Updated September 2019

VCE Applied Computing Study Design 2020–2024

Authorised and published by the Victorian Curriculum and Assessment Authority

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Melbourne VIC 3000

ISBN: 978-1-925676-89-1

© Victorian Curriculum and Assessment Authority 2019

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VCE Applied Computing Study Design 2020–2024

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Contents
Important information..........................................................................................................1

Introduction...........................................................................................................................2
Scope of study....................................................................................................................2
Rationale.............................................................................................................................2
Aims....................................................................................................................................2
Structure.............................................................................................................................3
Entry....................................................................................................................................3
Duration..............................................................................................................................3
Changes to the study design..............................................................................................3
Monitoring for quality...........................................................................................................4
Safety and wellbeing...........................................................................................................4
Use of digital resources......................................................................................................4
Employability skills..............................................................................................................4
Legislative compliance........................................................................................................4

Assessment and reporting..................................................................................................5

Satisfactory completion.......................................................................................................5
Levels of achievement........................................................................................................5
Authentication.....................................................................................................................6

Key concepts........................................................................................................................7

Terms used in this study.....................................................................................................8

Units 1 to 4: Problem-solving methodology....................................................................13

Units 1 to 4: Problem-solving methodology specifications...........................................14

Unit 1: Applied computing.................................................................................................17

Area of Study 1.................................................................................................................17
Area of Study 2.................................................................................................................19
Assessment......................................................................................................................20

Unit 2: Applied computing.................................................................................................21

Area of Study 1.................................................................................................................21
Area of Study 2.................................................................................................................23
Assessment......................................................................................................................24

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VCE Applied Computing Study Design 2020–2024

Unit 3: Data analytics.........................................................................................................26

Area of Study 1.................................................................................................................26
Area of Study 2.................................................................................................................28
School-based assessment................................................................................................29
School-assessed Task......................................................................................................30
External assessment.........................................................................................................30

Unit 4: Data analytics.........................................................................................................31

Area of Study 1.................................................................................................................31
Area of Study 2.................................................................................................................32
School-based assessment................................................................................................34
School-assessed Task......................................................................................................35
External assessment.........................................................................................................36

Unit 3: Software development...........................................................................................37

Area of Study 1.................................................................................................................37
Area of Study 2.................................................................................................................39
School-based assessment................................................................................................40
School-assessed Task......................................................................................................41
External assessment.........................................................................................................41

Unit 4: Software development...........................................................................................42

Area of Study 1.................................................................................................................42
Area of Study 2.................................................................................................................44
School-based assessment................................................................................................45
School-assessed Task......................................................................................................47
External assessment.........................................................................................................47

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VCE Applied Computing Study Design 2020–2024

Important information
Accreditation period
Units 1–4: 1 January 2020 – 31 December 2024
Implementation of this study commences in 2020.

Other sources of information

The VCAA Bulletin is the only official source of changes to regulations and accredited
studies. The Bulletin also regularly includes advice on VCE studies. It is the responsibility
of each VCE teacher to refer to each issue of the Bulletin. The Bulletin is available as an
e-newsletter via free subscription on the VCAA’s website at: www.vcaa.vic.edu.au.
To assist teachers in developing courses, the VCAA publishes online the Advice for
teachers, which includes teaching and learning activities for Units 1 to 4, and advice on
assessment tasks and performance level descriptors for School-assessed Coursework
in Units 3 and 4.
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.

Copyright
VCE schools may reproduce parts of this study design for use by teachers. The full VCAA
Copyright Policy is available at: www.vcaa.vic.edu.au/Footer/Pages/Copyright.aspx.

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VCE Applied Computing Study Design 2020–2024

Introduction
Scope of study
VCE Applied Computing focuses on the strategies and techniques for creating digital
solutions to meet specific needs and to manage the threats to data, information and software
security. The study examines the attributes of each component of an information system
including people, processes, data and digital systems (hardware, software, networks), and
how their interrelationships affect the types and quality of digital solutions.
VCE Applied Computing is underpinned by four key concepts: digital systems, data and
information, approaches to problem solving, and interactions and impact.
VCE Applied Computing provides students with opportunities to acquire and apply
knowledge and skills to use digital systems efficiently, effectively and innovatively when
creating digital solutions. Students investigate legal requirements and ethical responsibilities
that individuals and organisations have with respect to the security and integrity of data and
information. Through a structured approach to problem solving, incorporating computational,
design and systems thinking, students develop an awareness of the technical, social and
economic impacts of information systems, both currently and into the future.

Rationale
Technology continues to evolve rapidly, providing opportunities for enterprising individuals to
create new technologies and innovative uses for existing technologies. This study equips
students with the knowledge and skills required to adapt to a dynamic technological
landscape, including the ability to identify emerging technologies, envisage new uses for
digital technologies and consider the benefits that these technologies can bring to society at
a local and at a global level.
VCE Applied Computing facilitates student-centred learning that enables students to build
capabilities in critical and creative thinking, and to develop communication and collaboration,
and personal, social and information and communications technology (ICT) skills. Students
are provided with practical opportunities and choices to create digital solutions for real-world
problems in a range of settings.
VCE Applied Computing provides a pathway to further studies in areas such as business
analysis, computer science, cybersecurity, data analytics and data science, data
management, games development, ICT, networks, robotics, software engineering and
telecommunications, and other careers relating to digital technologies.

Aims
This study enables students to:
 understand how digital systems and solutions can be used by individuals and
organisations
 develop an understanding of the roles and applications of cybersecurity, data analytics
and programming

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 apply the problem-solving methodology to analyse needs and opportunities, design and
develop solutions to problems and evaluate how effectively solutions meet needs and
opportunities
 apply project management techniques to assist with the development of digital solutions
 develop an informed perspective on current and emerging digital technologies and
disseminate findings
 identify and evaluate innovative and emerging opportunities for digital solutions and
technologies
 develop critical and creative thinking, communication and collaboration, and personal,
social and ICT skills.

Structure
The study is made up of six units.
Unit 1: Applied computing
Unit 2: Applied computing
Unit 3: Data analytics
Unit 4: Data analytics
Unit 3: Software development
Unit 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.

Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and
Unit 4 as a sequence. Units 1 to 4 are designed to a standard equivalent to the final two
years of secondary education. All VCE studies are benchmarked against comparable
national and international curriculum.

Duration
Each unit involves at least 50 hours of scheduled classroom instruction.

Changes to the study design

During its period of accreditation minor changes to the study will be announced in the VCAA
Bulletin. The Bulletin is the only source of changes to regulations and accredited studies. It is
the responsibility of each VCE teacher to monitor changes or advice about VCE studies
published in the Bulletin.

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Monitoring for quality

As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake
an audit of VCE Applied Computing to ensure the study is being taught and assessed as
accredited. The details of the audit procedures and requirements are published annually in
the VCE and VCAL Administrative Handbook. Schools will be notified if they are required to
submit material to be audited.

Safety and wellbeing

It is the responsibility of the school to ensure that duty of care is exercised in relation to the
health and safety of all students undertaking the study.

Use of digital resources

Students require access to the following resources to be able to demonstrate the outcomes:
 appropriate laptop, notebook or desktop computers
 printers
 internet
 a range of software tools including:
 database management software to format, store, edit and retrieve data
 spreadsheet and/or statistical software to format, store, edit and retrieve data
 software to edit, retrieve, insert and delete data such as text, sound, static and
moving images to create multimodal presentation of information
 drawing and graphic software and data visualisation software to create graphical
output
 tools to provide programming environments.

Employability skills
This study offers a number of opportunities for students to develop employability skills. The
Advice for teachers support material 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 Privacy and Data Protection Act 2014 and Health Records Act 2001,
and the federal Privacy Act 1988 and Copyright Act 1968, must be met.

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Assessment and reporting

Satisfactory completion
The award of satisfactory completion for a unit is based on the teacher’s decision that
the student has demonstrated achievement of the set of outcomes specified for the unit.
Demonstration of achievement of outcomes and satisfactory completion of a unit are
determined by evidence gained through the assessment of a range of learning activities
and tasks.
Teachers must develop courses that provide appropriate opportunities for students to
demonstrate satisfactory achievement of outcomes.
The decision about satisfactory completion of a unit is distinct from the assessment of
levels of achievement. Schools will report a student’s result for each unit to the VCAA
as S (Satisfactory) or N (Not Satisfactory).

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 VCAA. Schools may choose to report levels of achievement using grades, descriptive
statements or other indicators.

Units 3 and 4
The VCAA specifies the assessment procedures for students undertaking scored assessment
in Units 3 and 4. Designated assessment tasks are provided in the details for each unit in
VCE study designs.
The student’s level of achievement in Units 3 and 4 will be determined by School-assessed
Coursework (SAC), a School-assessed Task (SAT) as specified in the VCE study design,
and external assessment.
The VCAA will report the student’s level of achievement on each assessment component as
a grade from A+ to E or UG (ungraded). To receive a study score the student 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 Applied Computing are as follows:
Units 3 and 4 School-assessed Coursework: 20 per cent
Units 3 and 4 School-assessed Task: 30 per cent
End-of-year examination: 50 per cent.
Details of the assessment program are described in the sections on Units 3 and 4 in this
study design.

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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.

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Key concepts
Four key concepts underpin VCE Applied Computing: digital systems, data and information,
approaches to problem solving, and interactions and impact. These concepts are used as a
way to understand and structure the Applied Computing content. Within an area of study, the
key knowledge is organised under the headings of relevant concepts; however, not all
concepts may be addressed in any one area of study.
Digital systems focuses on the functions and technical underpinnings of hardware and
software components, as well as networks and the internet, including protocols. This concept
focuses on how hardware and software are used to manage and control access to secure
data. Digital systems form one of the components of an information system, along with
people, data and processes.
Data and information focuses on the nature of data and how it can be acquired, structured,
represented and interpreted to extract meaning to produce information. This process of
preparing data and information appropriately is the precursor to creating solutions that meet
the intended needs of individuals and organisations.
Approaches to problem solving focuses on the creation of solutions and the presentation
of findings in response to a problem, need or opportunity. A detailed problem-solving
methodology is on pages 12 to 15. Approaches to problem solving include computational
thinking, design thinking and systems thinking (see Terms used in this study on pages
8 to 11).
Interactions and impact focuses on the relationships within and between information
systems and the effectiveness of these in achieving organisational goals and objectives.
Relationships are considered from three perspectives: how people interact with other people
when using digital systems, including for communication and collaboration; how people
interact with, or respond to, different types of digital systems; and how information systems
interact with other information systems. This concept further considers the impact of these
relationships on meeting current and future needs of individuals, organisations and society,
including the ownership and privacy of data and information, and personal safety.

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Terms used in this study

For the purposes of this study design and associated assessment, the following definitions
will apply.

Term Definition

Computational thinking The process of recognising aspects of computation in the world and being able to
think logically, algorithmically, recursively and inferentially. It typically involves
inferential thinking, defining problems through decomposition, documenting steps
and decisions through algorithms, the use of programming languages and software,
and evaluating the resulting solutions.
Conventions General or formal agreements to ensure consistency and clarity when working with
digital systems. Program names and file names are examples of conventions to be
used during software development. Conventions can be mandatory, such as when
passwords must have specific characters, and recommended, such as including a
subject line in emails.
Cybersecurity An interdisciplinary field, which includes aspects of ethics, government, law,
organisational policies and risk management. It consists of defensive methods used
to detect and stop would-be intruders and to enable the unimpeded operation of
digital systems and technologies.
Data analytics The processes and tools that allow organisations to acquire and/or extract data in
various forms, analyse the data to identify patterns or trends, draw inferences about
the data and present findings using visual methods that provide clear and
unambiguous conclusions.
Data structures The way data is stored to enable efficient algorithms to be used to optimise program
execution time and memory usage. Types of data structures include: arrays,
associative arrays, classes, fields, files, hash tables, linked lists, queues, records
and stacks.
Data types The forms that an item of data can take, including binary (as represented in images
and sound), Boolean, character and numeric, characterised by the kind of
operations that can be performed on it. Depending on the software being used,
these data types can be divided into more specific data types, for example integer
and floating point, which are numeric types. More sophisticated types can be
derived from them, for example a string of characters or a data type, and their
names may vary, such as text data type versus string data type.
Data visualisations The result of a process of using software tools to select and access data from large
repositories to present the data as a graphic representation usually in the form of
charts, histograms, graphs, maps, network diagrams and spatial relationships
diagrams. Data visualisations help to identify patterns and relationships in large
amounts of data. Data visualisation tools allow graphic representations to be static
or dynamic and can incorporate virtual reality and augmented reality.

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Design principles Design principles are accepted characteristics that contribute to the functionality,
usability and appearance of solutions. In this study the principles related to usability
include ease of use, flexibility and robustness, and accessibility, including navigation
and error tolerance. Design principles related to appearance are alignment, balance,
contrast, image use, space, and text and table formatting.
Design thinking A way of thinking critically and creatively to generate and evaluate innovative ideas,
and precisely define the preferred solution so it can be created using a digital
system. It involves an understanding of the needs of users and of ways of creating
solutions that are more efficient or effective than existing ones. When designing,
students use both divergent and convergent thinking skills: divergent thinking
supports creativity and the generation of a range of ideas, and convergent thinking
supports the selection of a preferred solution and the preparation of accurate and
logical plans and instructions to digitally create the solution.
Digital system Refers to elements such as hardware and software, and their interconnectedness,
used to create digital solutions. When digital systems are connected they form a
network.
Effectiveness A measure of how well a solution, information management strategy or a network
functions and whether each achieves its intended results. Measures of effectiveness
in a solution include accessibility, accuracy, attractiveness, clarity, communication of
message, completeness, readability, relevance, timeliness, and usability. Measures
of effectiveness of an information management strategy include currency of files,
ease of retrieval, integrity of data and security. Measures of effective networks
include maintainability, reliability and the security of data during storage and
transmission.
Efficiency A measure of how much time, cost and effort is applied to achieve intended results.
Measures of efficiency in a solution could include the cost of file manipulation, its
functionality and the speed of processing. Measures of efficiency in a network
include its productivity, processing time, operational costs and level of automation.
Format The physical appearance in which data and information can be presented. These
include images, graphs, tables, text and web pages. Formats specify characteristics
such as presentation style or arrangement, shape and size.
Infographics Graphical representations of complex data or information. They rely upon visual
elements to quickly and clearly communicate patterns or trends in data or
information. These include complementary colour schemes, easy-to-read fonts,
graphs, simple charts and statistics.
Information system The combination of digital hardware, software and network components (digital
systems), data, processes and people that interact to create, control and
communicate ideas and data in digital solutions.
Internet of Things (IoT) The network formed by ‘smart devices’ such as mobile phones, wearable devices,
headphones, and other devices that communicate and interact over the internet
and/or to other IoT devices. These devices must have a method of connecting to the
internet, whether by a wireless or wired technology for the purposes of data
transmission.

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Legal requirements Individuals and organisations are expected to comply with legal requirements, 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:
Charter of Human Rights and Responsibilities Act 2006 (Vic) (sections 13, 14 and
15), Copyright Act 1968, Health Records Act 2001, Privacy Act 1988, including
Privacy Amendment (Enhancing Privacy Protection) Act 2012 and Privacy
Amendment (Notifiable Data Breaches) Act 2017, Privacy and Data Protection Act
2014, and the Spam Act 2003 (Part 1.3, Simplified outline).
Managing files File management includes the naming, storing and handling of files. Strategies to
manage files should have a consistent and descriptive naming convention and a
clear directory structure. Files should be easily identified and accessed. File
management also includes procedures for backing up, archiving and deleting files.
Naming conventions A set of guidelines for providing consistency in the naming of entities in software
development and data management. These include program names, function
names, variable names, table names, file names, and document names. Naming
conventions can minimise the effort needed to read and understand source code.
Physical security The equipment and procedures used to assist in the protection of information
controls systems and the files created, communicated and stored by individuals and
organisations. Equipment controls include zoned security strategies, barrier
techniques and biometrics. Physical procedures include backing up, shredding
confidential documents and checking authorisation credentials. Also see Software
security controls.

Processing features The distinctive or characteristic parts of a programming language. These include
classes, control structures, functions, instructions and methods.
Project management The practice of applying techniques, processes, tools, knowledge and skills to
deliver a solution. Features of project management include identification of tasks,
sequencing, time allocation, dependencies, milestones and critical path.
Pseudocode A series of English-like statements used to represent an algorithm that will solve a
problem. Though there is no standard to pseudocode, there are a number of
conventions. These include the use of START/BEGIN and FINISH/END to
indicate the beginning and end of a program, IF…ELSE and SELECT to
represent decisions, and REPEAT…UNTIL/WHILE…DO for loops.
Security threats The actions, devices and events that threaten the integrity and security of data
and information stored within, and communicated between, information systems.
The threats can be accidental, such as losing a portable storage device
containing files; deliberate, such as malware, phishing; and events-based such as
a power surge.
Software requirements The intended purpose and environment of a software solution. It documents the
specification (SRS) key activities associated with the analysis stage of the problem-solving
methodology. Features of an SRS should include a description of the functional
and non-functional requirements, system and technical requirements, constraints,
scope and assumptions.
Software security The software and procedures used to assist in the protection of information
controls systems and the files created, communicated and stored by individuals and
organisations. These include usernames and passwords, access logs and audit
trails, access restrictions, encryption, firewalls and system protection, and
security protocols such as Transport Layer Security (TLS).

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Solution (digital) The method of creating required digital output through the application of digital
systems and processes that transforms data into information. The output of a
solution may take the form of an information product, such as a website,
instructions to control a game, an abstract piece of art or a soundscape. Solutions
can be interactive or non-interactive, online (internet connected) or not, multimodal
or not.
Systems thinking A holistic approach to the identification and solving of problems. Systems thinking
involves analysing the interactions and interrelationships between components of
individual information systems (data, processes, people and digital systems) to
identify how they are influencing the functioning of the whole system. This
approach enables students to understand whole systems and work with complexity,
uncertainty and risk.
Testing techniques Techniques to ensure that a solution is operating as intended. Test data should
include data types and values that rigorously test software functions. Testing tables
can be used to record the outcomes of tests.
Types of data Types of data are general categories of data, including image (still and moving),
number and text.
Unified modelling A visual modelling language that describes the interfaces between solutions, users
language (UML) and networks. An example of this is a use case diagram (UCD) that models the
requirements of an information system.
Validation The checking of data for its reasonableness and completeness. Validation of data
includes: existence or presence checking, which verifies that a required field has a
value entered and is not empty or blank; range checking, which involves ensuring
that data entered falls within a certain range; and type checking, which confirms
that data entered is of a particular type.
Verification The checking of data after data entry. This can include proofreading to ensure that
the data entered matches the source data.

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Units 1 to 4: Problem-solving methodology

The problem-solving methodology comprises the four stages of: analysis, design,
development and evaluation. For each of these stages there is a typical set of activities, as
shown in Figure 1 below. Specific details of the scope of the problem-solving methodology
are provided in the introduction to relevant areas of study. Note: when creating solutions, this
methodology can be applied as a single stage-by-stage problem-solving process or can be
applied to each iteration of an agile problem-solving process.

Figure 1: A problem-solving methodology for creating digital solutions

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Units 1 to 4: Problem-solving methodology

specifications
Unit application
Stage/Activities Description
1 2 3 4
Analysis: The Analysis Stage involves determining what is required to solve a problem.
It involves identifying the solution requirements, constraints and scope.

Solution requirements can be described as being functional and non-functional.

Determine the functional requirements of the solution. These describe what

the software solution should do. This involves specific details such as input
• • •
required, output developed and functions of the solution including data
manipulation and validation.
Solution
requirements
Determine the non-functional requirements. These describe the quality
attributes of the solution. These include: usability, reliability, portability, • • •
robustness and maintainability.

Use tools to assist in determining solution requirements, including context

•
diagrams, data flow diagrams and use case diagrams.

Solution constraints can be described as the conditions or limitations that

must be taken into account when designing a solution.

Solution Determine the constraints of the solution. These include economic, such as
constraints cost and time; technical, such as speed of processing, capacity, availability
of equipment, compatibility and security; social, such as level of expertise • • •
of users; legal, such as ownership and privacy of data requirements; and
usability, such as usefulness and ease of use of solutions.

Solution scope describes the boundaries or parameters of the solution.

Solution scope
Identify what will be and/or what will not be addressed by the solution. • • •

Identify and clarify the data and information that needs to be collected and
• •
from what sources it will be collected.

Critically analyse the sources of data and information to determine the

Skills • •
reliability of it.
underpinning
the Analysis
Stage Draft and evaluate questions to critically analyse requirements, needs or
• •
opportunities.

Develop strategies for asking follow-up questions to further clarify the data
• •
and information collected.

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Unit application
Stage/Activities Description
1 2 3 4
Design: The Design Stage involves determining how the solution requirements will function and
appear. It involves developing evaluation criteria; designing the functionality, appearance and user
interface of the solution; and designing the tests to ensure that requirements can be met.

Design how the solution will function and appear by identifying the specific
data required and how it will be named, structured, validated and • • •
manipulated.

Use design tools, including data dictionaries, input–process–output (IPO)

• • •
charts, object descriptions and pseudocode.

Use design tools to show the relationships between the components of a

solution, including storyboards, site maps, structure charts, context • •
diagrams and data flow diagrams.

Design the visual components of the solution, including the user interface,
• • •
reports and any graphic representations or data visualisations generated.
Solution design
Identify the position and size of text, images and graphics, font types and
• • •
styles, colours and text enhancements.

Use design tools, including layout diagrams, annotated diagrams and

• • •
mock-ups.

Design tests to ensure the solution will achieve what it is intended to do. • • •

Determine what tests need to be performed, what test data needs to be

• • •
included and the expected result after the test is conducted.

Note that testing of the actual solution as it is developed is performed during

the Development Stage.

Investigate possible solutions and develop connections between ideas. •

Use a range of techniques to generate a range of alternative solutions

Skills •
designs.
underpinning the
Solution design
activity Create and connect initial design ideas using text and diagrams. • •

Determine possible contingencies when developing solution designs to

• •
mitigate issues.

Develop evaluation criteria to determine the degree to which solution

designs meet requirements. Evaluation criteria measure the efficiency and • •
effectiveness of the designs.

Evaluation Note that the same evaluation criteria are used in the Evaluation Stage to
criteria determine the degree to which the solution meets requirements. The
evaluation criteria, in the Evaluation Stage, measure the efficiency and
effectiveness of the solution.

Modify and refine the evaluation criteria as the solution develops. • •

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Unit application
Stage/Activities Description
1 2 3 4
Development: The Development Stage involves transforming the requirements and designs into
a working software solution. It involves the manipulation and validation of data, testing to ensure
the software solution meets requirements and generating documentation to support the use of the solution.

Develop the solution through the process of manipulation. • • •

Manipulation
Use appropriate software functions and techniques, formats and
• • •
conventions, suitable algorithms and processing features.

Use validation techniques to check data entry for reasonableness and

completeness of data, including existence or presence check, range check • •
and type check.
Validation
Use verification techniques after data entry to ensure that data entered
• •
matches the source data, including proofreading.

Note that the effectiveness of validation is determined through the testing activity below.

Develop a testing strategy to ensure that the solution works as intended. • • •

Compare the actual results of the tests against the expected results from
Testing • • •
the Design Stage.

Conduct tests, record the actual results and correct any identified errors. • • •

Write internal documentation to support the functioning, maintenance and

Documentation upgrading of the solution and to support the use of the solution by end- • • •
users.

Determine possible contingencies when developing solutions to mitigate

• •
issues.
Skills
underpinning the
Modify and evolve design ideas as the solution develops. • •
Design Stage
Modify and refine the evaluation criteria as the solution develops. • •

Evaluation: The Evaluation Stage involves determining the degree to which the software solution
has met requirements. It involves evaluating the software solution against the evaluation criteria to
see how well it meets requirements and a strategy to evaluate the software solution after implementation.

Use the evaluation criteria to determine how the solution has met
Solution
requirements, needs or opportunities. Discuss in terms of efficiency and • • •
evaluation
effectiveness of the solution.

Critically evaluate the analysis process and discuss how it assisted in

• •
meeting the requirements, needs or opportunities.
Skills
underpinning the
Critically evaluate the design process and discuss how it assisted in
Solution • •
meeting the requirements, needs or opportunities.
evaluation
activity
Identify and discuss any improvements that could be made to the solution
• •
by approaching the problem-solving process differently.

Proposal of a strategy to evaluate the extent to which the solution meets

the needs of the user after the solution has been developed and •
Evaluation implemented.
strategy
Specify a timeline and outline the data to be collected and by what methods
•
and techniques, and how the data relates to the evaluation criteria.

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Unit 1: Applied computing

In this unit students are introduced to the stages of the problem-solving methodology.
Students focus on how data can be used within software tools such as databases and
spreadsheets to create data visualisations, and the use of programming languages to
develop working software solutions.
In Area of Study 1, as an introduction to data analytics, students respond to a teacher-
provided analysis of requirements and designs to identify and collect data in order to
present their findings as data visualisations. They present work that includes database,
spreadsheet and data visualisations solutions. In Area of Study 2 students select and use a
programming language to create a working software solution. Students prepare, document
and monitor project plans and engage in all stages of the problem-solving methodology.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 Database software, spreadsheet software and data visualisation

software.

Area of Study 2 An appropriate programming language.

Area of Study 1

Data analysis
In this area of study students use software tools to create data visualisations in response to
teacher-provided requirements and designs. The software tools are used for the collection,
interpretation and manipulation of data to draw conclusions and create data visualisations
that represent their findings. Data visualisations could include charts, graphs, histograms,
maps, network diagrams and spatial relationships diagrams. No restrictions are placed on
the software tools used to create data visualisations.
Students examine the features of different design tools to represent the functionality and
appearance of software solutions. They interpret given designs and create database,
spreadsheet and data visualisations solutions using the data collected. Students focus on
the appropriate functions and techniques to manipulate and validate data and to make use
of suitable formats and conventions.
Students apply computational thinking skills when extracting meaning from data and apply
design thinking skills and knowledge to create data visualisations.

Outcome 1
On completion of this unit the student should be able to interpret teacher-provided solution
requirements and designs, collect and manipulate data, analyse patterns and relationships,
and develop data visualisations to present findings.

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To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Data and information
 types and purposes of qualitative and quantitative data
 characteristics of data and information
 sources, methods and techniques for acquiring and referencing primary and secondary
data and information
 interpretation of information for communication and decision making
 factors affecting the quality of data and information, such as accuracy, bias, integrity,
relevance and reliability
 characteristics of data types and data structures relevant to selected software tools
 procedures for the legal and ethical collection and use of data and information, such as
using consent forms
 techniques for protecting data and information from misuse, such as de-identifying
personal data and the use of physical and software security controls
Approaches to problem solving
 structural characteristics of spreadsheets and databases, such as cells, fields, records
and tables
 types and purposes of data visualisations suitable for educating, entertaining, informing
and persuading audiences
 functional and non-functional requirements of solutions, constraints and scope
 design tools for representing the functionality and appearance of databases,
spreadsheets and data visualisations, such as annotated diagrams and mock-ups
 formats and conventions suitable for databases, spreadsheets and data visualisations
 software functions and techniques for efficiently and effectively manipulating, validating
and testing data to develop databases, spreadsheets and data visualisations
Interactions and impacts
 Australian Privacy Principles relating to the acquisition, management and
communication of data and information including non-identification of individuals
(Principle 2), information only being held for its primary purpose (Principle 6) and the
security measures used to protect personal information (Principle 11)
 ethical issues arising from the acquisition, storage and use of data and information.

Key skills
 acquire and reference data and information from primary and secondary sources, taking
into account legal and ethical considerations
 analyse the selected data, and discuss the relationships and patterns identified
 interpret solution requirements, constraints and scope
 interpret designs using appropriate design tools to represent the functionality and
appearance of databases, spreadsheets and data visualisations
 use software, and select and apply functions, formats, conventions, data validation and
testing techniques to efficiently manipulate data and create data visualisations
 compare and interpret data visualisations.

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Area of Study 2

Programming
In this area of study students use a programming language to create a working software
solution in response to teacher-provided solution requirements. Students apply the problem-
solving stages of design, development and evaluation to develop the solution. Details of the
relevant problem-solving methodology specifications are on pages 12–15.
Students apply methods and techniques for creating a working software solution using
a range of processing features and data structures. They apply testing and debugging
techniques to ensure the software solution works as intended.
A project plan is prepared to support an organised approach to problem solving. Students
use software to record the identification and sequencing of tasks, time allocation,
dependencies, milestones and critical path. They record and monitor the progress of their
working solution throughout the stages of the problem-solving methodology. Students do
not have to use dedicated project management software.
Students apply computational and design thinking skills when preparing solution designs
and transforming them into a working solution.

Outcome 2
On completion of this unit the student should be able to interpret teacher-provided solution
requirements to design, develop and evaluate a software solution using a programming
language.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 functions and capabilities of key hardware and software components of digital systems
required for processing, storing and communicating data and information
Data and information
 characteristics of data types
 types of data structures
Approaches to problem solving
 features of functional and non-functional solution requirements, constraints and scope
 design tools for representing the functionality and appearance of solution designs such
as data dictionaries, mock-ups and pseudocode
 naming conventions for solution elements such as files, functions, methods and
variables
 processing features of a programming language
 characteristics of internal documentation
 formatting and structural characteristics of input and output such as file formats
 testing and debugging techniques to ensure software solutions meet requirements such
as test tables and test data

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 techniques for evaluating the efficiency and effectiveness of software solutions

 project plans to coordinate and monitor the tasks, including sequencing and time
allocation to create software solutions.

Key skills
 analyse solution requirements to develop a software solution
 select and use appropriate design tools to represent solution designs
 use a range of data types and data structures
 develop a software solution using appropriate processing features of a programming
language
 design and apply suitable testing and debugging techniques using appropriate test data
 evaluate the efficiency and effectiveness of the software solution to meet requirements
 document and monitor project plans using software.

Assessment
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks that provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study, including the key knowledge and key skills listed for the outcomes,
should be used for course design and the development of learning activities and assessment
tasks. Assessment must be a part of the regular teaching and learning program and should
be completed mainly in class and within a limited timeframe.
All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of
achievement in Units 1 and 2 are a matter for school decision.
For this unit students are required to demonstrate two outcomes. As a set these outcomes
encompass the areas of study in the unit.
Suitable tasks for assessment in this unit may be selected from the following:
 a folio of exercises or software solutions and a written report
 a presentation (oral, multimedia, visual) to present findings or software solutions.
Where teachers allow students to choose between tasks they must ensure that the tasks
they set are of comparable scope and demand.

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Unit 2: Applied computing

In this unit students focus on developing innovative solutions to needs or opportunities that
they have identified, and propose strategies for reducing security risks to data and
information in a networked environment.
In Area of Study 1 students work collaboratively and select a topic for further study to create
an innovative solution in an area of interest. The innovative solution can be presented as a
proof of concept, a prototype or a product. Students engage in all areas of the problem-
solving methodology. In Area of Study 2, as an introduction to cybersecurity, students
investigate networks and the threats, vulnerabilities and risks to data and information. They
propose strategies to protect the data accessed using a network.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 Any software tools used to create an innovative solution, for
example a programming language, spreadsheet software, web-
authoring software, presentation software, tool for planning a
project.

Area of Study 2 A software tool to represent a network.

Area of Study 1

Innovative solutions
In this area of study students work collaboratively to develop an innovative solution to an
identified need or opportunity. They apply all stages of the problem-solving methodology to
investigate the use of digital devices and emerging technologies and their applications.
Details of the problem-solving methodology specifications are on pages 12–15.
The innovative solution may take the form of a proof of concept, prototype or product.
Students choose one of the following topics to explore in greater detail:
 artificial intelligence, machine learning or neural networks
 assistive and wearable technologies or Internet of Things (IoT)
 creating with digital systems such as drones, microcontrollers, nanosatellites and robotic
devices
 games development, multimedia programming or web authoring
 mixed realities such as augmented and virtual reality
 investigation/research project on innovative uses for emerging technologies such as
blockchain
 any other innovative digital solution.
A project plan is prepared to support an organised approach to problem solving. Students
use software to record the identification and sequencing of tasks, time allocation, milestones,
dependencies and critical path. They record and monitor the progress of their innovative

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solution throughout the stages of the problem-solving methodology. Students do not have to
use dedicated project management software.
Students apply computational, design and systems thinking skills when developing solution
designs and transforming them into a proof of concept, prototype or product.

Outcome 1
On completion of this unit the student should be able to, in collaboration with other students,
analyse, design, develop and evaluate an innovative solution to an identified need or
opportunity involving a digital system.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Digital systems
 components of digital systems
 types of digital devices used for a range of current and emerging applications such as
smart phones, smart refrigerators and virtual assistants
 emerging trends in digital systems and the importance of innovation to organisations,
such as improving efficiency and effectiveness of customer service and maintaining
competitiveness
 functions and capabilities of digital systems used by individuals and organisations, such
as assistive technologies, financial services, global positioning system (GPS) devices,
robotics and traffic management
Data and information
 techniques for collecting data to determine user needs and requirements, such as
interviews and surveys
Approaches to problem solving
 techniques for documenting the development of solutions
 solution specifications such as functional and non-functional requirements, constraints
and scope
 characteristics of creative and innovative solutions
 design tools and techniques for representing solution designs, such as mock-ups,
pseudocode, sitemaps and storyboards
 functions and techniques for developing innovative solutions
 techniques for validating and testing solutions
 evaluation criteria and techniques for evaluating the efficiency and effectiveness of
innovative solutions
 tools and techniques for coordinating and monitoring projects, such as Gantt charts
Interactions and impact
 goals and objectives of digital systems
 economic issues involving emerging technologies, such as access, deskilling, job loss,
misuse and sustainability
 the impact of current and emerging technologies, such as automation, cyberbullying and
the decline of physical human interactions and interpersonal skills

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 key legislation and how emerging technologies are affected by: the Copyright Act 1968,
the Health Records Act 2001, the Privacy Act 1988 and the Privacy and Protection Act
2014
 ethical issues arising from the development of emerging technologies.

Key skills
 investigate a problem, need or opportunity and identify potential users and purpose
 propose a range of methods to collect data for analysis
 analyse and document solution requirements to develop an innovative solution
 select and use appropriate design tools for generating solution designs
 develop an innovative solution using appropriate digital systems
 document the development of the innovative solution
 design and apply suitable validation and testing techniques
 identify and discuss potential legal and ethical issues affecting the development of an
innovative solution
 apply evaluation criteria and evaluate the efficiency and effectiveness of an innovative
solution to meet a need or opportunity
 document, monitor and modify project plans using a Gantt chart.

Area of Study 2

Network security
In this area of study students investigate how networks enable data and information to be
exchanged locally and globally. Students examine the hardware and software components
and procedures required to connect and maintain wired, wireless and mobile
communications technology. They apply this knowledge to design a Local Area Network
(LAN), describe its components and explain the transmission of data and information in this
network. Students develop an understanding of cybersecurity issues when they investigate
the threats, vulnerabilities and risks to data and information stored within and transmitted
across networks, and propose strategies for reducing security risks.
Students apply systems thinking skills when designing LANs and proposing strategies for
reducing security risks.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case
study to examine the capabilities and vulnerabilities of a network, design a network solution,
discuss the threats to data and information, and propose strategies to protect the security of
data and information.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 applications and capabilities of LANs, Wide Area Networks (WANs) and Wireless
Personal Area Networks (WPANs)
 functions and characteristics of key hardware and software components of networks
required for communicating and storing data and information

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 strengths and limitations of wired, wireless and mobile communications technology,

measured in terms of cost, data storage options, data transfer rate, reliability and
security
 technical underpinnings of intranets, the internet and virtual private networks
 design tools for representing the appearance of networks
 security threats to data and information, such as improper credential management,
malicious software, outdated versions of software and weak passwords
 technical underpinnings of malware that can intentionally threaten the security of
networks, such as denial of service attacks on websites, spyware, viruses and worms
 data and network protection strategies, such as authentication techniques and
symmetric and asymmetric encryption methods
 preventative practices to reduce risks to networks, such as application of firmware,
disaster recovery plans, operating system updates, software malware updates and staff
procedures
 technical underpinnings of intrusion detection systems (IDS) and intrusion prevention
systems (IPS)
 the role of ethical hacking
Interactions and impacts
 risks and benefits of using networks in a global environment
 key legislation that affects how organisations control the storage and communication of
data and information: the Health Records Act 2001, the Privacy Act 1988 and the
Privacy and Data Protection Act 2014
 ethical issues arising from data and information security practices.

Key skills
 identify and describe the applications and capabilities of different networks
 examine the impact of common network vulnerabilities
 design a network solution with wireless capability
 identify and evaluate threats to the security of data and information
 propose and justify strategies to protect the security of data and information within a
network
 identify and discuss possible legal and ethical issues arising from ineffective data and
information security practices.

Assessment
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks that provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study, including the key knowledge and key skills listed for the outcomes,
should be used for course design and the development of learning activities and assessment
tasks. Assessment must be a part of the regular teaching and learning program and should
be completed mainly in class and within a limited timeframe.
All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of
achievement in Units 1 and 2 are a matter for school decision.
For this unit students are required to demonstrate two outcomes. As a set these outcomes
encompass the areas of study in the unit.

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Suitable tasks for assessment in this unit may be selected from the following:
 a presentation (oral, multimedia, visual) of an innovative solution
 a written report
 an annotated visual report
 a case study with structured questions
 the design of a wireless network or a working model of a wireless network.
Where teachers allow students to choose between tasks they must ensure that the tasks
they set are of comparable scope and demand.

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Unit 3: Data analytics

In this unit students apply the problem-solving methodology to identify and extract data
through the use of software tools such as database, spreadsheet and data visualisation
software to create data visualisations or infographics. Students develop an understanding
of the analysis, design and development stages of the problem-solving methodology.
In Area of Study 1 students respond to teacher-provided solution requirements and designs.
Students develop data visualisations and use appropriate software tools to present findings.
Appropriate software tools include database, spreadsheet and data visualisation software.
In Area of Study 2 students propose a research question, prepare a project plan, collect and
analyse data, and design infographics or dynamic data visualisations. Area of Study 2 forms
the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 Database software, spreadsheet software and data visualisation

software.

Area of Study 2 At least one data manipulation tool and one visualisation tool, for
example database software, spreadsheet software, data
visualisation software, tool for planning a project.

A list of minimum software capabilities for database software, spreadsheet software and
data visualisation software requirements will be published annually by the VCAA in the
VCAA Bulletin.
Area of Study 1

Data analytics
In this area of study students access, select and extract authentic data from large
repositories. They manipulate the data to present findings as data visualisations in response
to teacher-provided solution requirements and designs. Students develop software solutions
using database, spreadsheet and data visualisation software tools to undertake the problem-
solving activities in the development stages of manipulation, validation and testing.
The software solutions involve importing data from files to a database to identify patterns
and relationships. Data is then imported into a spreadsheet for further refinement before
presenting findings as data visualisations. This will prepare students for creating infographics
or dynamic data visualisations in Unit 4, Area of Study 1. Validation and testing techniques
are applied to ensure the reasonableness and completeness of the data used to develop
data visualisations. Students justify the use of functions, formats and conventions in the
development of their data visualisations.
Students apply computational thinking skills when interpreting solution requirements and
designs, and when developing them into data visualisations.

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Outcome 1
On completion of this unit the student should be able to respond to teacher-provided solution
requirements and designs to extract data from large repositories, manipulate and cleanse
data and apply a range of functions to develop software solutions to present findings.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Data and information
 techniques for efficient and effective data collection, including methods to collect
census, Geographic Information System (GIS) data, sensor, social media and weather
 factors influencing the integrity of data, including accuracy, authenticity, correctness,
reasonableness, relevance and timeliness
 sources of, and methods and techniques for, acquiring authentic data stored in large
repositories
 methods for referencing primary and secondary sources, including American
Psychological Association (APA) referencing system
 characteristics of data types
Approaches to problem solving
 methods for documenting a problem, need or opportunity
 methods for determining solution requirements, constraints and scope
 naming conventions to support efficient use of databases, spreadsheets and data
visualisations
 a methodology for creating a database structure: identifying entities, defining tables and
fields to represent entities; defining relationships by identifying primary key fields and
foreign key fields; defining data types and field sizes, normalisation to third normal form
 design tools for representing databases, spreadsheets and data visualisations, including
data dictionaries, tables, charts, input forms, queries and reports
 design principles that influence the functionality and appearance of databases,
spreadsheets and data visualisations
 functions and techniques to retrieve required information through querying data sets,
including searching, sorting and filtering to identify relationships and patterns
 software functions, techniques and procedures to efficiently and effectively validate,
manipulate and cleanse data including files, and applying formats and conventions
 types and purposes of data visualisations
 formats and conventions applied to data visualisations to improve their effectiveness for
intended users, including clarity of message
 methods and techniques for testing databases, spreadsheets and data visualisations
Interactions and impact
 reasons why organisations acquire data.

Key skills
 interpret solution requirements and designs to develop data visualisations
 identify, select and extract relevant data from large repositories
 use a standard referencing system to acknowledge intellectual property

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 organise, manipulate and cleanse data using database and spreadsheet software
 select, justify and apply functions, formats and conventions to create effective data
visualisations
 develop and apply suitable validation and testing techniques to software tools used.

Area of Study 2

Data analytics: analysis and design

In this area of study students, individually, determine and propose a research question and
collect and analyse data. This is the first part of the School-assessed Task (SAT), involving
analysis and design, with the second part undertaken in Unit 4, Area of Study 1.
Students prepare a project plan, taking into account all stages of the problem-solving
methodology covered in this outcome and in Unit 4, Area of Study 1. Details of the relevant
problem-solving methodology specifications are on pages 12–15. Students do not have to
use dedicated project-management software. They determine the milestones of their project
plans.
A range of methods is used to collect data for analysis. The analysis is stated in terms of
requirements, data to support the research question, constraints and scope. Students
generate design ideas for creating their database and/or spreadsheet solutions and
infographics or dynamic data visualisations to present findings, which could include
annotations to indicate key functions and layouts. Evaluation criteria are developed and
applied to select the preferred design idea. These evaluation criteria will be used in Unit 4,
Area of Study 1, to evaluate the efficiency and effectiveness of the infographics or dynamic
data visualisations.
Students apply computational thinking skills when analysing the data associated with a
research question and apply design thinking skills when designing infographics or dynamic
data visualisations.

Outcome 2
On completion of this unit the student should be able to propose a research question,
formulate a project plan, collect and analyse data, generate alternative design ideas and
represent the preferred design for creating infographics or dynamic data visualisations.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 roles, functions and characteristics of digital system components
 physical and software security controls used by organisations for protecting stored and
communicated data
Data and information
 primary and secondary data sources and methods of collecting data, including
interviews, observation, querying of data stored in large repositories and surveys
 techniques for searching, browsing and downloading data sets
 suitability of quantitative and qualitative data for manipulation

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 characteristics of data types and data structures relevant to selected software tools
 methods for referencing secondary sources, including the APA referencing system
 criteria to check the integrity of data, including accuracy, authenticity, correctness,
reasonableness, relevance and timeliness
 techniques for coding qualitative data to support manipulation
Approaches to problem solving
 features of a research question, including a statement identifying the research question
as an information problem
 functional and non-functional requirements, including data to support the research
question, constraints and scope
 types and purposes of infographics and dynamic data visualisations
 design principles that influence the appearance of infographics and the functionality and
appearance of dynamic data visualisations
 design tools for representing the appearance and functionality of infographics and
dynamic data visualisations, including data manipulation and validation, where
appropriate
 techniques for generating alternative design ideas
 criteria for evaluating alternative design ideas and the efficiency and effectiveness of
infographics or dynamic data visualisations
 features of project management using Gantt charts, including the identification and
sequencing of tasks, time allocation, dependencies, milestones and the critical path
Interactions and impact
 key legal requirements for the storage and communication of data and information,
including human rights requirements, intellectual property and privacy.

Key skills
 frame a research question
 analyse and document solution requirements, constraints and scope of infographics or
dynamic data visualisations
 apply techniques for searching, downloading, browsing and referencing data sets
 select and apply design tools to represent the functionality and appearance of
infographics or dynamic data visualisations
 generate alternative design ideas
 develop evaluation criteria to select and justify preferred designs
 produce detailed designs using appropriate design methods and techniques
 propose and apply appropriate methods to secure stored data
 create, monitor and modify project plans using software.

School-based assessment

Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning activities and assessment tasks.

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Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be determined by School-assessed
Coursework and a School-assessed Task.
School-assessed Coursework 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 School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. The VCAA publishes Advice for teachers for this study,
which includes advice on the design of assessment tasks and the assessment of student
work for a level of achievement.
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement. The score must be based on the teacher’s assessment of the
performance of each student on the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 3
Outcome 1
100 In response to teacher-provided
Respond to teacher-provided solution
100 solution requirements and designs,
requirements and designs to extract data
create software solutions.
from large repositories, manipulate and
cleanse data and apply a range of
functions to develop software solutions to
present findings.

Total marks 100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2, and in Unit 4, Outcome 1, will be
assessed through a School-assessed Task. Details of the School-assessed Task for Units 3
and 4 are provided on page 34 of this study design.

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination,
which will contribute 50 per cent to the study score.

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Unit 4: Data analytics

In this unit students focus on determining the findings of a research question by developing
infographics or dynamic data visualisations based on large complex data sets and on the
security strategies used by an organisation to protect data and information from threats.
In Area of Study 1 students apply the problem-solving stages of development and evaluation
to develop their preferred design prepared in Unit 3, Area of Study 2, into infographics or
dynamic data visualisations, and evaluate the solutions and project plan. Area of Study 1
forms the second part of the School-assessed Task (SAT). In Area of Study 2 students
investigate security practices of an organisation. They examine the threats to data and
information, evaluate security strategies and recommend improved strategies for protecting
data and information.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 At least one data manipulation tool and one visualisation tool, for
example database software, spreadsheet software, data
visualisation software, tool for planning a project.

A list of minimum software capabilities for database software, spreadsheet software and
data visualisation software requirements will be published annually by the VCAA in the
VCAA Bulletin.
Area of Study 1

Data analytics: development and evaluation

In this area of study students develop the design they prepared in Unit 3, Area of Study 2,
into infographics or dynamic data visualisations that address a research topic or question by
applying the problem-solving stages of development and evaluation. Details of the problem-
solving methodology specifications are on pages 12–15.
Effective designs and clarity of messages are key features of infographics and dynamic data
visualisations, which are designed to communicate findings intended for a target audience.
Students use software tools and functions of database and/or spreadsheet software and
data visualisation software to support the types of data being manipulated to transform the
designs into infographics or dynamic data visualisations.
Students evaluate the quality of their infographics or dynamic data visualisations using the
evaluation criteria developed in Unit 3, Area of Study 2, and assess the effectiveness of their
project plan in the development of their project.
Students apply computational thinking skills when developing their design ideas into
infographics or dynamic data visualisations.

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Outcome 1
On completion of this unit the student should be able to develop and evaluate infographics or
dynamic data visualisations that present findings in response to a research question, and
assess the effectiveness of the project plan in monitoring progress.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Digital systems
 procedures and techniques for handling and managing files, including archiving, backing
up, disposing of files and security
 the functional capabilities of software to create infographics and dynamic data
visualisations
Approaches to problem solving
 characteristics of information for educating targeted audiences, including age
appropriateness, commonality of language, culture inclusiveness and gender
 characteristics of efficient and effective infographics and dynamic data visualisations
 functions, techniques and procedures for efficiently and effectively manipulating data
using software tools
 techniques for creating infographics and dynamic data visualisations
 techniques for validating and verifying data
 techniques for testing that solutions perform as intended
 techniques for recording the progress of projects, including adjustments to tasks and
timeframes, annotations and logs
 strategies for evaluating the effectiveness of infographics and dynamic data
visualisations solutions and assessing project plans.

Key skills
 monitor, modify and annotate project plans as necessary
 propose and implement procedures for managing files
 select and apply software functions, conventions, formats, methods and techniques to
develop infographics or dynamic data visualisations
 select and apply data validation and testing techniques, making any necessary
modifications
 apply evaluation criteria to evaluate the efficiency and effectiveness of infographics or
dynamic data visualisations solutions
 assess the effectiveness of the project plan in managing the project.

Area of Study 2

Cybersecurity: data and information security

In this area of study students focus on data and information security and its importance to an
organisation. Students investigate security strategies used by an organisation to manage the
storage, communication and disposal of data and information in their networked
environment. They examine the threats to this data and information, and evaluate the

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methods an organisation uses to protect their data and information. Students consider the
consequences for an organisation that fails to protect their data and information. They
recommend strategies to reduce the threats to data and information, taking into account the
key legal requirements and any ethical issues faced by the organisation.
Students apply systems thinking skills when investigating data and information security
strategies within an organisation, and when recommending strategies to reduce threats.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case
study to investigate the current data and information security strategies of an organisation,
examine the threats to the security of data and information, and recommend strategies to
improve current practices.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 characteristics of wired, wireless and mobile networks
 types and causes of accidental, deliberate and events-based threats to the integrity and
security of data and information used by organisations
 physical and software security controls for preventing unauthorised access to data and
information and for minimising the loss of data accessed by authorised and
unauthorised users
 the role of hardware, software and technical protocols in managing, controlling and
securing data in information systems
 the advantages and disadvantages of using network attached storage and cloud
computing for storing, communicating and disposing of data and information
Data and information
 characteristics of data that has integrity, including accuracy, authenticity, correctness,
reasonableness, relevance and timeliness
Interactions and impact
 the importance of data and information to organisations
 the importance of data and information security strategies to organisations
 the impact of diminished data integrity in information systems
 key legislation that affects how organisations control the collection, storage,
communication and disposal of their data and information: the Health Records Act 2001,
the Privacy Act 1988 and the Privacy and Data Protection Act 2014
 ethical issues arising from data and information security practices
 strategies for resolving legal and ethical issues between stakeholders arising from
information security practices
 reasons to prepare for disaster and the scope of disaster recovery plans, including
backing up, evacuation, restoration and test plans
 possible consequences for organisations that fail or violate security measures
 criteria for evaluating the effectiveness of data and information security strategies.

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Key skills
 analyse and discuss the current data and information security strategies used by an
organisation
 propose and apply criteria to evaluate the effectiveness of current data and information
security strategies
 identify and evaluate threats to the security of data and information
 identify and discuss possible legal and ethical consequences of ineffective data and
information security strategies
 recommend and justify strategies to improve current data and information security
practices.

School-based assessment

Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 4 will be determined by School-assessed
Coursework and a School-assessed Task.
School-assessed Coursework 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 School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. The VCAA publishes Advice for teachers for this study,
which includes advice on the design of assessment tasks and the assessment of student
work for a level of achievement.
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement. The score must be based on the teacher’s assessment of the
performance of each student on the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score.

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Outcomes Marks allocated Assessment tasks

Unit 4
Outcome 2
Respond to a teacher-provided case The student’s performance will be
study to investigate the current data and 100 assessed using one of the following:
information security strategies of an  structured questions
organisation, examine the threats to the
security of data and information, and  a report in written format
recommend strategies to improve current  a report in multimedia format.
practices.

Total marks 100

100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2, and Unit 4, Outcome 1, will be
assessed through a School-assessed Task.
The School-assessed Task contributes 30 per cent to the study score.

Outcomes Assessment tasks

Unit 3 A project plan (Gantt chart) indicating tasks, times, milestones,
Outcome 2 dependencies and critical path
Propose a research question, formulate AND
a project plan, collect and analyse data,
generate alternative design ideas and A collection of complex data sets that has been referenced
represent the preferred design for creating AND
infographics or dynamic data
visualisations. An analysis that defines the requirements, constraints and
scope of infographics or dynamic data visualisations
AND
A folio of alternative design ideas and detailed design
specifications of the preferred design.

Unit 4 Infographics or dynamic data visualisations that present findings

Outcome 1 in response to a research question
Develop and evaluate infographics or AND
dynamic data visualisations that present
findings in response to a research  an evaluation of the efficiency and effectiveness of
question, and assess the effectiveness of infographics or dynamic data visualisations
the project plan in monitoring progress.  an assessment of the effectiveness of the project plan
(Gantt chart) in monitoring project progress
in one of the following:
 a written report
 an annotated visual plan.

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External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination.

Contribution to final assessment

The examination will contribute 50 per cent to the study score.

End-of-year examination

Description
The examination will be set by a panel appointed by the VCAA. 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 VCAA.
 VCAA 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 VCAA.

Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA 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 Unit 3 and 4 sequence together
with any sample material.

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Unit 3: Software development

In this unit students apply the problem-solving methodology to develop working software
modules using a programming language. Students develop an understanding of the
analysis, design and development stages of the problem-solving methodology.
In Area of Study 1 students respond to teacher-provided solution requirements and designs
and develop a set of working modules through the use of a programming language.
Students examine a simple software requirements specification and a range of software
design tools in order to apply specific processing features of a programming language to
create working modules. In Area of Study 2 students analyse a need or opportunity, select
an appropriate development model, prepare a project plan, develop a software
requirements specification and design a software solution. Area of Study 2 forms the first
part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 An appropriate programming language.

Area of Study 2 Unified Modelling Language (UML) and UML tools to create use
cases.

A list of suitable programming requirements will be published annually by the VCAA in the
VCAA Bulletin. Schools select a language that fulfils these programming requirements.
The following table indicates the software tool that students are required to use, but not
required to study, in this unit.

Area of Study 2 Appropriate tool for documenting project plans.

Area of Study 1

Software development: programming

In this area of study students examine the features and purposes of different design tools to
accurately interpret the requirements and designs for developing working software modules.
Students use a programming language and undertake the problem-solving activities of
manipulation programming, validation, testing and documentation in the development stage.
The working modules do not have to be complete solutions and can focus on limited features
of the programming language; however, students are expected to fully develop the working
modules in accordance with the given designs. This will prepare students for creating a
complete solution in Unit 4, Area of Study 1. Validation and testing techniques are applied to
ensure modules operate as intended and internal documentation is written to explain the
function of the modules. Students justify the use of the selected processing features and
algorithms in the development of their working modules.

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Students apply computational thinking skills when interpreting given solution requirements
and designs, and when developing them into working modules.

Outcome 1
On completion of this unit the student should be able to interpret teacher-provided solution
requirements and designs, and apply a range of functions and techniques using a
programming language to develop and test working software modules.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Data and information
 characteristics of data types
 types of data structures, including associative arrays (or dictionaries or hash tables),
one-dimensional arrays (single data type, integer index) and records (varying data
types, field index)
Approaches to problem-solving
 methods for documenting a problem, need or opportunity
 methods for determining solution requirements, constraints and scope
 methods of representing designs, including data dictionaries, mock-ups, object
descriptions and pseudocode
 formatting and structural characteristics of files, including delimited (CSV), plain text
(TXT) and XML file formats
 a programming language as a method for developing working modules that meet
specified needs
 naming conventions for solution elements
 processing features of a programming language, including classes, control structures,
functions, instructions and methods
 algorithms for sorting, including selection sort and quick sort
 algorithms for binary and linear searching
 validation techniques, including existence checking, range checking and type checking
 techniques for checking that modules meet design specifications, including trace tables
and construction of test data
 purposes and characteristics of internal documentation, including meaningful comments
and syntax.

Key skills
 interpret solution requirements and designs to develop working modules
 use a range of data types and data structures
 use and justify appropriate processing features of a programming language to develop
working modules
 develop and apply suitable validation, testing and debugging techniques using
appropriate test data
 document the functioning of modules and the use of processing features through
internal documentation.


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Area of Study 2

Software development: analysis and design

In this area of study students construct the framework for the development of a software
solution that meets a student-identified need or opportunity. This is the first part of the
School-assessed Task (SAT), involving analysis and design, with the second part
undertaken in Unit 4, Area of Study 1.
Students prepare a project plan that includes student-determined and teacher-provided
milestones that take into account all stages of the problem-solving methodology covered in
this outcome and in Unit 4, Area of Study 1. Details of the relevant problem-solving
methodology specifications are on pages 12–15. Students justify the selection of an
appropriate development model and monitor and modify their project plans. They do not
have to use dedicated project-management software.
A range of methods is used to collect data for analysis. Analysis tools and techniques are
used to depict relationships between data, users and digital systems and to document the
solution requirements, constraints and scope as a software requirements specification.
Students generate and document two or three design ideas for creating their solution. These
could include annotations to indicate key functions and appearance. Evaluation criteria are
developed and applied to select the preferred design idea. This design is then fully detailed,
addressing the functionality and the user interface of the solution. These evaluation criteria
will be used in Unit 4, Area of Study 1, to evaluate the efficiency and effectiveness of the
software solution.
Students apply computational thinking skills when analysing a need or opportunity and apply
design thinking skills when designing the solution.

Outcome 2
On completion of this unit the student should be able to analyse and document a need or
opportunity, justify the use of an appropriate development model, formulate a project plan,
generate alternative design ideas and represent the preferred solution design for creating a
software solution.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 security considerations influencing the design of solutions, including authentication and
data protection
Data and information
 techniques for collecting data to determine needs and requirements, including
interviews, observation, reports and surveys

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Approaches to problem solving

 functional and non-functional requirements
 constraints that influence solutions, including economic, legal, social, technical and
usability
 factors that determine the scope of solutions
 features and purposes of software requirement specifications
 tools and techniques for depicting the interfaces between solutions, users and networks,
including use case diagrams created using UML
 features of context diagrams and data flow diagrams
 techniques for generating design ideas
 criteria for evaluating the alternative design ideas and the efficiency and effectiveness of
solutions
 methods of expressing solution designs using data dictionaries, mock-ups, object
descriptions and pseudocode
 factors influencing the design of solutions, including affordance, interoperability,
marketability, security and usability
 characteristics of user experiences, including efficient and effective user interfaces
 development model approaches, including agile, spiral and waterfall
 features of project management using Gantt charts, including the identification and
sequencing of tasks, time allocation, dependencies, milestones and critical path
Interactions and impact
 goals and objectives of organisations and information systems
 key legal requirements relating to the ownership and privacy of data and information.

Key skills
 select a range of methods to collect and interpret data for analysis
 select and justify the use of an appropriate development model
 apply analysis tools and techniques to determine solution requirements, constraints and
scope
 document an analysis as a software requirements specification
 generate alternative design ideas
 develop evaluation criteria to select and justify preferred designs
 produce detailed designs using appropriate design methods and techniques
 create, monitor and modify project plans using software.

School-based assessment

Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning activities and assessment tasks.

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Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be determined by School-assessed
Coursework and a School-assessed Task.
School-assessed Coursework 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 School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. The VCAA publishes Advice for teachers for this study,
which includes advice on the design of assessment tasks and the assessment of student
work for a level of achievement.
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement. The score must be based on the teacher’s assessment of the
performance of each student on the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 3
Outcome 1 100
In response to teacher-provided
Interpret teacher-provided solution
100 solution requirements and designs,
requirements and designs, and apply a
create working modules.
range of functions and techniques using a
programming language to develop and
test working software modules.

Total marks 100

100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2, and Unit 4, Outcome 1, will be
assessed through a School-assessed Task. Details of the School-assessed Task for Units 3
and 4 are provided on page 46 of this study design.

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination,
which will contribute 50 per cent to the study score.

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Unit 4: Software development

In this unit students focus on how the information needs of individuals and organisations are
met through the creation of software solutions. They consider the risks to software and data
during the software development process, as well as throughout the use of the software
solution by an organisation.
In Area of Study 1 students apply the problem-solving stages of development and evaluation
to develop their preferred design prepared in Unit 3, Area of Study 2, into a software solution
and evaluate the solution, chosen development model and project plan. Area of Study 1
forms the second part of the School-assessed Task (SAT). In Area of Study 2 students
examine the security practices of an organisation and the risks to software and data during
the development and use of the software solutions. Students evaluate the current security
practices and develop a risk management plan.

Software tools
The following table indicates the software tools that students are required to both study and
use in this unit.

Area of Study 1 An appropriate programming language.

The following table indicates the software tool that students are required to use, but not
required to study, in this unit.

Area of Study 1 Appropriate tool for documenting project plans.

A list of suitable programming requirements will be published annually by the VCAA in the
VCAA Bulletin.

Area of Study 1

Software development: development and evaluation

In this area of study students develop the design they prepared in Unit 3, Area of Study 2,
into a software solution that meets an identified need or opportunity by applying the problem-
solving stages of development and evaluation. Details of the problem-solving methodology
specifications are on pages 12–15.
Appropriate processing features of a programming language, including validation, are used
to develop an efficient and effective software solution. Testing techniques are used to ensure
the software solution meets requirements.
Students prepare a usability test that addresses the core features of their software solution.
The test must be undertaken by at least two potential ‘users’ and the results recorded.
Potential ‘users’ could be students acting as real users of the solution. Students can make
any necessary adjustments to their solution based on the results of their usability tests.

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Students monitor and record the progress of their projects using the project plan developed
in Unit 3, Area of Study 2. Details could include actual versus expected durations,
achievement of milestones and annotations to explain progress. Students evaluate the
quality of their software solution using the evaluation criteria developed in Unit 3, Area of
Study 2, and assess the effectiveness of their project plan and development model in
developing their project.
Students apply computational thinking skills when developing their design ideas into a
software solution.

Outcome 1
On completion of this unit the student should be able to develop and evaluate a software
solution that meets requirements, evaluate the effectiveness of the development model and
assess the effectiveness of the project plan.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 1.

Key knowledge
Digital systems
 procedures and techniques for handling and managing files and data, including
archiving, backing up, disposing of files and data and security
Data and information
 ways in which storage media, transmission technologies and organisation of files affect
access to data
 uses of data structures to organise and manipulate data
Approaches to problem solving
 processing features of a programming language, including classes, control structures,
functions, instructions and methods
 characteristics of efficient and effective solutions
 techniques for checking that coded solutions meet design specifications, including
construction of test data
 validation techniques, including existence checking, range checking and type checking
 techniques for testing the usability of solutions and forms of documenting test results
 techniques for recording the progress of projects, including adjustments to tasks and
timeframes, annotations and logs
 factors that influence the effectiveness of development models
 strategies for evaluating the efficiency and effectiveness of software solutions and
assessing project plans.

Key skills
 monitor, modify and annotate project plans as necessary
 propose and implement procedures for managing data and files
 develop a software solution and write internal documentation
 select and apply data validation and testing techniques, making any necessary
modifications

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 prepare and conduct usability tests using appropriate techniques, capture results, and
make any modifications to solutions
 apply evaluation criteria to evaluate the efficiency and effectiveness of the software
solution
 evaluate the effectiveness of the selected development model
 assess the effectiveness of the project plan in managing the project.

Area of Study 2

Cybersecurity: software security

Organisations are increasingly dependent on the use of software to achieve their goals and
objectives. In this area of study students focus on the security risks to software and data
during the software development process and throughout the use of the software solution by
an organisation. Students analyse and evaluate the security of current software development
practices, examine the risks to software and data, and consider the consequences of
implementing software with ineffective security strategies. Physical and software controls,
security vulnerabilities, web application and third-party software risks are investigated.
Students recommend risk management strategies to improve current practices, taking into
account the key legal requirements and ethical issues faced by an organisation.
Students apply systems thinking skills when analysing and evaluating software development
security strategies within an organisation, and when recommending a risk management plan
to improve current practices.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case
study to examine the current software development security strategies of an organisation,
identify the risks and the consequences of ineffective strategies and recommend a risk
management plan to improve current security practices.
To achieve this outcome the student will draw on key knowledge and key skills outlined in
Area of Study 2.

Key knowledge
Digital systems
 physical and software security controls used to protect software development practices
and to protect software and data, including version control, user authentication,
encryption and software updates
 software auditing and testing strategies to identify and minimise potential risks
 types of software security and data security vulnerabilities, including data breaches,
man-in-the-middle attacks and social engineering, and the strategies to protect against
these
 types of web application risks, including cross-site scripting and SQL injections
 managing risks posed by software acquired from third parties

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Data and information

 characteristics of data that has integrity, including accuracy, authenticity, correctness,
reasonableness, relevance and timeliness
Interactions and impact
 reasons why individuals and organisations develop software, including meeting the
goals and objectives of the organisation
 key legislation that affects how organisations control the collection, storage (including
cloud storage) and communication of data: the Copyright Act 1968, the Health Records
Act 2001, the Privacy Act 1988 and the Privacy and Data Protection Act 2014
 ethical issues arising during the software development process and the use of a
software solution
 criteria for evaluating the effectiveness of software development security strategies
 the impact of ineffective security strategies on data integrity
 risk management strategies to minimise security vulnerabilities to software development
practices.

Key skills
 analyse and discuss the current security controls to protect software development
practices and to protect software and data
 identify and discuss the potential risks to software and data security with the current
security strategies
 propose and apply criteria to evaluate the effectiveness of the current security practices
 identify and discuss the possible legal and ethical consequences to an organisation for
ineffective security practices
 recommend and justify an effective risk management plan to improve current security
practices.

School-based assessment
Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has
demonstrated the set of outcomes specified for the unit. Teachers should use a variety of
learning activities and assessment tasks to provide a range of opportunities for students to
demonstrate the key knowledge and key skills in the outcomes.
The areas of study and key knowledge and key skills listed for the outcomes should be used
for course design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 4 will be determined by School-assessed
Coursework and a School-assessed Task.
School-assessed Coursework 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.

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Where teachers provide a range of options for the same School-assessed Coursework task,
they should ensure that the options are of comparable scope and demand.
The types and range of forms of School-assessed Coursework for the outcomes are
prescribed within the study design. The VCAA publishes Advice for teachers for this study,
which includes advice on the design of assessment tasks and the assessment of student
work for a level of achievement.
Teachers will provide to the VCAA a numerical score representing an assessment of the
student’s level of achievement. The score must be based on the teacher’s assessment of the
performance of each student on the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 4
Outcome 2 100
The student’s performance will be
Respond to a teacher-provided case
100 assessed using one of the following:
study to examine the current software
development security strategies of an  structured questions
organisation, identify the risks and the  a report in written format
consequences of ineffective strategies
and recommend a risk management plan  a report in multimedia format.
to improve current security practices.

Total marks 100

100

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School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2, and in Unit 4, Outcome 1, will be
assessed through a School-assessed Task.
The School-assessed Task contributes 30 per cent to the study score.

Outcomes Assessment tasks

Unit 3 A project plan (Gantt chart) indicating tasks, times, milestones,
Outcome 2 dependencies and critical path
Analyse and document a need or AND
opportunity, justify the use of an A justification of the selected development model as a written
appropriate development model, formulate report
a project plan, generate alternative design AND
ideas and represent the preferred solution
design for creating a software solution. An analysis that defines the requirements, constraints and
scope of a solution in the form of a software requirements
specification
AND
A folio of alternative design ideas and detailed design
specifications of the preferred design.
Unit 4 A software solution that meets the software requirements
Outcome 1 specification
Develop and evaluate a software solution AND
that meets requirements, evaluate the Preparation and conduction of usability tests
effectiveness of the development model
AND
and assess the effectiveness of the project
plan.  an evaluation of the efficiency and effectiveness of the
software solution
 an evaluation of the effectiveness of the selected
development model
 an assessment of the effectiveness of the project plan
(Gantt chart) in monitoring project progress
in one of the following:
 a written report
 an annotated visual plan.

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination.

Contribution to final assessment

The examination will contribute 50 per cent to the study score.

End-of-year examination

Description

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The examination will be set by a panel appointed by the VCAA. 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 VCAA.
 VCAA 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 VCAA.

Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA 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 Unit 3 and 4 sequence together
with any sample material.

© VCAA 2019 Page 53 Updated September 2019