the efficiency and effectiveness of the solution in meeting the
information needs of an organisation.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
This knowledge includes:
• types of goals of organisations and information systems
• role of components of information systems
• characteristics of strategic, tactical and operational decisions made in organisations
• stages of the problem-solving methodology
• problem-solving activities relating to the analysis of ongoing information problems
• design tools for representing the functionality and appearance of solutions
• criteria for evaluating the efficiency and effectiveness of solutions to ongoing information
problems
• functions, techniques and procedures for efficiently and effectively manipulating data using
an RDBMS or spreadsheet software, including the application of formats and conventions, the
validation of data and the management of files
• techniques for testing solutions and user acceptance
• strategies for evaluating the extent to which solutions meet organisations’ needs
• content and types of onscreen user documentation, including quick start guide, tutorial, content
sensitive help and manual
• characteristics of efficient and effective user interfaces and information architecture
• functions, techniques and procedures for efficiently and effectively manipulating data using web
authoring or multimedia authoring software.
Key skills
These skills include the ability to:
• identify how information systems enable the creation of information needed by organisations
• analyse current practices in order to identify the requirements, constraints and scope of solutions
• select and apply appropriate design tools to represent solutions
• determine criteria to evaluate the quality of solutions
• use an RDBMS or spreadsheet software and apply suitable functions, formats, conventions and
data validation techniques to develop solutions
• use web authoring or multimedia authoring software to create onscreen user documentation
• select and apply testing methods and techniques to confirm whether the solutions operate as
intended
• propose strategies and apply criteria to evaluate the extent to which solutions and user documentation
meet the information needs of organisations.
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AREA OF STUDY 2
Information management
This area of study focuses on information management and its importance to organisations. Students
investigate the strategies used by organisations to store, communicate and dispose of their data and
information. They examine the nature of threats to this data and information, whether accidental,
deliberate or technical and use evaluation criteria to consider the subsequent consequences for
ineffective information management strategies. Students recommend information management
strategies to protect the integrity and security of data and information, taking into account key legal
obligations of organisations and any ethical dilemmas faced by organisations and individuals regarding
security of information. The key legislation is outlined in the Glossary on page 13 and includes the
Privacy Act 1988, 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).
Outcome 2
On completion of this unit the student should be able to evaluate the effectiveness of strategies used
by organisations to manage the storage, communication and disposal of data and information, and
recommend improvements to current practices.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
This knowledge includes:
• reasons why data and information are important to organisations
• key legislation that affects how organisations control the storage, communication and disposal of
their data and information
• threats to the integrity and security of data and information stored, communicated and disposed
of by organisations
• procedures and equipment for preventing unauthorised access to data and information and for
minimising the loss of data accessed by authorised and unauthorised users
• the advantages and disadvantages of using cloud computing for storing, communicating and
disposing of data and information
• ethical dilemmas arising from information management strategies used by organisations
• strategies for resolving legal, ethical and social tensions between stakeholders arising from
information management strategies
• possible consequences for organisations of the violation of, or failure to follow, security
measures
• disaster recovery strategies and the testing of these strategies
• criteria for evaluating the effectiveness of information management strategies.
Key skills
These skills include the ability to:
• explain why particular information management strategies are used by organisations to monitor
and control their data and information
• discuss the nature of particular threats to the integrity and security of data and information
• discuss possible consequences of ineffective information management strategies
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• propose strategies to minimise tensions between stakeholders
• propose and apply criteria to evaluate the effectiveness of information management strategies
• recommend information management strategies to improve current practices.
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
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
Assessment of levels of achievement
The student’s level of achievement for Unit 4 will be determined by School-assessed Coursework and
an end-of-year examination.
Contribution to final assessment
School-assessed Coursework for Unit 4 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which
will contribute 50 per cent.
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out in
the following table and in accordance with the assessment handbook published online by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
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. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
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Outcomes Marks allocated* Assessment tasks
Outcome 1 A solution in response to a design brief, including
Use selected software to solve an ongoing 50 user documentation.
information problem, and evaluate the efficiency And
and effectiveness of the solution in meeting the A report that evaluates the extent to which the
information needs of an organisation. solution meets the needs of the organisation, in one
of the following:
10 • a written report
• an annotated visual report.
Outcome 2
Evaluate the effectiveness of strategies used by One of the following:
organisations to manage the storage, communication 40 • a written report
and disposal of data and information, and • a test
recommend improvements to current practices. • an annotated visual report.
Total marks 100
*School-assessed Coursework for Unit 4 contributes 25 per cent.
End-of-year examination
Description
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment Authority.
All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.
Conditions
The examination will be completed under the following conditions:
• Duration: two hours.
• Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
• The examination will be marked by assessors appointed by the Victorian Curriculum and Assessment
Authority.
Contribution to final assessment
The examination will contribute 50 per cent.
Further advice
The Victorian Curriculum and Assessment Authority publishes specifications for all VCE examinations
on the Victorian Curriculum and Assessment Authority website. Examination specifications include
details about the sections of the examination, their weighting, the question format/s and any other
essential information. The specifications are published in the first year of implementation of the revised
Units 3 and 4 sequence together with any sample material.
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Unit 3: Software development
Unit 3 focuses on programming as a strategy for solving problems for specific users in a networked
environment. Students develop knowledge and skills in the use of a programming language. The
programming language selected will be studied for both Units 3 and 4. When programming in Unit
3, students are expected to have an overview of the problem-solving methodology and a detailed
understanding of the stages of analysis, design and development. Details of this methodology are on
pages 16 to 18.
Area of Study 1 focuses on the analysis stage of the problem-solving methodology, which involves
students developing and applying knowledge and skills in determining the requirements of solutions,
identifying relevant factors that should be taken into account when designing the solutions, and in
scoping the solutions. In Area of Study 2 students engage in designing the detailed specifications of how
solutions will be developed and undertake the development stage by using the selected programming
language to create planned solutions.
Software tools
Students study the following tools in this unit:
Area of Study 1 Unified Modelling Language to create use cases
Area of Study 2 An approved programming language
Note: A list of suitable languages and programming requirements will be published annually by the
Victorian Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
Area of study 1
Analysing information problems
In this area of study students develop knowledge and skills related to the problem-solving stage of
analysis. Typically, as a precursor to the analysis stage, project plans are created and students examine
the key tasks associated with project planning (students are not required to use project management
software). When analysing, students determine the requirements, the constraints and the scope of
the solutions. The networked environment and security are key considerations when determining the
requirements of solutions. As a means of understanding the networked environment, students examine
the Open Systems Interconnections (OSI) model, with an emphasis on Layer 1. Students document
the findings of the analysis in the form of software requirements specifications (SRS).
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Outcome 1
On completion of this unit the student should be able to analyse an information problem in order
to produce software requirements specifications for a solution that operates within a networked
environment.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• key tasks associated with planning software projects, including identifying, scheduling and
monitoring tasks, resources, people and time
• a brief overview of the concept of the OSI model for network protocols
• purposes and functions of the physical layer (Layer 1) of the OSI and the relationship of the physical
layer to the Transmission Control Protocol/Internet Protocol model
• appropriateness of interviews, surveys and observation as methods of collecting data to determine
needs and requirements
• features of functional and non-functional solution requirements
• constraints that influence solutions
• the functions, technical underpinnings and sources of worms, Trojans and spyware that intentionally
threaten the security of networks
• factors that determine the scope of solutions
• tools and techniques for depicting the interfaces between solutions, users and the network, including
use cases, via the Unified Modelling Language
• features of context diagrams and data flow diagrams that allow data flows to be depicted
• composition of an SRS and purposes of documenting an analysis in this form.
Key skills
These skills include the ability to:
• identify the key tasks involved in planning software projects
• propose a range of methods to collect data for analysis
• describe the physical layer of networked environments within which the solutions will operate
• analyse data and information in order to determine the solution requirements, constraints including
vulnerability to security threats, and scope
• apply tools and techniques to assist in analysing information problems
• write an SRS to document the requirements, constraints and scope.
AREA OF STUDY 2
Design and development
In this area of study students develop knowledge and skills related to the design and development
stages of the problem-solving methodology. When designing, students develop knowledge and skills
in describing data types and data structures. They express software designs using data dictionaries and
data structure diagrams, object descriptions and pseudocode. In addition, students propose criteria to
evaluate the efficiency and effectiveness of the solutions they develop, based on their designs.
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The development stage involves transforming design specifications into solutions by undertaking the
problem-solving activities of coding, testing and documenting. Students develop knowledge and skills
in the use of an approved programming language, which is used to develop prototype solutions to small
information problems. The solutions can focus on limited features of the programming language. The
focus of a prototype solution allows testing the logic of processes in readiness for a larger software
project. Students do not have to design and develop a complete software solution, as the focus in this
area of study is on program logic. There is no emphasis on user interface design or validation in this
area of study.
Testing techniques are applied to ensure solutions operate as intended and students develop knowledge
and skills in writing internal documentation into their code.
Students develop solutions in response to given software requirements specifications and do not have
to undertake the analysis stage.
A list of suitable languages and programming requirements will be published annually by the Victorian
Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
Outcome 2
On completion of this unit the student should be able to represent a software design and apply a range
of functions and techniques using a programming language to develop a prototype solution to meet
a specific need.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• characteristics of data types: integer, floating point number, Boolean, character, string
• types of data structures, including one-dimensional arrays, records and files
• methods of expressing software designs using data dictionaries and data structure diagrams, object
descriptions and pseudocode
• formatting and structural characteristics of efficient and effective input and output
• needs of users and how these influence the design of solutions
• criteria for evaluating the efficiency and effectiveness of solutions
• a programming language as a method for developing solutions that meet specific needs
• processing features of programming languages, including instructions, procedures, methods,
functions and control structures
• purposes and characteristics of internal documentation
• techniques for checking that coded solutions meet design specifications, including construction of
test data.
Key skills
These skills include the ability to:
• interpret software requirements specifications by representing prototype solutions in the form of
pseudocode
• use a range of data types and data structures
• design prototype solutions that take into account the needs of users
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• identify evaluation criteria appropriate to the solution requirements
• use appropriate processing features of programming languages
• document the functioning of solutions through the use of internal documentation
• select and apply suitable test data and testing techniques
• document the code to indicate the logic of programs.
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
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
Assessment of levels of achievement
The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and
an end-of-year examination.
Contribution to final assessment
School-assessed Coursework for Unit 3 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which
will contribute 50 per cent.
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out
in the following table and in accordance with the assessment handbook published online by the
Victorian Curriculum and Assessment Authority. The assessment handbook also includes advice on
the assessment tasks and performance descriptors for assessment.
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. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
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Outcomes Marks allocated* Assessment tasks
Outcome 1
Analyse an information problem in order to produce In response to a design brief, produce documentation
40
software requirements specifications for a solution of the analysis of an information problem in the form
that operates within a networked environment. of software requirements specifications.
Outcome 2
Represent a software design and apply a range In response to software requirements specifications
of functions and techniques using a programming 60 create a prototype solution to meet a specific need.
language to develop a prototype solution to meet a
specific need.
Total marks 100
*School-assessed Coursework for Unit 3 contributes 25 per cent.
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Unit 4: Software development
This unit focuses on how the information needs of individuals, organisations and society are and can
be met through the creation of purpose-designed solutions in a networked environment. Students
continue to study the programming language selected in Unit 3.
In this unit students are required to engage in the design, development and evaluation stages of the
problem-solving methodology. Details of this methodology are on pages 16 to 18.
Area of Study 1 focuses on the design and development stages of the problem-solving methodology
when solving problems suitable for use with mobile devices. Area of Study 2 focuses on the final
stage of the methodology, evaluation.
Software tools
Students study the following tools in this unit:
Area of Study 1 An approved programming language
Appropriate tool for creating user documentation
Note: A list of suitable languages and programming requirements will be published annually by the
Victorian Curriculum and Assessment Authority in the VCAA Bulletin VCE, VCAL and VET.
Area of study 1
Purpose-designed solutions
In this area of study students apply a range of tools and techniques to produce purpose-designed
solutions suitable for use on mobile computing devices. Suitable mobile devices include personal digital
assistants (PDAs), mobile phones, laptops and gaming consoles. Students do not need to be able to
physically implement the solution on a mobile device; however, they must be able to test the functions
of the software in a convenient environment in order to demonstrate that the solution requirements have
been met. Within this area of study students solve problems by applying the design and development
stages of the problem-solving methodology; with greater emphasis given to development. Students
expand their range of programming skills and develop knowledge and skills related to file management
in order to improve processing efficiency. As part of this stage, students develop knowledge and skills
in preparing user documentation using appropriate software, and consider strategies for preventing
security violations of stored and communicated information. Students examine their legal obligations
as programmers.
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Students continue to use the programming language studied in Unit 3, and the programming
requirements will be published annually by the Victorian Curriculum and Assessment Authority in
the VCAA Bulletin VCE, VCAL and VET.
Outcome 1
On completion of this unit the student should be able to apply stages of the problem-solving
methodology to produce a solution for use on a mobile device, which takes into account technical
and legal requirements.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 1.
Key knowledge
This knowledge includes:
• stages of the problem-solving methodology
• types and characteristics of mobile computing devices, including PDAs, mobile phones, laptops,
gaming consoles
• procedures and techniques for handling and managing files, including security, archiving, backing
up and disposing of files
• methods of organising files to suit particular software needs, including serial and random access
• ways in which file size, storage medium and organisation of files affect access of data
• characteristics of efficient and effective user interfaces
• factors affecting solution design, including user interface, user needs, processing efficiency,
development time, technical specifications of mobile devices
• naming conventions for solution elements
• methods and techniques of expressing software designs
• forms and uses of data structures to organise and manipulate data, including two-dimensional
arrays, stacks and queues
• the syntax of a programming language
• validation techniques, including existence checking, range checking and type checking
• techniques for searching, including binary search, and techniques for sorting, including bubble
sort and quick sort
• techniques for checking that coded solutions meet design specifications, including construction of
test data.
• purposes and characteristics of internal documentation
• forms and types of user documentation, including printed, online Internet site (forms) and quick
start guide, tutorial, content sensitive help and manual (types)
• applications and purposes of utilities in a programming environment
• legal obligations of programmers
• security measures designed to protect the integrity and security of data and information.
Key skills
These skills include the ability to:
• interpret solution requirements in order to design and develop solutions
• express solution designs using appropriate design methods and techniques
• write solutions and internal documentation
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• select and apply testing techniques to confirm that solutions operate as intended
• use software to write appropriate user documentation
• propose measures for protecting the security of information stored within, and communicated
between, mobile computing devices and networks
• explain how solutions have taken into account legal obligations of programmers.
AREA OF STUDY 2
Evaluating purpose-designed solutions
In this area of study students focus on the final stage of the problem-solving methodology, evaluation,
which entails formulating strategies for measuring both the quality of solutions and the networked
environments within which they operate. Evaluation of solutions typically takes place after the
solutions have been operating for a short time. This evaluation involves applying criteria to measure the
efficiency and effectiveness of solutions, and determining the techniques for acquiring the evaluation
data. Evaluation of networked environments involves selecting criteria and techniques for measuring
levels of security and user acceptance, the suitability of training and system support documentation
for users, the impact of conflicts between stakeholders and the suitability of actions for resolving
ethical dilemmas.
Outcome 2
On completion of this unit the student should be able to recommend and justify strategies for evaluating
the effectiveness and efficiency of solutions that operate in a networked environment.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of
Study 2.
Key knowledge
This knowledge includes:
• technical underpinnings of intranets, the Internet and virtual private networks
• characteristics of wired and wireless networks
• techniques for measuring the reliability and maintainability of networks, including audits, errors
and software tracking tools
• criteria and techniques for testing the security of networked environments
• characteristics of efficient and effective solutions
• strategies and techniques for acquiring evaluation data about the quality of solutions
• criteria and techniques for testing acceptance by users of solutions
• types of training for the users of solutions, and techniques for measuring the suitability of training
programs
• types of system support documentation offered to users and criteria for determining their
appropriateness for users
• practices that cause conflict between stakeholders who use, or are affected by, solutions that operate
within networked environments
• suitability of setting codes of ethics, imposing sanctions, education programs and the use of
decision-support frameworks as strategies for managing ethical dilemmas.
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Key skills
These skills include the ability to:
• describe, using technical language, the networked environments within which solutions operate
• propose criteria and recommend techniques for testing the security of networks
• recommend criteria and techniques for measuring the efficiency and effectiveness of solutions
• justify the suitability of recommended strategies for evaluating solutions
• recommend criteria and techniques for measuring the extent to which the needs of users of solutions
are met
• justify the appropriateness of recommended strategies for evaluating the extent to which users’
needs are met
• justify the suitability of strategies for managing ethical dilemmas.
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
Victorian Curriculum and Assessment Authority publishes online an assessment handbook for this
study that includes advice on the assessment tasks and performance descriptors for assessment.
The key knowledge and key skills listed for each outcome should be used as a guide to course design and
the development 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. The
elements of key knowledge and key skills should not be assessed separately.
Assessment of levels of achievement
The student’s level of achievement for Unit 4 will be determined by School-assessed Coursework and
an end-of-year examination.
Contribution to final assessment
School-assessed Coursework for Unit 4 will contribute 25 per cent.
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination, which
will contribute 50 per cent.
School-assessed Coursework
Teachers will provide to the Victorian Curriculum and Assessment Authority a score representing an
assessment of the student’s level of achievement.
The score must be based on the teacher’s rating of performance of each student on the tasks set out in
the following table and in accordance with the assessment handbook published online by the Victorian
Curriculum and Assessment Authority. The assessment handbook also includes advice on the assessment
tasks and performance descriptors for assessment.
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. Where teachers provide a range of options for the same assessment task, they
should ensure that the options are of comparable scope and demand. Teachers should select a variety
of assessment tasks for their program to reflect the key knowledge and key skills being assessed and
to provide for different learning styles.
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Outcomes Marks allocated* Assessment tasks
Outcome 1 A solution (including internal documentation) in
Apply stages of the problem-solving methodology to 45 response to a design brief.
produce a solution for use on a mobile device, which And
takes into account technical and legal requirements. User documentation and an explanation of how
security and legal matters are managed when
creating solutions in one of the following:
15 • a written report
• a test.
Outcome 2
Recommend and justify strategies for evaluating the One of the following:
40
effectiveness and efficiency of solutions that operate • a written report
in a networked environment. • a test.
Total marks 100
*School-assessed Coursework for Unit 4 contributes 25 per cent.
End-of-year examination
Description
The examination will be set by a panel appointed by the Victorian Curriculum and Assessment Authority.
All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable.
Conditions
The examination will be completed under the following conditions:
• Duration: two hours.
• Date: end-of-year, on a date to be published annually by the Victorian Curriculum and Assessment
Authority.
• Victorian Curriculum and Assessment Authority examination rules will apply. Details of these
rules are published annually in the VCE and VCAL Administrative Handbook.
• The examination will be marked by assessors appointed by the Victorian Curriculum and Assessment
Authority.
Contribution to final assessment
The examination will contribute 50 per cent.
Further advice
The Victorian Curriculum and Assessment Authority publishes specifications for all VCE examinations
on the Victorian Curriculum and Assessment Authority website. Examination specifications include
details about the sections of the examination, their weighting, the question format/s and any other
essential information. The specifications are published in the first year of implementation of the revised
Units 3 and 4 sequence together with any sample material.
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Advice for teachers
The Victorian Essential Learning Standards (VELS) is the curriculum framework for the compulsory
years of schooling in Victoria. Links between the VCE Information Technology study and the VELS
are shown below.
VCE Information Technology provides students with opportunities to develop employability skills.
The links between the forms of assessment in the study design and employability skills are provided
in the table on page 51.
Victorian Essential Learning Standards (Vels)
VCE Information Technology (IT) is a study which builds on knowledge and skills developed primarily
in the VELS interdisciplinary domain of Information and Communications Technology (ICT). While
the focus of VELS ICT is on using ICT to assist in transforming learning and enriching the learning
environment, students build on some of the underpinning knowledge and skills of the domain when
studying VCE IT. The study also has links with the Thinking Processes domain. The following table
identifies key elements of the standards in the relevant domains that have a connection to VCE IT.
Domain Dimension Connections to standards or learning focus
Information and ICT for visualising Use a range of ICT tools and data types to visualise their thinking strategies.
Communications thinking Use appropriate ICT tools and techniques efficiently and effectively.
Technology Discriminate between ICT tools based on their suitability to solve problems.
ICT for creating Appraise different strategies for organising and managing resources in
problem solving and creating information products.
Apply a range of techniques, equipment and procedures efficiently and
effectively.
Consider ethical and legal issues.
Apply/use appropriate strategies to protect their files.
Create products that demonstrate a clear sense of purpose and
audience.
Compare, evaluate and justify solutions.
ICT for communicating Exchange ideas through online forums and websites.
Apply techniques to locate more precise information from websites.
Conduct general and specialised searches.
Follow accepted protocols in communicating with peers, experts and
others.
Thinking Processes Reasoning, processing Discriminate in the way they use a variety of sources.
and inquiry
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Information technology 2011–2014 Advice for teachers
Employability skills
Units 1 to 4 of the VCE Information Technology study provide students with the opportunity to engage
in a range of learning activities. In addition to demonstrating their understanding and mastery of the
content and skills specific to the study, students may also develop employability skills through their
learning activities.
The nationally agreed employability skills* are: Communication; Planning and organising; Teamwork;
Problem solving; Self-management; Initiative and enterprise; Technology; and Learning.
Each employability skill contains a number of facets that have a broad coverage of all employment
contexts and are designed to describe all employees. The table below links those facets that may be
understood and applied in a school or non-employment related setting, to the types of assessment
commonly undertaken within the VCE study.
IT applications
Assessment task Employability skills: selected facets
Production of information solutions Communication (reading independently; writing to the needs of the
audience; sharing information)
Initiative and enterprise (generating a range of options; initiating innovative
solutions; being creative)
Learning (managing own learning; being open to new ideas and techniques)
Planning and organising (collecting, analysing and organising information;
managing time and priorities)
Problem solving (developing creative, innovative solutions; applying a
range of strategies to problem solving; showing independence and initiative
in identifying problems and solving them; using mathematics to solve
problems)
Self management (taking responsibility; articulating own ideas and visions)
Technology (using IT to organise data; being willing to learn new IT skills;
having the OHS knowledge to apply technology)
Written analysis and evaluation Communication (reading independently; writing to the needs of the
reports audience; sharing information)
Initiative and enterprise (generating a range of options; initiating innovative
solutions; being creative)
Learning (managing own learning; being open to new ideas and techniques)
Planning and organising (planning the use of resources including time
management; collecting, analysing and organising information)
Annotated visual presentation Communication (reading independently; writing to the needs of the
audience; sharing information)
Learning (managing own learning; being open to new ideas and techniques)
Planning and organising (collecting, analysing and organising information)
Technology (using IT to organise data)
Onscreen user documentation Initiative and enterprise (generating a range of options; initiating innovative
solutions; being creative)
Planning and organising (planning the use of resources including time
management)
Problem solving (developing practical solutions; testing assumptions taking
the context of data and circumstances into account)
*The employability skills are derived from the Employability Skills Framework (Employability Skills for the Future, 2002),
developed by the Australian Chamber of Commerce and Industry and the Business Council of Australia, and published by
the (former) Commonwealth Department of Education, Science and Training.
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Assessment task Employability skills: selected facets
Test Communication (reading independently; writing to the needs of the
audience, sharing information)
Initiative and enterprise (generating a range of options; initiating innovative
solutions; being creative)
Learning (managing own learning; being open to new ideas and techniques)
Planning and organising (planning the use of resources including time
management; collecting, analysing and organising information)
DEVELOPING A COURSE
A course outlines the nature and sequence of teaching and learning necessary for students to
demonstrate achievement of the set of outcomes for a unit. The areas of study broadly describe the
learning context and the knowledge required for the demonstration of each outcome. Outcomes are
introduced by summary statements and are followed by the key knowledge and key skills which relate
to the outcomes.
Teachers must develop courses that include appropriate learning activities to enable students to acquire
the key knowledge and key skills associated with each outcome statement in each unit.
For Units 1 and 2, teachers must select assessment tasks from the list provided. Tasks should provide a
variety and the mix of tasks should reflect the fact that different types of tasks suit different knowledge
and skills and different learning styles. Tasks do not have to be lengthy to make a decision about student
demonstration of achievement of an outcome.
In Units 3 and 4, assessment is more structured. For most outcomes, or aspects of an outcome, there
are assessment tasks and these are prescribed. The contribution that each outcome makes to the total
score for School-assessed Coursework is also stipulated.
Flexibility in course design
In most units factors such as software tools, contexts and types of mobile devices can be varied according
to the availability of resources, teacher and student preferences, and teacher and student expertise.
The learning activities may be varied in type and pace to allow for individual differences in learning
styles, expertise with equipment, personal interest and experience. While the areas of study in a unit
are numbered, this does not necessarily dictate the order in which they should be taught. In some units
the order is not important and it may be appropriate for students to simultaneously engage in learning
activities related to two or more areas of study. However, in some units there is a developmental
relationship between areas of study that suggests a logical sequence.
Preparing design briefs
A key focus of the VCE Information Technology study design is solving information problems using
ICT and following a methodology, as explained on pages 16 to 18. This warrants students responding
to a design brief, which outlines a problem, context, need or an opportunity.
The following outcomes require students to respond to a design brief when applying the problem-
solving methodology (PSM):
Unit 2, Outcome 1
IT applications, Unit 3, Outcome 1
IT applications, Unit 3, Outcome 2
IT applications, Unit 4, Outcome 1
Software development, Unit 3, Outcome 1
Software development, Unit 4, Outcome 1
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The content of the design brief must afford students the opportunity to demonstrate the outcome. This
means that it should contain sufficient information for students to be able to carry out the relevant
stages of the PSM, but not contain too much information so that students are denied the opportunity
to demonstrate their knowledge and skills about each PSM stage.
When writing a design brief:
• Use the outcome statement as the overall guide. Ask, ‘is there sufficient information for the
student to demonstrate the outcome?’ For example, if the outcome requires students to analyse
an information problem, ensure that the design brief contains relevant information about current
practices; however, avoid providing such information in a manner that is too similar to what is
required of the student.
• Use the key skills as a guide to determining the extent of the design brief. Ask ‘does the content
of the design brief allow all of the relevant key skills to be demonstrated?’
• Refer to the key knowledge to determine the scope of the knowledge that needs to be demonstrated.
Again, language used in the key knowledge can form the basis for content in the design brief.
• Refer to the activities related to each PSM for prompts about the type of information that needs to
be provided in order for students to carry out these activities.
• Incorporate diagrams, where appropriate, such as an organisation chart, which can communicate
the size and structure of an organisation; a graph or table, which can provide vital information
about an organisation’s performance, and hence needs; a data flow diagram, which outlines the
flow of data through an information system.
If using diagrams, avoid including those that are in the form of what the student is expected to
produce in their solution. This denies a point of discrimination in performance, as students are
‘copying’ the model provided.
• Refer to the performance descriptors at the highest level in the assessment handbook. These indicate
evidence expected in student responses, so make sure that the design brief has sufficient scope to
allow for these performances.
Ensure that a background to the problem is provided. It can be posed as a story or a scenario. This
should engage students and show the relevance of the problem. Depending on the requirements of
the outcome, information may be needed in order for students to undertake an analysis. This would
include stating the current practice, any weaknesses in this practice, the expectations of the solution
and any constraints on the solution.
Learning activities
Implementation advice and example learning activities for each unit are provided on pages 54 to 85.
Teachers should consider these activities in conjunction with the key knowledge and key skills identified
for each outcome within the study.
Suitable Resources
Courses must be developed within the framework of the study design: the areas of study which comprise
outcome statements, and key knowledge and key skills.
A list of suitable resources for this study has been compiled and is available via the Information
Technology study page on the Victorian Curriculum and Assessment Authority website: www.vcaa.
vic.edu.au/vce/studies/index.html
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Unit 1: IT in action
For Area of Study 1, students develop skills in the use of spreadsheet software with a particular focus
on manipulating numeric data to produce information in graphic form. Students should be exposed to
a range of design tools, in particular those that can be used to present graphic information.
In Area of Study 2 students need to apply their knowledge of networks in order to recommend a
network to suit a particular purpose. This could, for example, involve recommending a network for
their own home or responding to small scenarios or lengthier case studies. If the latter is the case, then
the use of visual stimulus and network diagrams are effective ways of communicating details about
networks and network needs.
For Area of Study 3 where students create a website using web authoring software, they also use
visualising thinking tools to assist in sorting, reflecting on and making connections between different
facts and opinions. The team should plan the project using appropriate project planning tools. They
are not expected to use specific project management software, but using a spreadsheet to list tasks,
responsibilities and the order and timing of events would be appropriate.
Sequencing of areas of study
Area of Study 1 should be addressed prior to, or concurrently with, Area of Study 3. There are
knowledge and skills associated with Area of Study 1 that are required when undertaking Area of
Study 3 (spreadsheet knowledge and skills).
Sources of data
In Area of Study 1, data sets must be provided by the teacher; however, the teacher is not required
to manufacture them, as data can be sourced from online repositories such as the Australian Bureau
of Statistics, the World Health Organization, World Development Indicators, Melbourne Water, the
Bureau of Meteorology or other similar bodies. As students are required to select relevant data from
these data sets they must be supplied with redundant or superfluous data within the sets. Students
need to consider data types, and what data types would best produce the graphic form required. They
then apply spreadsheet software functions and techniques to develop solutions in a graphic form for
an identified need.
In Area of Study 3, students must acquire data for manipulation by spreadsheet software from a primary
source using methods such as interviews or surveys. The resulting information must be in graphic form;
however, students can supplement this information with recorded interviews, video clips and/or images
of the people if being interviewed. Students must also acquire information from secondary sources to
ascertain the opinions of stakeholders and assist in formulating the opinions of student teams.
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Example activities
Area of study 1: From data to information
Outcome 1 Examples of learning activities
Select data from data produce a folio of spreadsheet activities covering a range of skills and showing the
sets, design solutions appropriate use of graphical representations
and use a range of
spreadsheet functions investigate data sources such as the World Health Organization (WHO) and the
to develop solutions data they provide, including identification of data types used
that meet specific
purposes. investigate and use Google docs, or similar, to produce motion graphs
compare a range of graphical representations, identifying their purpose, the design
elements used and the formats and conventions applied
create a spreadsheet that shows the usage of water for a family over the last
12 months; compare to government recommended levels
graphically compare the average grades for a subject’s cohort for the last decade
create graphic representations of enrolment data for the past five years
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Detailed example
enrolment trends
The Science Coordinator at Woodlands College VCE Chemistry, Units 1 and 2
is concerned at the low numbers of girls who are Year M1 F1 M2 F2
enrolled in science subjects at the school. He wants 04 20 5 20 5
to encourage more girls to take up these subjects 05 21 4 19 4
and has requested a budget to mount a campaign 06 19 6 17 6
to achieve this objective. Funds are very tight at 07 15 5 15 5
the school and the principal is not convinced that 08 17 8 17 7
a gender problem exists. The Science Coordinator 09 16 8 16 8
needs to persuade the principal of the real situation, 10 19 6 18 6
using effective information presented graphically.
VCE Chemistry, Units 3 and 4
Tasks: Year M3 F3 M4 F4
• From the following data, students select what is 04 13 5 12 5
needed for manipulation. The coordinator wants 05 11 5 11 4
to use five years of data. 06 14 3 14 3
• Students decide the type of graphic 07 12 4 12 3
representation and prepare a design of how the 08 12 5 12 5
solution will be developed and its appearance. 09 11 4 10 4
10 14 3 14 3
• Students use spreadsheet functions to
create graphics that will assist the Science VCE Biology, Units 1 and 2
Coordinator in persuading the principal that a Year M1 F1 M2 F2
gender problem exists with enrolments, and 04 30 20 30 20
that funding is needed to mount an enrolment 05 27 17 27 18
campaign. 06 28 19 28 19
• Students explain why the solution meets the 07 30 18 29 17
coordinator’s needs. 08 26 20 25 20
09 28 19 28 19
Key: M = male, F = female 10 29 20 28 19
Number, e.g. 1 = Unit 1; 2 = Unit 2 etc.
VCE Biology, Units 3 and 4
VCE Physics, Units 1 and 2
Year M3 F3 M4 F4
Year M1 F1 M2 F2 04 20 12 20 12
04 15 5 16 4 05 22 15 22 15
05 18 3 18 4 06 28 19 28 17
06 17 6 15 6 07 30 18 30 18
07 15 3 15 3 08 26 20 25 20
08 19 6 19 5 09 28 19 28 19
09 16 5 15 5 10 29 20 27 20
10 15 8 15 8
VCE Physics, Units 3 and 4
Year M3 F3 M4 F4
04 12 4 12 4
05 13 3 12 3
06 10 2 10 2
07 14 3 13 3
08 11 4 11 4
09 10 2 10 2
10 13 3 13 3
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Area of study 2: Networks
Outcome 2 Examples of learning activities
Recommend draw a network diagram from provided stimulus material
a networked
information system produce a presentation on a range of security threats including hacking, phishing,
for a specific use viruses, Trojans and denial of service
and explain possible
security threats to this annotate a diagram of a networked information system with the roles and
networked information functions of its components
system.
use a visualising thinking tool to identify the strengths and weaknesses of wireless
and wired communications technology for a particular setting
organise the demonstration of a range of mobile devices by a local service
provider
invite representatives from post compulsory institutions to an IT careers forum on
the roles and responsibilities of the people associated with networks
recommend a network for a home
Detailed example
A HOME NETWORK
The Tran household, comprising five members, is computer in the family room, which is located at
tired of their current computer set up at home. They the back of the house, adjacent to two of the three
have one computer which is located in their family bedrooms, and they want to be able to network
room, two laptops and one printer. The house is their IT resources.
connected to broadband, with the modem being
located with the computer. Usually the laptops are Tasks
used in bedrooms and each time someone wants • Students are to prepare a table that lists for the
to use the Internet or print their work they need to Tran family the advantages and disadvantages
come to the family room. Printing is usually done of a wireless network, paying particular attention
from a flash drive. to the reliability of these networks, their cost
and speed of transferring data.
This practice is annoying several family members as
they are university students wanting ready access • Students recommend a networked information
to the Internet for study purposes and for posting system for the family and list the equipment that
photos on a shared website. would be needed to support the operation of
network in their house.
The current arrangements worked for the family a • Students detail potential threats to the security
few years ago, as the parents wanted to be able to of the information stored and communicated via
supervise Internet usage, but this is no longer the their network.
case. The family wants to keep the printer and main
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Area of study 3: ICT in a global society
Outcome 3 Examples of learning activities
Contribute collect a range of film snippets that portray contemporary ICT issues
collaboratively to
the design and produce a website for a local not-for-profit action group, e.g. ‘Save the platypus of
development of Jumbuck creek’
a website that
presents an analysis develop a survey about playing computer games, collate results, and produce a
of a contemporary graphic representation of the data collected
ICT issue and
substantiates the conduct a formal debate on a contemporary ICT issue
team’s point of view.
create a code of conduct for participating in a social network
compare three websites identifying and describing the design elements and the
formats and conventions used
analyse given scenarios to identify and list the tasks, people, resources and time
required to complete the project
working as part of a team, analyse a contemporary ICT issue and substantiate a
point of view for inclusion on a website
Detailed example
ict issue
Students are to access a range of websites on • Form a team of three to four members.
the Internet that require them to give personal • Identify a contemporary issue associated with
information, e.g. e-Bay, Coles-On-Line, one of the following areas: computer gaming,
Commonwealth Netbank, Hotmail, Facebook. social networking, robotics, e-commerce and
Personal information includes their postal and/or cloud computing.
email address. (Suitable sites include shareware
• Prepare a plan that identifies the tasks, timelines
sites that provide download facilities, retailers, and
and indicators for monitoring progress.
sites that offer online clubs such as the ABC.)
• Access information from a variety of sources,
Whenever personal information is collected, there including interviewing at least one person.
are certain Federal and State Privacy laws that Students can record this interview and post it on
govern the collection, storage, communication their website.
and disposal of that information. However, some
• Use visualising thinking tools to refine, filter and
organisations may find that these laws restrict
make connections between opinions and facts
business and are costly.
about the issue.
Tasks • Plan the design of a website that presents views
about an ICT issue, from different stakeholders
Students form a team to produce a website that
and from their team, and identify strategies for
presents the views of a range of stakeholders about
an ICT issue, and expresses the viewpoint of the influencing how people use ICT.
team. Information is to be gathered from primary • Use spreadsheet software to create a graph
and secondary sources. Students are required to: based on the data acquired from the interview.
• Use web authoring software to develop a website.
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Unit 2: IT pathways
In Area of Study 1, students create graphic representations through the use of visualisation tools,
including charts, graphs, spatial relationships, histograms, maps and network diagrams. Often these
tools allow the data to be dynamic, such as motion charts within Google docs. The software tool
used may be influenced by what IT subjects are offered in a school at Units 3 and 4. For example, if
only IT applications is offered it may be appropriate for students to study database and spreadsheet
software; if Software development is being offered, then using a programming language to create data
visualisations is a good choice.
In Area of Study 2, students can continue to use the programming language they used in Area of Study
1. It is important to note that students do not have to create complex, complete solutions to information
problems – partial solutions, focusing on specific programming features, are appropriate.
When recording in their electronic journals entries need not be lengthy, and students may use their
blogs as a method of storing and communicating records of their progress.
Area of Study 3 is a group-based real world problem-solving project. The teacher or student can select
the software tool and it is not restricted to those tools studied in Areas of Study 1 and 2. Students can
use a programming language for all three areas of study; conversely, a different tool can be used for
each area of study. There is no requirement for students to use project management software but they
must be able to identify tasks, sequence them, estimate timing, and monitor their progress through
shared files.
Teachers can require all teams of students to solve an information problem for the same client, or teams
can select their client. A client can be an individual or a not-for-profit or profit-based organisation. A
client can be another teacher in the school or a person who does volunteer work for a club or charity.
It is important that the client states their needs and is available to provide feedback during the creation
of the solution and after its completion.
Sequencing of areas of study
The sequencing of Areas of Study 1 and 2 is flexible; however, it is logical to approach Area of Study 3
after Areas of Study 1 and 2.
Sources of data
In Area of Study 1, students must select data from large repositories of data, unlike Unit 1, Area of
Study 1, where they are provided with data. It is suggested that learning activities should focus on
accessing and selecting authentic data from large online repositories.
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Example activities
Area of study 1: Data analysis and visualisation
Outcome 1 Examples of learning activities
Apply the problem- investigate sources of data; discuss the data that each provides and its format
solving methodology
and use appropriate identify five different user groups and explain how their needs would influence the
software tools type of data visualisation created
to create data
visualisations that design appropriate data visualisations for three user groups using the same data
meet users’ needs. set
develop a set of criteria that can be used to evaluate the set of data visualisations
provided
experiment with web-based examples and demonstrations of visualising thinking
tools, such as those found at www.infiview.com; www.visualcomplexity.com; and
www.readwriteweb.com
create an effective graphic using data visualisation tools for a specific user
Detailed example
dynamic data
There are a range of tools that can be used to • When dynamic data is presented, list the
manipulate data and present information in the features of the presentation/s that make the
form of dynamic graphics. A well-known exponent graphic displays interesting and informative.
of using data visualisations to support his • Does the use of dynamic data enhance the
presentations is Hans Rosling. Students are to view quality of presentation?
two of his presentations on YouTube and complete
• What features of this software (Google docs,
the following tasks and questions.
motion charts) are most effective? Why?
Presentation 1: Myths About the Developing World • How does Rosling show different relationships
at www.youtube.com between different data sets?
Presentation 2: New Insights on Poverty and Life • Rosling uses different means to represent
Around the World at www.youtube.com complex data. What technique is most
successful? Describe the formatting features
Task 1 that are most appealing.
Students are to read the following questions prior • How would complex data sets like those
to watching at least one of these videos. This will manipulated by Rosling usually be presented?
allow them to watch Hans Rosling’s presentation
and note the information needed to answer the Task 3
questions. • Students are to access data from the Australian
Bureau of Statistics at www.abs.gov.au
Task 2
• They select Statistics, then Statistics by Topic,
Students are to replay the video or watch the other and locate a set of data of their choice.
video and answer the following questions: • Students access relevant data and apply
• In the first few slides, what software tool does a range of processing features to present
Hans Rosling use to create the presentation? information in an effective graphic form.
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Area of study 2: Programming and pathways
Outcome 2 Examples of learning activities
Design, and develop design an algorithm for a programming problem and design an appropriate desk
using a programming check
or scripting
language, limited write a program that allows users to enter a range of data types and validates
solutions, record the entered data
learning progress
electronically, and use the Internet to investigate careers advertised in the area of programming
explain possible
career pathways provide examples of control structures using pseudocode
that require the use
develop an appropriate testing table for programming problems provided
of programming or
scripting skills.
identify and define key terms used when programming
discuss and document the naming convention to be used in all programming
activities
write a simple program that performs calculations given all variables
Detailed example
programming folio
Students undertake a series of tasks in relation to Sample 2
one of the three samples outlined below. Lucky Pizza is a take-away pizza bar. Four standard
Tasks pizzas are available ($7 each) and customers can
choose from a range of extra toppings (60c each
Students select one of the following samples and topping). Unfortunately too many errors creep into
using appropriate design tools design a suitable the calculations and the owner requires a program
solution. that will calculate the price of any pizza order. In
They design a test plan and test data. particular Lucky Pizza wants an interactive program
that employees can use easily. Given the basic
Students also use a range of software skills and pizza order, extra toppings required and number of
techniques to develop and test the solution. pizzas, the program must calculate the total price.
Sample 1 The prices must be displayed on the screen.
Ace Blinds Co. discovered its sales staff can
Sample 3
measure windows correctly but they make errors
in calculating the customer’s price. Ace Blinds Co. Highspring Secondary College is running a
wants a program that will calculate the price of programming competition for its Years 10 and 11
custom-made sun blinds, given the measurements. students. The task is to produce a small program
In particular Ace wants an interactive program a designed for lower primary students that will help
salesperson can use on a laptop. them with their maths.
Given the width and height of a window and the In particular, students enter two numbers and then
price per square meter of window, the program select a mathematical operation (e.g. addition,
must calculate the price of a blind to fit. multiplication). The total is calculated.
The window measurements and the price must be A ‘rewarding message’ including the student’s name
displayed on the screen. can also be displayed.
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Area of study 3: Tools, techniques and procedures
Outcome 3 Examples of learning activities
Work collaboratively prepare a project plan for a school-based activity, e.g. a charity day
and apply the
problem-solving develop a questionnaire for a client to identify their needs
methodology to
create an ICT solution, create an evaluation strategy for determining the quality of a solution
taking into account
client feedback. develop a walk-through document for the client
as a group, design a solution to a number of short scenarios and compare
possible solutions
develop and implement a plan to create a software solution; evaluate the plan
and the solution
Detailed example
solve an information problem for a client
This example is designed for students using that a ‘virtual exhibition’ is preferable where
multimedia or web authoring software. students are invited to submit photos (either digital
or hardcopy) of their products so they can be
‘Top Works’ is an innovative program developed
displayed on the ‘Top Works’ section on the college
by the Victorian State Government to display
intranet.
outstanding VCE students’ work in the Melbourne
Museum. The purpose of the display is not only Possible web pages may cover:
to showcase the talented VCE students from the • Profiles on each of the exhibiting students
previous year, but also to provide inspiration,
• A photo gallery for each student
guidance and quality examples for the new
students. • A home page that is attractive and distinctive
• An eye catching logo (not yet developed)
In particular, the best works by students in Design
and Technology, Art, Food and Technology, Studio • An introductory page from the Principal,
Arts and Media are displayed. The top students in Curriculum Coordinator or VCE Coordinator.
the Performing Arts (Dance, Drama and Music) are Students use the above scenario to complete the
also invited to perform their solo piece in front of the following tasks:
Premier at a Gala Concert held in the Victorian Arts
Centre in February. Task 1
The VCE Coordinator at Clarkedale Secondary Analyse the information problem, including
College, Susan Masters, would like to highlight the identifying the functional requirements and the
achievements of their VCE Technology, IT and Arts constraints.
students and she wants to organise their own ‘Top
Works’ program. Task 2
Prepare a project plan that details the tasks,
However, due to restrictions in resources (including
duration, task member responsibilities.
time, money and display space), she has decided
continued
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Detailed example (continued)
Task 3 Comply with accepted formats and conventions
Each task member must prepare individual designs and follow the principles of effective web design in
for ‘Top Works’. regards to content and navigation pathways.
As a team, select the most suitable combination Validate the data and test the site functions.
of designs and present these to Susan Masters for
Task 5
discussion and approval.
Produce a report that evaluates the efficiency and
Final designs, including any suggested effectiveness of the information products.
modifications, are prepared.
Task 4
Either as a team or an individuals and based on
the designs created in Task 3, develop a suitable
website for Clarkedale Secondary College.
Unit 3: IT Applications
In Area of Study 1, a useful learning approach is for students to critique a range of websites in terms of
their ability to support particular online communities. By identifying the characteristics, purposes and
information needs of an online community, students should be able to assess critically for each website
its content, features, user interface, information architecture and use of design elements. Students should
also be able to explain the technical requirements to host the websites and non-technical constraints,
including social online protocols, and privacy, copyright and human rights requirements.
In this area of study, a prototype website is created using web authoring software. Other additional
software (e.g. image editing) may be used, but is not mandated.
In Area of Study 2, an understanding of the ‘front-end’ of data acquisition via a website provides a
good segue into the fundamentals of a relational database management system (RDBMS), including
their purpose and structure. Students can then develop their skills in using the functions and techniques
within an RDBMS to efficiently and effectively manipulate and validate data in order to produce a
solution to an information problem. Students should be provided with individual data sets, or may
select from a very large data set, to complete this task. Not all functions within the RDBMS are
required to be demonstrated.
Sequencing of areas of study
The order in which the areas of study are undertaken in Unit 3 is not sequential; however, there may
be merit in doing Area of Study 1 first as it includes content about the technical underpinnings of
websites.
Sources of data
In Area of Study 1 students must be supplied with data and information about a particular online
community. This would typically include images, membership characteristics, membership needs and
technical and non-technical constraints.
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Example activities
Area of study 1: Online communities
Outcome 1 Examples of learning activities
Apply stages of the using the annually published VCAA list of approved types of websites, investigate
problem-solving the different types and purposes of online communities that support the purposes
methodology to of collaboration, knowledge sharing and collective identity
create a prototype
website that meets an using the annually published VCAA list of types of approved websites, investigate
online community’s a range of different online communities, identifying the different types, purposes,
needs, and explain functionality and characteristics of the websites developed to satisfy the specific
the technical needs of these online communities
requirements to
support the hosting of using the annually published VCAA list of types of approved websites, identify
this website. the non-technical constraints on the websites, including access rights, privacy,
copyright and human rights
critique a range of websites from the VCAA annual list of approved websites;
include design elements of effective and efficient websites, characteristics of
efficient and effective user interfaces and effective information architecture
produce a list of web design guidelines, referencing authoritative sources
discuss social online protocols and accepted ways of behaving on websites that
support the communication of information (e.g. identity, information exchanged,
language used, members’ rights)
discuss the consequences of breaching of these social online protocols; breaches
include fraudulent identity, cyberbullying, harassment, inappropriate information
and language
introduce current legal obligations and key provisions as detailed in the Privacy Act
1988, 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)
prepare a listing that compares the key features and characteristics of wikis, blogs,
forums, and social networking sites
visit your school’s file server room or arrange for your network manager to visit
your class to discuss the different technical requirements to support the hosting of
a website
produce a listing of the technical requirements (hardware and software) needed to
host websites and list the function of each item
use animation software to produce an animation that represents how a member of
an online community can share knowledge, collaborate or socialise
compare the capabilities of different communications technology including wired
and wireless
critique your school’s website in terms of design elements, characteristics of
efficient and effective user interfaces and effective information architecture
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using a range of design tools including a sitemap, layouts and storyboard,
redesign your school’s website
apply stages of the problem-solving methodology to create a prototype website
that meets an online community’s needs; explain the technical requirements to
support the hosting of this website
Detailed example
WORLD PLATYPUS SOCIETY
Design Brief to collaborate, exchange knowledge and socialise
online. It included frog-related activities, events and
Overview
amphibian conservation in general.
Dr David Smith is a worldwide expert on
monotremes (the duckbill platypus and four species Dr Smith has decided that he should organise the
of echidna) and lectures at an internationally development of a user friendly, visually appealing
recognised university in Australia. In particular, he and informative website for an online community of
has spent over 20 years studying the behaviour and platypus enthusiasts.
habitat of the platypus or omithorhynchus anatinus, He recognises the necessity to attract teenagers
and his articles and research have been regularly and young adults to the community to continue his
published by the Australian Geographic Society. environmental pursuits. He is also aware of how
Unlike other Australian animals including the popular and appealing social networking sites are
southern corroboree frog, southern hairy nosed to younger people and he would like to incorporate
wombat and helmeted honey eater, the platypus is some of these interactive features to attract a young
not listed as endangered on the International Union audience.
of Conservation of Nature‘s (IUCN) Red List. As a Dr Smith would like a prototype website developed
passionate conservationist and environmentalist, Dr that demonstrates the functionality, navigation
Smith is keen to preserve this standing and protect options and user interface. He understands that this
the platypus for further generations. will not be a fully operational website but simply
reflects the overall ‘feel’ of what is possible.
Current Practices
Through a variety of means, Dr Smith stays in Instructions
contact with other people interested in all aspects Supply students with content material (including
of ‘Platypoda’. There are small websites in each images). Students need to select information from
state of Australia and at different zoos across this material that they consider relevant to their
the world (including Milwaukee and Chicago) website. They may use other software such as
where interested people can communicate. He image editing software in the completion of this
has also set up an email group and a wiki for his assessment task.
undergraduate and postgraduate students, which
has proved to be a success with the students. Students are to produce a prototype website for
Dr Smith. Their website should demonstrate
Future Needs navigation options, the user interface and the
overall functionality. All included features (e.g. wiki,
At a national conservation conference Dr Smith was
blog, forum) do not have to be fully functional.
able to view <www.froggy.com.au>. This website
The following tasks provide a breakdown of the
was developed to enable Australian frog enthusiasts
methodology used.
continued
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Detailed example (continued)
Task 1: Prototype website (40 marks) Development
1. Develop a prototype website that meets the
Analysis
World Platypus Society (WPS) community’s
1. Provide a brief overview of the online needs.
community, including its purpose, function and
2. Use validation techniques where appropriate.
goals.
3. Ensure that your website follows accepted
2. Provide a succinct problem statement that
formats and conventions.
describes the problem to be solved.
4. Prepare and complete a test table, using
3. Identify the type/s of website/s required
appropriate test data.
referring to the information needs of the online
community. Task 2: Written report (10 marks)
4. Identify the input and output requirements. Produce a written report that addresses these two
5. Identify any technical or non-technical elements:
constraints. 1. Justifies how your prototype website suits the
6. Describe the benefits of the website for the needs of the online community.
online community. 2. Describes the technical requirements of the
organisation hosting the World Platypus
Design
Society’s website.
1. Select and apply appropriate design tools
to represent the user interface, information
architecture and functionality of the prototype
website.
2. Produce suitable evaluation criteria.
66 vce study design
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Area of study 2: Organisations and data management
Outcome 2 Examples of learning activities
Design, and review a range of websites to ascertain the type of data being acquired and how
develop using a the data is acquired
relational database
management system, consider the characteristics and limitations/advantages and disadvantages of
a solution to an three different online data acquisition techniques, e.g. forms, surveys, drop down
information problem, boxes
and discuss why and
how data is acquired produce a listing of different types of websites that involve the acquisition of data
via websites. and categorise them according to e-commerce, social networking, information
exchange, voting, etc.
select four different settings in which websites are used to collect data, and list
possible input data, data types, data formats and validation techniques that would
be used
discuss different security techniques that could be used to protect the rights of
data providers
investigate how Transport Layer Security (TLS) or Secure Sockets Layer (SSL)
protocols work
identify six reasons why an organisation would acquire data through a website and
rate them in order
produce a folio of samples showing development in software skill acquisition using
a relational database management system
develop a data structure chart and an entity-relationship diagram for a sporting
club’s membership database
in small groups identify criteria that will ensure effective reports; present the criteria
in order of importance and demonstrate each criterion with an example
use three different social networking websites and identify the different data types
that would be collected
design and develop using a relational database management system, a solution
to an information problem, and discuss techniques for efficiently and effectively
acquiring data from websites
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Detailed example
ready set go
Design Brief records relating to customers, stock and orders.
The orders will be processed by this system at the
Overview central warehouse in Melbourne and the goods
Ready Set Go is an online sporting goods store dispatched within three days.
started by Natalie Clarkson and Daniel Calleja a
Information generated by the system will include
year ago. They recognised the need for an online
customer invoices, updated stock list, mailing
sports store that sells popular brands at affordable
labels, monthly financial summaries, and sales
prices. They sell a limited range of sporting
reports.
goods including shoes, clothing, accessories
and equipment. They are gaining a reputation for The total budget is $6500 and the solution needs
providing excellent service at competitive prices, to be produced within weeks. Obviously the
but have been criticised for the speed of delivery of customer’s details must be safe from unauthorised
the goods. access during communication and storage. A
combination of username and passwords and a
However, due to the initial success of the business
back up strategy will be used to protect the data.
and good marketing to a range of sporting clubs,
they have expanded and now employ a full-time Individual customer data and orders will be used in
accountant and six part-time staff to work in the developing the ICT solution; however, sample data
warehouse. for one customer is as follows:
Current Practices Sample Customer and Order
At present, customers view the stock on the Ready Mrs Isabella Clarke, 14 Thomas St, Essendon 3040
Set Go website. Once they have decided what they Credit Card: 1234 5678 9012
want to buy, the customer contacts the company
TT264 1 small Nike Airmax Striped Hoodie (Blue)
by phone or email and places an order. This order is
$80
processed at the warehouse and goods dispatched
SH136 1 size 9 Nike Pegasus +25 Runner Grey
to the customer. Customers generally pay by credit
$160
card over the phone; however, electronic transfer of
TP321 2 Large Converse basketball black pants
funds is also available. Sometimes customers send
$50 each
a cheque when they have received the delivery.
Students are to apply the following tasks to the
Natalie and Daniel recognise that this is a very
above scenario.
inefficient system. Ready Set Go requires an ICT
solution that will save the company time and effort Task 1: ICT solution (40 marks)
in processing and dispatching orders. They also
need to reduce the number of errors due to double Design
handling of data and lack of validation, and be able 1. Select and apply appropriate design tools to
to produce relevant reports in a timely manner. represent all aspects of the solution.
Future Needs Development
1. Develop an RDBMS that satisfies the needs
Prospective customers will logon to the website
of Ready Set Go using a range of software
www.rsg.com.au and view the range of goods for
functions and techniques to manipulate and
sale. To place an order, the customer needs to add
validate the data acquired from the website.
the items to their shopping cart (including brand,
item, code, size, colour, etc) and then fill in their 2. Construct and produce a range of queries to
delivery and payment details. effectively retrieve required information and to
produce reports that would satisfy the needs of
A relational database management system the organisation.
(RDBMS) will manage all data acquired through the
online ordering form. The RDBMS will maintain all
continued
68 vce study design
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Detailed example (continued)
3. Prepare and complete a test table, using 3. List a range of techniques that Ready Steady
appropriate test data. Go could use on their website to acquire data.
Task 2: Written Report (10 marks) 4. Propose and explain three data acquisition
techniques that Ready Steady Go should use on
Produce a written report that addresses these their website.
elements:
5. List a range of techniques Ready Steady Go
1. Explain the reasons why data is acquired and could use on their website to protect the rights
supplied via Ready Steady Go’s website. of their data providers.
2. Explain why their customers (data providers) 6. Propose and explain three techniques Ready
would supply data via a website to Ready Steady Go should employ to protect the rights
Steady Go. of their data providers.
Unit 4: IT Applications
In Area of Study 1, students solve an ongoing information problem by developing a solution and
accompanying user documentation. In response to a design brief, students apply knowledge and skills
in either an RDBMS or spreadsheet software to develop an efficient and effective information solution
that meets the goals and information needs of an organisation. The solution must have the capacity
to process new sets of data for the recurring problem.
As the solution should be capable of being retrieved at a later date to process new sets of data, onscreen
user documentation needs to be developed. Students select and apply appropriate design tools to
represent the design of the user documentation and then produce the documentation using either web
authoring or multimedia authoring software.
In the evaluation process students should identify a strategy or plan, including a timeline for the
evaluation, data for collection, methods and techniques for acquiring the data, relationship between
data and each evaluation criterion. Students should then apply their criteria and report on the extent to
which the solution (including user documentation) meets the information needs of the organisation.
In Area of Study 2, students are required to recognise that the security threats to data and information
can be affected by accidental actions (such as losing a portable storage device containing files),
deliberate actions (such as denial of service and worms) and also by events (such as a power surge).
Students should have knowledge of contingencies including disaster recovery strategies in case of
compromised security of data and the integrity of the information. When recommending information
management strategies students need to take into account existing or potential ethical dilemmas.
Examples of dilemmas include weighing up an individual’s right to privacy against the benefits to
society, matching data sets to increase a company’s profits, and releasing data to highlight performance
against achievement targets.
Sequencing of areas of study
The two areas of study in Unit 4 are non sequential and independent.
Sources of data
Areas of Study 1 and 2 do not require teachers or students to source large amounts of data. However,
where data is sourced, it should be referenced and used according to legal obligations as listed in the
Glossary on page 13.
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Example activities
Area of study 1: Organisations and information needs
Outcome 1 Examples of learning activities
Use selected software select a familiar organisation (e.g. your school, place of employment, local
to solve an ongoing business); produce an organisational chart that identifies the different levels of
information problem, management and suggest appropriate strategic, tactical and operational decisions
and evaluate the for each level of management
efficiency and
effectiveness of the select a local organisation and identify some organisational and system goals
solution in meeting the
information needs of an produce a folio of samples showing the development of skill acquisition with a
organisation. relational database management system or spreadsheet software
select a local organisation and produce a range of designs for a database or
spreadsheet that they require
develop criteria to evaluate efficient and effective user interfaces and effective
information architecture of onscreen solutions; use the criteria to evaluate a range
of products
using a database that was developed in Unit 3, produce a range of efficient and
effective reports that demonstrates a range of database functions and techniques
select relevant data from given data sets; using a range of spreadsheet functions
and techniques, develop a range of charts that meet different purposes
select authentic data from a large data repository and present key aspects of the
data in an appropriate visual form (e.g. graphs, charts)
write a critique of two different types of user documentation that clearly describes
their positive and negative elements
produce a table that summarises the differences between a quick start guide,
tutorial, content sensitive help and a manual
prepare user interfaces for each of the following types of documentation: quick
start guide, tutorial, content sensitive help and a manual
use spreadsheet software to solve an ongoing information problem; evaluate
how well the solution meets the information needs of an organisation
70 vce study design
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Information technology 2011–2014 Advice for teachers
Detailed example
web works
Design Brief Australian Tax Office rates as at July 2009 are listed
below:
Overview
Twelve months ago, Amy Webster started a web Annual income Tax rate
design consultancy business, Web Works. Since $0 – $6 000 0
then Web Works has grown rapidly and Amy has $6 001 – $35 000 15
employed six contract staff to assist with the
$35 001 – $80 000 30
business. Amy’s mother Gayle, an experienced
$80 001 – 180 000 38
accountant who retired four years ago, does most
of the paper work for the business and tends to Over $180 000 45
manage the business using non ICT techniques.
Web Works has income from two sources: selling This does not take into account the 1.5% Medicare
web design services and selling a firewall software Levy which is applied to income above $6 000 per
package “Proof IT”. year.
Employment contract terms are as follows: Future Needs
Wages: Amy would like an ICT (spreadsheet) solution to
• Staff work a 35-hour week at the normal rate her information problem. In particular, Amy would
• Overtime is paid one and half times the normal like a solution that efficiently calculates staff wages
pay every fortnight and produces effective pay slips.
She would also like a graphical representation of
Sales commission:
her staff’s performance and the overall fortnightly
Web design 10% income, highlighting income generated from the
Firewall Software: web design services and firewall software sold.
• 1% above $1000 Because the solution will be used on an ongoing
• 2% above $5000. basis, online user documentation is also required
that explains in detail how to re-use the solution
Current Practices
every fortnight.
Currently, every fortnight, Gayle goes through the
Students use the above scenario to complete the
forms and paperwork to manually calculate staff
following tasks:
wages. There have been frequent mistakes and it
has caused a lot of embarrassment for Amy.
Task 1: ICT Solution (50 marks)
An example of a week’s pay figures and sales data
Part A
is below:
Analysis
Sales Total 1. Provide an overview of the organisation,
Hourly
Name Hours Web Design
Rate $ including its purpose, function and goals.
Software ($)
Harry Nguyen 55 45 0 10 000 2. State the ongoing information problem in a
Annalise Smith 35 40 5 000 0 succinct and logical problem statement.
Angelo Bettiol 24 45 15 000 0 3. Identify the goal/s of the information system.
Matthew Clark 58 40 2 500 12 000 4. Identify the information needs of the
organisation.
Aaron Mehta 40 50 0 20 000
5. Identify the input and output requirements and
Donna Woods 14 60 2 000 10 000
any technical or non-technical constraints.
6. Explain how the solution will benefit the
organisation.
continued
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Detailed example (continued)
Design Development
1. Select and apply appropriate design tools to 1. Use web authoring or multimedia
represent the design of the solution. authoring software to create onscreen user
2. Develop criteria to evaluate the extent to which documentation.
the solution meets the information needs of the 2. Prepare and complete a test table using
organisation. appropriate test data and include user
acceptance.
Development
Task 2: Evaluation: Written report (10 marks)
1. Develop an ICT solution using a range of the
selected software’s functions and techniques. 1. Propose a range of strategies that could
Apply appropriate formats and conventions, and be used to evaluate how the solution and
validation techniques. user documentation meets the needs of the
organisation.
2. Prepare and complete a test table using
appropriate test data and include user 2. Using your evaluation criteria, explain how the
acceptance. solution and user documentation meets the
information needs of the organisation, including
3. Produce appropriate output to solve the
assisting decision making.
ongoing information problem.
Part B
User Documentation
Design
1. Select and apply appropriate design tools to
represent the design of the user documentation.
2. Develop criteria to evaluate the extent to which
the user documentation meets the needs of the
organisation.
72 vce study design
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Area of study 2: Information management
Outcome 2 Examples of learning activities
Evaluate the use the Internet to research information system security breaches that have
effectiveness of occurred in the last twelve months; select two and summarise the main points of
strategies used by the article/s and identify the weaknesses in the system
organisations to
manage the storage, examine the Privacy Act 1988, Information Privacy Act 2000, Health Records Act
communication and 2001, Copyright Act 1968, Charter of Human Rights and Responsibilities Act 2006
disposal of data (VIC) (sections 13, 14 and 15) and the Spam Act 2003 (Part 1.3, Simplified outline);
and information, summarise the key points of each law
and recommend
improvements to use the Internet to find the code of ethics for various occupations, e.g. magicians,
current practices. dog breeders, journalists
prepare a presentation that explains ethics to younger students; include examples
from sport teams where the behaviour is not against the rules of the sport but
could be considered unethical
discuss ways of ensuring the safety and security of data and the strategies used to
store, communicate and dispose of data and information
discuss which email messages should be encrypted and whether all emails should
be filed
select a security technique or procedure, and prepare an animation that explains
the key features
use the Internet to research cloud computing and report on its advantages and
disadvantages
investigate different cloud computing options offered by Google Docs, Etherpad,
Everlast, Amazon Elastic Compute and Zoho
arrange for a guest speaker to outline the security threats to your school’s
network, and the necessary security devices and techniques required to combat
these threats
investigate Web 2.0 and prepare a slideshow that explains Web 2.0 to younger
students
evaluate the effectiveness of strategies used by organisations to manage the
storage, communication and disposal of data and information, and recommend
improvements
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Detailed example
rype computer security
Overview After an initial interview with a client, which usually
Peter and Hannah O’Toole established Rype takes place at the client’s place of work, Peter or
Computer Security three years ago in response Hannah often contact the business via email to
to a need they felt existed in the marketplace ask additional questions about their procedures
for an organisation to provide Internet and data and equipment to ensure the overall assessment
security services to small businesses. Since then is complete and accurate. Once the report on the
they have expanded their business and now serve business is completed and recommendations
many small organisations within the Melbourne made, a copy of the report is forwarded to the
metropolitan area, providing advice on how these business manager via email and a copy is also sent
small organisations can best store their data, and by courier to ensure that the business manager
the equipment that can be used to minimise data receives the report.
loss and theft. Every twelve months, Peter or Hannah archive the
client files in order to make room for new client files.
Current Practices
The archive is stored in a lockable filing cabinet in
Peter and Hannah store their client data on a the office. If the client does not make contact within
computer located within an office located at the following twelve months, the archive, and any
Chisholm Springs. The data contains details of associated hardcopies, are destroyed.
clients, the security procedures and equipment they
currently have in place within their business, and an Future Needs
analysis of the possible threats to the business and Being in the IT business, Peter and Hannah want
recommendations for the business. to use the latest ICT techniques, equipment and
The office has a reception area from which clients procedures to satisfy the needs of their clients. They
and visitors cannot access the main office area. have always been proud of offering their clients the
Peter or Hannah may activate the door latch after latest ICT solutions and they are willing to explore
visitors have buzzed the bell at the reception desk. any of the latest developments.
The main office area is one large room where all of It has been suggested that they explore an Internet
the client files, computers and other peripherals and based solution where their client data would be
office furniture are located. stored by a large specialised data centre that offers
Peter and Hannah are concerned about the security on demand and shared services to offsite storage,
of the data on their information system and have processing and computer resources. However, they
implemented a number of measures to ensure that are also obviously concerned about how such a
their own data is secure. They store their client data company also stores, communicates and disposes
on the hard drive on their computer system. Once a of the data and information.
week one of them completes a backup of any files Peter and Hannah want the most secure,
created or updated during the week onto a DVD. efficient and effective information management
This is then stored in a lockable fireproof cupboard strategy possible. They are happy to accept
in the office. Each DVD is labelled with the date on recommendations on how to safely store,
which it was created. A new folder is set up on the communicate and dispose of their data and
hard drive when a new client is taken on and all files information using the latest ICT equipment,
relating to that client are stored within the folder. techniques and procedures.
Each filename consists of the first three letters of
the client name, the type of file, the date the file is
created and the version number of the file.
continued
74 vce study design
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Detailed example (continued)
Students use the above scenario to answer the b) For each ineffective management strategy,
following questions. discuss the possible consequences that could
result if particular threats are enacted.
Question 1
a) Describe the organisation’s purpose, goals and Question 4
function. a) What legal, ethical and social tensions might
b) What are the information management arise between the different stakeholders?
strategies used by Rype Computer Security to b) For each identified tension, propose a
store, communicate and dispose of data and strategy to minimise its impact on the different
information? stakeholders.
c) Why are these information management
Question 5
strategies presently being used?
a) Select six information management strategies
Question 2 and propose criteria that could be used to
a) What are the threats to the integrity and security evaluate their effectiveness.
of data and information? Indicate whether b) Apply your criteria to evaluate the effectiveness
the threat would be the result of an accident of three information management strategies.
or deliberate action or technical failure, and
whether the threat relates to the storage, Question 6
communication or disposal stage. a) What are four current practices used by Rype
b) Select two particular threats and discuss the Computer Security to manage the storage,
nature of the threats in detail in relation to the communication and disposal of data and
integrity and security of data and information for information?
Rype Computer Security. b) For each selected current practice, propose
improvements to the current strategy.
Question 3
c) Justify why these improvements are required.
a) What are the ineffective information
management strategies outlined in the case
study?
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School-assessed coursework
Units 3 and 4: IT applications
In Units 3 and 4 teachers must select appropriate tasks from the assessment table provided for each unit. Advice
on the assessment tasks and performance descriptors to assist teachers in designing and marking assessment tasks
will be published online by the Victorian Curriculum and Assessment Authority in an assessment handbook. The
following is an example of a teacher’s assessment program using a selection of the tasks from the Units 3 and 4
assessment tables.
Outcomes Marks allocated Assessment tasks
Unit 3
Outcome 1
In response to a design brief and given data:
40
Apply stages of the problem-solving • a prototype website capable of supporting the
methodology to create a prototype website information needs of a computer game community
that meets an online community’s needs, and And
explain the technical requirements to support A written report that justifies a prototype website and
the hosting of this website. 10 explains the technical requirements of the host network.
Outcome 2 In response to a design brief that includes an analysis
Design, and develop using a relational of an information problem:
database management system, a solution to an 40 • the design and development of a solution that
information problem, and discuss why and how allows costumers who have ordered online fancy
data is acquired via websites. dress costumes to be queried on a variety of criteria
And
A test that focuses on why airline and entertainment
10 organisations and their customers use websites for
transactions, and how organisations fulfil their legal
obligations in protecting customer data.
Total marks for Unit 3 100
Unit 4 A solution that generates graphic reports showing
Outcome 1 50 daily and weekly trends in profit margins of a fruit and
vegetable shop, and onscreen user documentation.
Use selected software to solve an ongoing
information problem, and evaluate the And
efficiency and effectiveness of the solution A concept map that shows the relationship between
in meeting the information needs of an evaluation criteria, specific features of a solution and
organisation. 10 reasons why the criteria have or have not been met,
including, where appropriate, hyperlinks to solution
features.
Outcome 2
Evaluate the effectiveness of strategies used A test that focuses on the effectiveness of information
by organisations to manage the storage, management strategies used by a range of
40
communication and disposal of data and organisations and ways in which these strategies can
information, and recommend improvements to be improved.
current practices.
Total marks for Unit 4 100
76 vce study design
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Unit 3: Software development
When developing a course, a thematic approach can be taken, whereby the focus of all areas of study is
on the one networked information system. Another option is for each area of study to have a different
setting. Alternatively, a course could involve students studying one networked information system in
Unit 3 and another in Unit 4. Whichever course structure is chosen, it is intended that areas of study
be undertaken in the order in which they appear in the study design.
For Area of Study 1, students analyse an existing information problem and produce software
requirements specifications (SRS) that will be used to inform solution design. Students must demonstrate
knowledge of some system analysis tools to represent the information system within which the solutions
will operate. The operation of a networked information system can be analysed by documenting the
functions that are being carried out by the system.
Students must be able to create use cases diagrams and interpret the functional elements of the system
that they represent. A use cases diagram shows how a system responds to requests that originate from
outside of the system. It is not expected that students would be highly skilled in the use of this tool,
but they should understand that this is the context in which the tool is used.
The Glossary on page 14 details what the purpose and content of an SRS is for the purposes of this
study. Students completing Area of Study 1 would include all of the results of their analysis into their
SRS, as the tools that they have used each represent a different aspect of the analysis. The SRS should
contain elements that identify the sequence of tasks that need to be undertaken to create a solution,
and the project timeline. Note that the study does not ask students to use project management tools.
The focus is rather on an understanding of the key tasks that will need to be accomplished and their
ordering.
For Area of Study 2, students design and develop a prototype solution for the purposes of testing the logic
of processes that are in development for a larger software project. From a programming perspective,
this area of study provides students with the opportunity to begin to develop programming knowledge
and skills, in readiness for the development of a complete solution in Unit 4.
Although in this area of study students are only creating a prototype solution, it is still important to
write test data and test the functionality of the program. By testing the prototype, the success of the
proposed solution can be evaluated against evaluation criteria.
Sequencing of areas of study
There is no flexibility in the sequence of the areas of study as they follow the stages of the problem-
solving methodology (PSM).
Sources of data
Areas of Study 1 and 2 do not require teachers or students to source large amounts of data. However,
where data is sourced, it should be referenced and used according to legal obligations as listed in the
Glossary on page 13.
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Example activities
Area of study 1: Analysing information problems
Outcome 1 Examples of learning activities
Analyse an discuss concepts such as organisational aims and system goals and objectives
information problem with a view to understanding the relationship between them
in order to produce
software requirements investigate user needs using a range of methods such as surveys (paper-based,
specifications for a electronic), interviews, email, mailing lists, video conferencing
solution that operates
within a networked complete an incomplete data flow diagram, which has a list of processes
environment.
discuss the differences between the layers in the OSI model and determine which
of these would be the most relevant to a software developer
investigate the role and skills required of the people involved with information
systems
investigate the school network and identify the challenges that a software
developer would encounter in creating software to reside in and operate on such
a network
investigate the types of threats that need to be taken into account when designing
software for a network environment
analyse an information problem and document the findings as software
requirements specifications (SRS)
78 vce study design
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Information technology 2011–2014 Advice for teachers
Detailed example
analysis OF INFORMATION PROBLEM
Rivers Window Tinting (RWT) is a small building Design brief
company that specialises in window tinting for both RWT would like a software solution that will allow
commercial and residential buildings. RWT to manage customer data at the central office,
When a customer calls RWT and requests a quote, as well as a mobile software solution that will allow
the secretary passes this request on to the nearest quotes to be accurately made on-site. The first
sales person. The sales person then consults their step in this process is the creation of a software
diary and books a convenient time for the customer specification document.
to visit the property to discuss what is required. Students are to complete the following tasks in
At the property the sales person measures the relation to the above design brief.
windows that will be tinted and uses a duplicate
quotation pad to work out a rough quotation price. Tasks
This price is then given to the customer. If the • Drawing a context diagram and a data flow
customer accepts the quotation (within 7 days), the diagram for the current system.
installation is booked in at the next most convenient
• Explaining inefficiencies in the flow of data in
time to the customer. The sales person enters
the organisation and how these are preventing
the customer’s details and the starting date into
goals being achieved.
a central database at the RWT head office. The
installers are then booked. After the installation • Stating two objectives related to this goal, for
has been completed, and the work meets with the the proposed new system.
approval of the customer, the fee for the job is due. • Drawing a use cases diagram that describes the
way the new software solution will work.
RWT has a small network which consists of three
PCs running Windows 7. Each has 400GB HDD, • Listing the tasks that will need to be included in
2GB RAM, DVD R/W, sound card, 1Gb LAN card, a project management plan.
keyboard, mouse and 19” LCD monitors. They are • Completing a brief software requirements
located in the following areas: one in the manager’s specifications (SRS) that includes: the proposed
office, one under the secretary’s desk and one in architecture of the software solution, methods
the general office used by the sales people. All of of transmission, modules within the solution and
the PCs are networked in a star topology with the security considerations.
manager’s computer acting as a file server (via
shared folders).
vce study design 79
Version 1: Updated July 2010
Advice for teachers Information technology 2011–2014
Area of study 2: Design and development
Outcome 2 Examples of learning activities
Represent a software desk-check examples of pseudocode and identify the errors
design and apply a
range of functions discuss concepts such as debugging, testing and evaluation criteria
and techniques
using a programming give examples of the programming control structures of sequence, selection and
language to develop a iteration in pseudo-code
prototype solution to
meet a specific need. for each of the types of data structure that are contained in the course, write a
short program to read data into that data structure and process the data in some
way
discuss the advantages and disadvantages of several types of data structures and
suggest scenarios in which the use of them would be most appropriate
discuss the purpose of internal documentation and where the remarks/comments
should be placed in the program code
design a test table and test data to check a program module designed to calculate
a theatre ticket price for adult customers which gives 15% discount to those over
60 years of age
read short case studies and identify appropriate test data
interpret software specifications by designing and developing a prototype
solution
80 vce study design
Version 1: Updated July 2010
Information technology 2011–2014 Advice for teachers
Detailed example
design and develop A PROTOTYPE SOLUTION
Tolbert IT Services has been contracted by an ‘BIGSALE’ – 10% discount on final total (including
online auction website to write the software that will the commission and the postage)
manage the auction items, bids and user profiles.
‘FREEPOST’ – free postage
The analysis of the current system has already
‘SMALLCOMMS’ – pay only 5% commission
been completed. Tolbert IT Services have designed
aspects of the new system already. They need help The student task is to write a prototype program
in coding the calculation module, which will add a that can be used to test the calculation of the final
percentage commission to the final bid price and price after a bidder has been successful in their bid
an amount of postage based on the location of the for an item.
buyer.
Students will:
The specifications of this module are: • Write an algorithm in pseudocode to represent
When a sale is finalised, a 12.5% commission is the calculation process.
added to the final sale price. The successful bidder • Design a data dictionary that shows the required
enters their postcode, and the postage is calculated data items, a description of their purpose, their
by using the table of values below: format, their size and their data type.
0000–0999: Northern Territory – $25.00 • Design a test table to test the program.
1000–1999: New South Wales – $15.00 • Include sufficient internal documentation so that
2000–2999: ACT – $15.00 others will be able to modify the code as part of
3000–3999: Victoria – $12.00 the whole system development.
4000–4999: Queensland – $20.00 • Test the program.
5000–5999: South Australia – $15.00 • Within the testing table, add columns that allow
6000–6999: Western Australia – $25.00 comparison of the program developed with
the algorithm. That is, explain how the actual
The successful bidder may have a coupon that they
capabilities of the program compare with the
can enter, which will give them a discount (or other
intended capabilities by adding columns titled
bonus). Even though coupon types can be added
‘intended result’ and ‘actual result’.
or removed, the module that will be created should
cater for the following coupon codes:
vce study design 81
Version 1: Updated July 2010
Advice for teachers Information technology 2011–2014
Unit 4: Software development
For Area of Study 1, the focus is on the stages of design and development. Students must be provided
with a design brief that includes an analysis of an information problem, couched in terms of an
SRS.
Students must also explain how their programmed solution takes into account a legal obligation or an
ethical responsibility. To do this, students will need an overview of the legal obligations of programmers
and the ethical considerations regarding the development of software. Relevant legislation does not
need to be rote learned, but rather an awareness of the main provisions is adequate.
Area of Study 2, explores criteria and techniques that can be used to evaluate the efficiency and
effectiveness of software solutions that have been implemented into networked information systems
environments. Students’ responses to the associated assessment task (a written report or test) need to
address the evaluation phase of the PSM. At this stage in the PSM, software developers are able to
look back to the SRS and compare the results of their efforts to the original design brief.
Students are not expected to evaluate the quality of the solutions that they have developed, but rather
consider the strategies that organisations and software developers use to conduct such evaluations. The
evaluation process must also consider the extent to which the users of the solutions were supported
through strategies such as training and user documentation.
Sequencing of areas of study
There is no flexibility in the sequence of the areas of study as they follow the stages of the problem-
solving methodology.
Sources of data
Areas of Study 1 and 2 do not require teachers or students to source large amounts of data. However,
where data is sourced, it should be referenced and used according to legal obligations as listed in the
Glossary on page 13.
82 vce study design
Version 1: Updated July 2010
Information technology 2011–2014 Advice for teachers
Example activities
Area of study 1: Purpose-designed solutions
Outcome 1 Examples of learning activities
Apply stages of the discuss the implications of designing software modules for portable computing
problem-solving devices in terms of the available memory, the constraints on the user interface and
methodology to the methods by which data can be input and output
produce a solution
discuss the ethics of using another programmer’s code to complete a software
for use on a mobile
solution, with no permission or recognition of the programmer’s work
device, which
takes into account produce a software module intended for a Pocket PC that will provide a customer
technical and legal with an on-the-spot quote for a painting job, while at the customer’s house
requirements.
debate the comparative value of online help, multimedia tutorials, printed manuals
and onscreen help files as forms of user documentation
write types of user documentation (e.g. Quick start guide) for a program and have
other members of the class evaluate its effectiveness
discuss the possible reasons for tension between software developers and a
group of end-users who are frequently changing the requirements of the software
during the development phase
discuss the merits of using different data structures and different methods of file
storage
design, develop and test software to enable a restaurant to efficiently handle
meal orders
vce study design 83
Version 1: Updated July 2010
Advice for teachers Information technology 2011–2014
Detailed example
purpose-designed solutions
Oliver’s Mexican Cantina is a small restaurant Students are to create a software solution to
located in Fitzroy. Paul Oliver, the manager and achieve the system objectives.
owner of the restaurant, wishes to improve the
communication between the restaurant and the Tasks
kitchen while reducing the amount of paper that is • Writing an algorithm to represent the design.
being used. • Designing what the user interface of the solution
A solution needs to be created that will allow the will look like and the way it will behave by using
waiting staff to enter orders into Pocket PCs while screen layout diagrams and storyboards.
at the table they are currently serving. • Designing a data dictionary.
The program should perform the following tasks: • Determining validation techniques.
• Allow the waiter to enter the table’s order. • Designing a test table to test the software
solution.
• Allow the waiter to confirm the order with the
diners at the table – removing or adding any • Coding and documenting the solution.
requested items. • Writing appropriate user documentation.
• Allow special requests to be appended to the Paul Oliver argues that as the data being
order or to individual dishes. transmitted is not sensitive in nature, there does not
• Save all of the collected data into a text file. need to be any security or encryption included in
the program. Discuss this and present an argument
Once the order has been confirmed, the waiter
for inclusion of security and encryption.
will transmit the order to the kitchen using another
software package. This will take the text file and A friend offers a large proportion of their completed
send it to another program operating on a display in code to be included in the solution. Should this offer
the kitchen area. be accepted? Explain why or why not.
84 vce study design
Version 1: Updated July 2010
Information technology 2011–2014 Advice for teachers
Area of study 2: Evaluating purpose-designed solutions
Outcome 2 Examples of learning activities
Recommend and discuss which email messages should be encrypted and whether all emails should
justify strategies be filed
for evaluating
the effectiveness use the Internet to investigate the validity of customer fears about the safety of
and efficiency of credit card data transmitted over the Internet
solutions that operate
in a networked debate the proposition that introducing software to a network requires more
environment. planning then introducing hardware to a network
compare two strategies for managing the introduction of a new software solution
and debate their appropriateness in different situations
discuss ways of ensuring that data is safe and secure, and ways in which
information systems can be restored to full operation following an unforeseen
catastrophic event
discuss how staff absentee rates can be an indicator of system performance
read a short case study describing how a new software solution was introduced
into a networked information system, and propose how you would evaluate the
success of that system
Detailed example
EVALUATING PURPOSE-DESIGNED SOLUTIONS
Jackson Secondary College is a large school of respond to surveys in a set amount of time. The
over 1500 students from Years 7 to 12. It has a school administration like this feature as well, as it
large hybrid network that consists of over 800 will hopefully ensure a 100% response rate.
workstations and 10 servers. Workstations are a
The software runs through Internet Explorer 8. The
mixture of both PC and Apple platforms.
database that stores the data needs to reside on a
Jackson SC wishes to implement a piece of server together with the main student database.
software called ‘Easy Survey’. This will allow
Students use the above scenario to complete the
students to respond to surveys that can be
following tasks:
assigned to them over the course of the year.
The software allows for any number of surveys • State the purpose of the new system.
to be assigned to any number of students. For • Describe the techniques used to test the new
example, teachers can survey their own classes, software package.
the administration can survey the entire school or • Describe the documentation needed to support
surveys can be created for interest groups within this new system and explain its purpose.
the school.
• Identify who will need training, what type of
The software was written by a US company called training they will need and when.
‘Bolt-ware’. One of its original functions was the • Identify possible security issues that will need to
ability to monitor student activity as soon as the be addressed.
program is activated. Even though Jackson SC is
• Explain how the performance of the system will
not purchasing the software for this purpose, they
be evaluated and when this will happen.
see the advantages in utilising this feature.
• Describe possible reasons why the student
Another feature of the software is that students body may not be happy with the introduction of
are locked out of the school network if they do not this new piece of software.
vce study design 85
Version 1: Updated July 2010
Advice for teachers Information technology 2011–2014
School-assessed coursework
Units 3 and 4: Software development
In Units 3 and 4 teachers must select appropriate tasks from the assessment table provided for each unit. Advice
on the assessment tasks and performance descriptors to assist teachers in designing and marking assessment tasks
will be published online by the Victorian Curriculum and Assessment Authority in an assessment handbook. The
following is an example of a teacher’s assessment program using a selection of the tasks from the Units 3 and 4
assessment tables.
Outcomes Marks allocated Assessment tasks
Unit 3
Outcome 1
Analyse an information problem in order to 40 Produce software requirements specifications which
produce software requirements specifications document the analysis of an information problem
for a solution that operates within a networked experienced in a small medical practice.
environment.
Outcome 2
Represent a software design and apply a In response to software requirements specifications,
range of functions and techniques using a 60 create a prototype solution that calculates discounts
programming language to develop a prototype for different types of memberships for a sports
solution to meet a specific need. organisation.
Total marks for Unit 3 100
Unit 4 Information technology solution that allows on-the-
Outcome 1 45 spot parking fines to be issued via a personal digital
assistant (including internal documentation).
Apply stages of the problem-solving
methodology to produce a solution for use And
on a mobile device, which takes into account User documentation and a written report that explains
technical and legal requirements. 15 how security and legal matters are managed when
creating solutions.
Outcome 2
Recommend and justify strategies for A test that focuses on evaluating the success of a
evaluating the effectiveness and efficiency 40 purpose-designed software solution for a business
of solutions that operate in a networked that hires tools and equipment in terms of meeting its
environment. information, technical and personnel needs.
Total marks for Unit 4 100
86 vce study design
Version 1: Updated July 2010
NOTES
Version 1: Updated July 2010
NOTES
Version 1: Updated July 2010
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