Folio exercises

Communication (sharing information; understanding the needs of internal and external customers)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing creative, innovative solutions; developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning; having enthusiasm for ongoing learning; being open to new ideas and techniques)

Software solution

Communication (sharing information; understanding the needs of internal and external customers)

Technology (having a range of basic IT skills; applying IT as a management tool; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing creative, innovative solutions; developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning; having enthusiasm for ongoing learning; being open to new ideas and techniques)

Initiative and enterprise (being creative, initiating innnovative solutions)

Planning and organising (managing time and priorities; adapting resouces allocations to cope with contingencies; planning the use of resources including time management; establishing clear project goals and deliverables; collecting, analysing and organising information)

Personal portfolio

Communication (sharing information; understanding the needs of internal and external customers)

Team work (working as an individual and as a member of a team)

Technology (having a range of basic IT skills; being willing to learn new IT skills)

Problem Solving (developing creative, innovative solutions; developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning to 'technical issues'; having enthusiasm for ongoing learning; being open to new ideas and techniques)

Self management (having a personal vision and goals; evaluating and monitoring own performance; articulating own ideas and visions; taking responsibility)

Code repositories

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing creative, innovative solutions; developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning; having enthusiasm for ongoing learning; being open to new ideas and techniques)

Initiative and enterprise (being creative, initiating innovative solutions)

Project

Communication (sharing information; speaking clearly and directly; writing to the needs of the audience; understanding the needs of internal and external customers; listening and understanding)

Planning and organising (managing time and priorities; adapting resource allocations to cope with contingencies; collecting, analysing and organising information; taking initiative and making decisions: establishing clear project goals and deliverables; predicting)

Team work (working as an individual and as part of a team; identifying the strengths of the team members)

Technology (having a range of basic IT skills; applying IT as a management tool; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing creative, innovative solutions; developing practical solutions; showing independence and initiative in identifying problems and solving them; solving problems in teams; applying a range of strategies to problem-solving; applying problem-solving strategies across a range of settings; resolving customer concerns in relation to complex project issues)

Learning (managing own learning; applying learning; having enthusiasm for ongoing learning; being open to new ideas and techniques; being prepared to invest time and effort in learning new skills)

Self management (evaluating and monitoring own performance; having knowledge and confidence in own ideas and visions; articulating own ideas and visions; taking responsibility)

Initiative and enterprise (adapting to new solutions; being creative; identifying opportunities not obvious to others; translating ideas into action; generating a range of options; initiating innovative solutions)

Presentation

Communication (speaking clearly and directly; writing to the needs of the audience; persuading effectively; sharing information; understanding the needs of internal and external customers)

Planning and organising (managing time and priorities; collecting, analysing and organising information)

Team work (working as an individual and as part of a team; knowing how to define a role as part of a team)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing creative, innovative solutions)

Learning (managing own learning; contributing to learning; applying learning)

Self management (taking responsibility; articulating own ideas and visions)

Initiative and enterprise (being creative)

Written report

Communication (sharing information; writing to the needs of the audience)

Planning and organising (managing time and priorities; collecting, analysing and organising information)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning)

Self management (articulating own ideas and visions)

Initiative and enterprise (being creative)

Annotated visual report

Communication (sharing information; writing to the needs of the audience)

Planning and organising (managing time and priorities; collecting, analysing and organising information)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; using a range of mediums to learn; applying learning)

Self management (articulating own ideas and visions)

Initiative and enterprise (being creative)

Case study – structured questions

Communication(sharing information)

Planning and organising (managing time and priorities)

Technology (having a range of basic IT skills; being willing to learn new IT skills)

Problem solving (applying a range of strategies to problem solving)

Learning(managing own learning; applying learning)

Case study – report in written format

Communication(sharing information; writing to the needs of the audience)

Planning and organising (managing time and priorities)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (applying a range of strategies to problem solving)

Learning (managing own learning; applying learning)

Initiative and enterprise (being creative)

Case study – report in multimedia format

Communication (sharing information; writing to the needs of the audience)

Planning and organising (managing time and priorities; collecting, analysing and organising information)

Technology (having a range of basic IT skills; using IT to organise data; being willing to learn new IT skills)

Problem solving (developing practical solutions; applying a range of strategies to problem solving)

Learning (managing own learning; applying learning)

Initiative and enterprise (being creative)

Weeks 1–8**

Weeks 9–16**

Unit 1

Area of Study 1

Data and information:

• qualitative and quantitative data
• data collection methods
• factors affecting the quality of data and information
• characteristics of data and information

• Provide examples of qualitative and quantitative data.
• In small groups, students analyse a recent newspaper article (e.g. on nutrition, the environment, healthcare, finance, sport) which contain several distinct pieces of data and discuss the purpose of the data and its quality.
• Explore how organisations collect data, such as the Australian Bureau of Statistics’ use of surveys, online retailers (e.g. Amazon) tracking customer purchases and browsing behaviour, and medical device companies’ novel uses of biosensors in healthcare.
• Explore some of the big data repositories, such as:
  • openNASA: exploration of NASA's data portal (e.g. data evidence for climate change)
  • Australian Bureau of Statistics: exploration of ABS data sources (e.g. safety and justice data).
• Subsequent class discussion includes focus on the quality of data/information collected

Unit 1

Area of Study 1

Data and information:

• techniques for applying the Australian Privacy Principles (APPs) in the Privacy Act 1988 (Cwlth) relating to the use, management and communication of data and information
• ethical issues arising from the management and communication of data and information
• referencing primary and secondary data and information using the American Psychological Association (APA) referencing system to acknowledge intellectual property

• Class discussion on the Australian Privacy Principles (APPs) in the Privacy Act 1988 (Cwlth), based on a recent media article.
• Provide examples of referencing data and information, including data/information provided by generative artificial intelligence (AI).
• Research investigation on the emerging fields of data collection and data use (e.g. genomics and personalised medicine), including the ethical issues arising from the collection, management and communication of data and information.
• Presentation of the research investigation on an emerging field of data collection and data use.

Unit 1

Area of Study 1

Relational database management system (RDBMS):

• structural characteristics
• formats and conventions
• design tools for representing the functionality and appearance of databases

Characteristics of functional and non-functional requirements, constraints and scope

• Provide students with a few different diagrams representing the functionality and appearance of databases as they could be used in a small organisation, taken from a range of businesses (e.g. dietician centre, dental practice, café, small online retailer) and have students discuss the conventions used, data types, and data flow.
• Class discussion on the meanings and differences of requirements (functional vs non-functional), constraints and scope.
• Given a case study, students apply their understanding of requirements, constraints and scope and then use pencil and paper or a design tool (e.g. Draw.io) to create a mock-up of a potential database solution.

Unit 1

Area of Study 1

Relational database management system (RDBMS):

• software functions and techniques for manipulating, validating and testing data to develop databases
• structured query language (SQL)

• Students complete a series of activities to help develop their skills and knowledge in using databases and database management systems:
  • create a database
  • create, modify and delete tables
  • create primary and foreign keys
  • use SQL to run queries to insert, update, display and delete data
  • use SQL to run queries across multiple tables
  • import data into the database.

Unit 1

Area of Study 1

Spreadsheets:

• structural characteristics

• formats and conventions

• design tools for representing the functionality and appearance of spreadsheets

• Provide students with spreadsheet examples from a variety of industries (e.g. healthcare, business and finance, mining, sports) to promote class discussion on different approaches to formatting and presentation of data.
• Students work in small groups on a chosen problem to investigate (from a broad list of industries), starting with the use of paper and pencil or a diagramming tool (e.g. Draw.io) to create annotated diagrams and/or mock-ups for representing spreadsheet functionality for their chosen problem.
• Students complete a sequence of spreadsheet activities (e.g. using Excel or Google Sheets) to develop their knowledge and skills:
  • entering data into cells
  • creating simple formulas
  • formatting data and cells
  • sorting
  • using functions (sum, average, max, min, count, count if).

Note: student ability levels will vary.

Unit 1

Area of Study 1

Spreadsheets:

• software functions and techniques for manipulating, validating and testing data to develop spreadsheets

• use of spreadsheets to calculate descriptive statistics for analysis

• Students complete a sequence of spreadsheet activities (e.g. using Excel or Google Sheets) to continue developing their knowledge and skills
  • creating lookup tables (hlookup, vlookup)
  • creating graphs from sample data
  • adding lines of best fit.

Note: student ability levels will vary.

Unit 1

Area of Study 1

Data visualisations:

• purposes of data visualisations for educating, entertaining, informing and persuading audiences

• types of data visualisations

• components of data visualisations

• formats and conventions

• software functions and techniques for developing data visualisations

• Class examines a range of data visualisations (provided by the teacher) and their purpose, which leads to discussion of formats and conventions used.
• Students create a basic data visualisation from sample data provided by the teacher.
• Students are given an extract from a newspaper article. The purpose of giving them the article is to engage the students in further research that relates to an authentic issue reported in the media, and to prepare them for their assessment task. Suitable examples could include: Australia’s power consumption; crime statistics or sports data. Students collect the data, import it into Excel and create a data visualisation.

Unit 1

Area of Study 1

Data visualisations:

• software functions and techniques for developing data visualisations

• presentation of findings

• Students’ knowledge and skills are extended in an assessment task where they are given stimulus material, to engage them in an area of interest and which is related to an authentic context. Suitable relevant contexts could include:
  
  • data related to public health trends (e.g. vaccination rates, spread of disease, impact of lifestyle choices on health outcomes, exploration of datasets from clinical trials or treatment efficacy)
  • environmental science (e.g. air and water quality, waste management), which provides a link to the UN’s 17 Sustainable Development Goals.
  • business/finance (e.g. stock market data, investment strategies, cryptocurrency)
  • technology and innovation (e.g. analyse data related to technological trends, explore datasets related to emerging technologies such as artificial intelligence, blockchain, or renewable energy)
  • sports analytics (e.g. analyse data related to sports performance, player statistics, impact of factors such as weather or injuries on sports events); students might use data visualisation techniques to create dashboards as part of enhancing the decision-making in sports.

Students present their findings.

Unit 1

Area of Study 2

Emerging trends in programming languages

• code generators for the development of software solutions

• Discuss, as a class, how an organisation uses code generators to improve efficiency and help drive innovation.
• In small groups, students explore the documentation provided by low-code/no-code platforms to learn about their capabilities and best practices, which they summarise and discuss as a class.
• Experiment with a code generator (e.g. GitHub Copilot) to create HTML code which is displayed as a webpage on the students’ digital devices.

Unit 1

Area of Study 2

Design tools in programming (Part 1)

• pseudocode

• Students investigate the concepts of algorithms and pseudocode. They review the importance and characteristics of IPO charts and mock-ups.
  

• Activities undertaken by students include:
  • writing pseudocode
  • debugging teacher-provided pseudocode
  • creating test data for pseudocode.

Unit 1

Area of Study 2

Programming fundamentals

• characteristics of data types
• types of data structures
• features of a programming language
• naming conventions
• internal documentation

• Students investigate simple programs to develop their understanding and knowledge of the concepts of programming, and the syntax of the programming language being used. Teacher provides guided instruction.
• Students convert an algorithm from pseudocode into their high-level programming language.
• Sample programming activities that could be completed to assist in developing students’ knowledge and skills include:
  • initialising variables
  • assigning values to variables
  • performing calculations
  • printing the stored value of a variable
  • using control functions, including sequence, selection (e.g. If-Then-Else) and iteration (e.g. While loops)
  • string-handling operations such as substring and concatenation.
• Emphasis is on good programming practice, where students adhere to standards including good variable names, internal documentation, and indenting.

Unit 1

Area of Study 2

Design tools in programming (Part 2)

• mock-ups
• IPO charts
• flowcharts

• Class discusses the purpose and importance of using design tools such as mock-ups, IPO charts and flowcharts.

• Teacher assigns a simple software solution to small groups of students, which could involve creating a mobile app, desktop application or a website; each group brainstorms ideas and sketch a user interface using mock-ups, annotating each mock-up with descriptions of functionality and appearance.

• Following on from previous activity, each group presents their mock-up/s to the class for feedback, including suggestions for improvements to improve the clarity of design and usability.

• Teacher introduces IPO charts as a way to visualise the input, processing, and output components of a program, by providing examples of simple algorithms.

Unit 1

Area of Study 2

Principles of OOP

Legal requirements while designing and developing software

• Students complete an interactive coding exercise that involves creating and manipulating objects (e.g. a class that represents student attributes such as name, age, year level).

• In small groups, students design and implement an OOP solution for a simple game (e.g. noughts and crosses).

• Following on from previous activity, each group shares their code and receives feedback from other students/groups.

• Teacher provides students with an overview of intellectual property and copyright law, and then uses the example of Google vs Oracle as a case study, to understand the concept of legal requirements while designing and developing software solutions.

• Students work in small groups to investigate and report on a specific aspect of intellectual property and copyright laws, such as: copyright protection for software code and creative elements, common legal pitfalls and challenges faced by software developers, and strategies for ensuring compliance with intellectual property and copyright laws.

Unit 1

Area of Study 2

Software development:

• create a software solution using an object-oriented programming language (from teacher-provided solution requirements)

• Teacher provides students with solution requirements, and as a class, they discuss the meanings of functional and non-functional requirements, constraints and scope.

• Class discussion on the legal requirements relating to intellectual property and copyright law when designing and developing a software solution.

• Teacher-provided solution requirements could involve a real-world problem or challenge that students are assigned in small groups (or pairs) to solve using an OOP language (e.g. Python, Java).

• Students work collaboratively to discuss design decisions and help each other understand object-oriented principles and programming concepts.

Unit 1

Area of Study 2

Software development:

• create a software solution using an object-oriented programming language (from teacher-provided solution requirements)
  

Validation techniques

• Students continue working on their software solution, with a focus on validation techniques for data (e.g. existence, type and range checking).

• Each student group or student pair, shares their software solution progress with the teacher and other student groups/pairs, receiving feedback on the features used within their code, adherence to naming conventions and use of internal documentation.

Unit 1

Area of Study 2

Debugging and testing techniques

Unit 1 revision

• Students test all features of their solution’s functionality, using a test table that they have created.
  

• Debugging techniques (e.g. breakpoints, debugging output statements) are used to identify and help correct errors identified.

• Code is modified to handle any exceptions not previously captured.
  

Weeks 10–16**

Unit 2

Area of Study 1

Curiosity, ingenuity, and digital systems

• inspiring and driving innovation
• characteristics of creative and innovative solutions
• functions and capabilities of current and emerging technologies
• impact of emerging technologies

Techniques for developing innovative solutions

• Teacher introduces students to the UN’s 17 Sustainable Development Goals, and resulting class discussion explores the purpose and importance of these goals.
• Students are assigned to small groups and each group negotiates one of the 17 goals that they will research in more detail.
• Each group brainstorms potential approaches and ideas to help address (in part) their chosen problem through creating a digital solution
• Teacher leads a summary activity of innovative solutions that demonstrates the role of digital technologies in helping address the UN’s 17 Sustainable Development Goals, and which could include:
  • Olio mobile app which allows people to give away items that would otherwise end up in the tip
  • Kiva’s online microloans technology platform helping entrepreneurs in developing countries .
    
  • Project Gutenberg providing free access to books and other educational resources
  • mWater, and its solution to helping communities address water-related challenges (e.g. sanitation, safe drinking water).
• Students work in small groups to respond to a ‘scenario card’, to develop their ability to empathise with the card’s end-user(s). As part of this task, students put themselves in the shoes of the end-user(s) and explore multiple perspectives of the problem contained in their card and then generate a divergence of possible design ideas. Examples of a scenario card, which requires a digital solution, could include: an elderly person wanting to automate their home’s lighting, heating and security system; a family planning a holiday but are overwhelmed by the number of options for destinations, accommodations, and activities; or a student wanting to track their expenses, set their budget and manage their finances more effectively.

Unit 2

Area of Study 1

Problem identification and solution specifications

• functional and non-functional requirements, constraints and scope
• collecting data

• The assessment task is introduced to the class. Discussion of the outcome, timeline and assessment takes place.
• Students form groups, and subsequent collaborative brainstorming generates a divergence of ideas for the problem, need or opportunity that will become the focus of the group’s project.
• Group undertakes a feasibility study to converge on one (achievable) problem, need or opportunity that the team will work on.
• Multiple solutions to the group’s problem, need or opportunity are then identified. These are ranked from most preferred solution to least preferred solution based on student-determined criteria.

Unit 2

Area of Study 1

Planning tools (e.g. Gantt charts)

Design tools and techniques:

• students work on their preferred design idea (i.e. preferred solution)

Developing evaluation criteria

• Students construct their project plan using a Gantt chart. Roles within the group are assigned.
• Students create mock-ups, pseudocode, sitemaps and/or storyboards for their preferred solution.
• Students update their project journals to record and track their group’s progress, activities undertaken, and decisions made. Additionally, students manage any changes to documents, files, or code through the version control system they are using (e.g. GitHub).
• Each group meets with the teacher at the end of the week to present their problem, need or opportunity along with their design ideas and project plan for approval. This can take the form of a ‘sales pitch’. At this stage, groups might need to revisit their design ideas.
• Class discussion on the commonly used evaluation criteria in designing and developing digital solutions, is followed by students discussing and negotiating within their group, the evaluation criteria that will be used to determine the degree to which their innovative solution meets the requirements of the identified problem, need or opportunity.

Unit 2

Area of Study 1

Developing the innovative solution:

• students work on their project design
• prototyping is undertaken to check for design flaws and ensure that each part of the solution works as expected

Monitoring project’s progress

• All the resources needed for the project have been identified, and action taken to acquire the resources.
• Students work collaboratively on their project and monitor their progress against project plan.
• Each group briefly meets with the teacher at the start of the week, to discuss the project objectives for the week; potential issues should be flagged.
• At the end of the week a whole class meeting is held to check the progress made.

Unit 2

Area of Study 1

Developing the innovative solution:

• students work on their project design

• design flaws that are identified are fixed

• prototyping is ongoing to check for further design flaws and ensure that each part of the solution works as expected

Monitoring project’s progress

• Students work collaboratively on their project and monitor progress against their project plan.
• Each group briefly meets with the teacher at the start of the week, to discuss the project objectives for the week; potential issues should be flagged.
• At the end of the week a whole-class meeting is held to check the progress made.

Unit 2

Area of Study 1

Developing the innovative solution:

• students work on their project

• testing of individual parts of the project are ongoing

Monitoring project’s progress

• Students work collaboratively on their project and monitor progress against their project plan.
• Each group briefly meets with the teacher at the start of the week, to discuss the project objectives for the week; potential issues should be flagged.
• Students update their project journals to record and track their group’s progress, activities undertaken, and decisions made. Additionally, students manage any changes to documents, files, or code through the version control system they are using (e.g. GitHub).
• At the end of the week a whole-class meeting is held to check the progress made.

Unit 2

Area of Study 1

Developing the innovative solution:

• students work on their project

• testing of individual parts of the project are ongoing

Monitoring project’s progress

• Students work collaboratively on their project and monitor progress against their project plan.
• Each group briefly meets with the teacher at the start of the week, to discuss the project objectives for the week; potential issues should be flagged.
• Students update their project journals to record and track their group’s progress, activities undertaken, and decisions made. Additionally, students manage any changes to documents, files, or code through the version control system they are using (e.g. GitHub).
• At the end of the week a whole-class meeting is held to check the progress made.

Unit 2

Area of Study 1

Testing and documentation:

• testing techniques to ensure that solution works as intended

Emerging technologies and the key legislation and frameworks

• Test: check validity of solution and make final modifications if required.
• Students update their project journals to reflect their test results and modifications that are needed. Additionally, students manage any changes to documents, files, or code through the version control system they are using (e.g. GitHub).
• Class discussion on key legislation and frameworks (Copyright Act 1968 (Cwlth), Health Records Act 2001, Privacy Act 1988 (Cwlth), Privacy and Data Protection Act 2014, and Australia’s Artificial Intelligence (AI) Ethics Principles), and how these might apply to each group’s innovative solution.

Unit 2

Area of Study 1

Solution exhibition and evaluation:

• evaluation criteria and techniques for evaluating the efficiency and effectiveness of innovative solutions evaluating the success of the solution

Ethical issues arising from the development of emerging technologies, and ethical issues arising from the use of artificial intelligence

• Class display and presentation of student work (i.e. proof of concept, product, and prototype).
• Student self-reflection: evaluate efficiency and effectiveness of the innovative solution against the evaluation criteria developed earlier; and evaluate their project plan.
• In groups, students work on one ethical issue arising from either the development of emerging technologies, or from the use of artificial intelligence. The issues should cover one of the following: cyber security threats; biometric systems; job displacement; creating content that is biased, discriminatory or otherwise harmful; creating content that could be used for cyber attacks; or generating content from existing copyright materials. Each group presents its findings on the assigned ethical issue.

Unit 2

Area of Study 2

Emerging trends in cyber security

• Students work in small groups, to research and report on specific emerging trends or topics in cyber security, such as: ransomware attacks, artificial intelligence in cyber security, quantum computing threats, or the Internet of Things (IoT) security challenges.
  

• A case study scenario involving a security breach provides the basis for students designing a security strategy incorporating multi-factor authentication and Zero Trust Architecture.

Unit 2

Area of Study 2

Network hardware and software

• routers, switches, firewalls and storage
• network security software
• data backups
• intrusion detection systems and intrusion prevention systems
• cost, storage options, reliability and security

Strengths and limitations of wired, wireless and mobile communications technology

• Class discussion on defining what a network is, and the benefits and risks of computer networks.
• Research and multimedia presentation on network security software such as firewall and antivirus.
• Students explore different backup strategies (e.g. onsite vs offsite backups; full, incremental and differential backups) and the importance of a disaster recovery plan.
• Class discussion on the advantages and disadvantages of cloud computing for storage.
• Compare and contrast intrusion detection systems and intrusion prevention systems.
• If old parts, including PCs and network cards, are available, students can examine how the components are connected and configured; and in the case of the computer, the configuration settings.
• Class discussion comparing and contrasting the strengths and limitations of wired, wireless and mobile communications technology. As an extension activity, students can be assigned to groups to research 5G networks and/or satellite communications technologies.

Unit 2

Area of Study 2

Technical underpinnings of intranets, the internet and virtual private networks

• Students create network diagrams to visualise the architecture and connectivity of intranets, the internet and virtual private networks.
• Investigate and analyse case studies of real-world intranet, internet, and VPN deployment in organisations across different industries, to understand the differing business objectives and technical challenges.
• Teacher-arranged tour of the school’s IT infrastructure, focusing on networks. Follow-up activity can involve any one or more of the following:
  • students design a project that runs a packet sniffer to capture traffic sent over the intranet (under supervision of the school’s IT department)
  • students measure the effects of an antivirus/security software on a computer
  • processor performance over a period of time, with data graphed.
• Students measure actual data transfer rates, either on the school’s network or home network.

Unit 2

Area of Study 2

Applications and capabilities of LANs, WANs and WPANs

• Discuss the applications and capabilities of LANs, WANs and WPANs.
• Class reviews the characteristics of a WPAN, and how this differs compared with other networks.
• Students engage in a hands-on project through designing and building a wireless personal area network (WPAN) – this can be undertaken by either: re-purposing an unused router; constructing an arduino-based network to capture and transmit data using arduino Wi-Fi shield; or via a similar microcontroller hardware/software configuration.

Unit 2

Area of Study 2

Network security risks, threats and threat mitigation

• risks of using networks in a global environment

• technical underpinnings of malware

• security threats to data and information

• practices for reducing risks and mitigating threats to networks

• Discuss, using case study examples, the risks and benefits of using networks in a global environment (e.g. airlines that suffered worldwide delays after global booking system failed; overseas hackers that took control of social influencer’s media accounts).

• Watch the short video Malware: Difference between computer viruses, worms and trojans by KasperskyLab.

• Students research examples of malware attacks in the media, and then write a report on the key technical features of the malware, the impact on the organisations that suffered them and prevention strategies that should have been used or were developed as a result of the attacks.

• Analyse as a class the WannaCry ransomware attack, which exploited older versions of the Windows operating system, and affected organisations worldwide, including the UK's National Health Service.

Unit 2

Area of Study 2

Cryptographic techniques to protect data and networks, and the emergence of artificial intelligence in network security

• ciphers

• symmetric and asymmetric encryption

• machine learning algorithms

Emergence of artificial intelligence in providing network security mechanisms

• As a class, discuss the role of cryptography in an historical event (e.g. Bletchley Park’s role in World War 2).

• Students undertake a series of activities, such as basic encryption and decryption techniques using classical ciphers such as Caesar cipher, Vigenère cipher, polyalphabetic cipher.

• Class discussion on modern cryptographic algorithms and techniques (e.g. symmetric encryption and asymmetric encryption).

• Students research and report on machine learning algorithms that analyse network traffic patterns.

• Explore, in small groups, the concept of decision trees, and their connection to machine learning algorithms

• Media article analysis: Australia’s controversial encryption bill.

• Class discussion on the key benefits and limitations of using artificial intelligence in network security mechanisms.

• Working in small groups, students are assigned a specific aspect of artificial intelligence (AI) in network security, to research and report on, such as: machine learning algorithms for malware detection; AI-based analysis of patterns and trends in user behaviour; or AI-based threat intelligence and predictive analytics.

Unit 2

Area of Study 2

Ethical hacking and legislation

• role of ethical hacking

• key legislation and industry frameworks

Unit 2 revision

• Class debate on the legal and ethical aspects of ethical hacking.

• Class discussion on common hacking techniques and tools used by ethical hackers, such as: network scanning; exploitation of security vulnerabilities; password cracking; and social engineering techniques.

• Key legislation is identified (Health Records Act 2001, Privacy Act 1988 (Cwlth), Privacy and Data Protection Act 2014), and potential impacts on organisations that do not abide by the laws regarding controlling the security and communicaton of data and information are discussed.

• Class discussion on the Information Security manual (ISM).

• Students (in groups) are assigned one of the Essential Eight strategies to research and create a visual and informative poster (or infographic) to explain the strategy, its importance, and how it can be effectively implemented.

Weeks 1 – 8**

Weeks 9 – 16**

Weeks 1-12**

Weeks 5-16**

Unit 3

Area of Study 1

Data and concepts:

• emerging trends in data analytics using artificial intelligence
• interpret solution requirements
• revise the use of the problem-solving methodology for data problems

• Discuss the outcome and inform students of U3O1 SAC dates and conditions, as per school guidelines.
• Introduce the topic by highlighting emerging trends in data analytics.
• Research the current ways that data visualisations can be created by using prompts within software tools.
• Develop a document listing the benefits and costs of using machine learning for business decision making.

Note: As student assessment will be based on teacher-provided analysis and design, students need to practice identifying key data requirements from examples given by the teacher.

Unit 3

Area of Study 1

Storage environments: databases

• data types
• create a database structure using an RDBMS
• use database-related design tools and techniques

• Complete a quiz identifying the correct data type for storage from a sample list, including name, mobile phone number, postcode, date of birth, fee payment (Y/N).
• Create meaningful names for sample database elements or files.
• Fill in the missing values of a data dictionary for storing data extracted from a data repository.
• Develop a database with tables, records, forms and queries.
• Identify key fields and define relationships in database tables.

Note: As student assessment will be based on teacher-provided analysis and design, students need to be able to interpret solution design documents related to building a database, importing data and extracting data (using SQL).

Unit 3

Area of Study 1

Storage environments: databases

• download datasets
• use of SQL to query databases
• referencing (APA method)
• importing data
• techniques for testing queries and import validation
• extraction of data for spreadsheet use

• Extract different types of data from a range of large repositories.
• Provide a reference for data repositories downloaded using the APA referencing system
• Develop a database with tables that includes validation rules. Import data into the database, using a testing table to record that validation rules have been appropriately implemented.
• Develop queries using SQL from provided designs.
• Test that database queries are working as expected, recording predicted and actual results in a testing table.
• Extract files in an appropriate format from the database using SQL interpreting query designs for later manipulation with a spreadsheet.

Unit 3

Area of Study 1

Spreadsheets and data analysis:

• design tools for spreadsheets
• manipulate and cleanse data
• statistical analysis (descriptive, correlation, shape & skew)
• techniques for testing formulas

• Develop descriptive statistical information about the data extracted from a database using spreadsheet functions and formulas.
• Demonstrate use of an IPO chart to identify inputs, processing, and outputs for spreadsheet formulas.
• Add line of best fit to scatter plot and use function to calculate Pearson’s correlation co-efficient (r).
• Identify trends, relationships and patterns in data using descriptive statistics, correlation co-efficient and shape and skew of graphed data.
• Compare different ways that data can be organised on a spreadsheet to allow for different data visualisation charts to be created.
• Practice creating (and following) a list of instructions converting data from a database extract file to an appropriate layout for visualisation.
• Conduct tests to ensure that formulas are working as expected. This can be achieved by using IPO charts to define inputs and processing, students then manually calculate outputs and then comparing the statistically generated formula to ensure that the correct value is determined.
• Checking that test cases are thorough enough to avoid errors. Care should be taken with formulas that are copied to ensure that absolute and relative cell references are used appropriately. Revise as necessary.

Unit 3

Area of Study 1

Data visualisations:

• purposes of data visualisations

• types of data visualisations

• design tools for data visualisations

Introduce SAT to students

• Compare a range of data visualisations and their purposes. Teachers should ensure that examples of charts, histograms, maps, network diagrams and spatial relationships are included.
• Create a document listing the types of visualisations would be used for presentation of information, exploratory data analysis and interactive experiences.
• Identify data sources and formats required to create data visualisations, including those compared earlier.
• Develop a list of formats and conventions for data visualisations.

Preparing students for the Unit 3 Outcome 2 SAT

Outline the SAT to students by going through the requirements, administration, and compliance of the task and establish processes for authentication, particularly for work completed outside of the classroom.

Students should also begin thinking about topics for their research question.

Unit 3

Area of Study 1

Creating data visualisations:

• formats and conventions to help create effective data visualisations

• techniques and methods for testing data visualisations

• Create data visualisations for a range of purposes. Students need to be provided with already manipulated data – their concentration should be towards the creation of the data visualisations
• Explain the use of formats (including fonts, colours, images, and icons used) and conventions (including key chart elements: titles, axes legends) used in data visualisations created and viewed as a class.
• Include appropriate referencing on each data visualisation to acknowledge data creators.
• Document testing results ensuring that charts and graphs are rendered accurately and efficiently and checking that content matches source data.

Preparing students for the Unit 3 Outcome 2 SAT

Check that students have made progress in finding an appropriate topic for their research question.

Unit 3

Area of Study 1

Unit 3 Outcome 1 SAC

Unit 3 Outcome 1 SAC

Outcome:

Interpret teacher-provided solution requirements and designs, extract data from large repositories, manipulate and cleanse data, conduct statistical analysis and develop data visualisations to display findings.

Assessment task:

In response to teacher-provided solution requirements and designs:

• extract and reference data from large repositories into a database
• query data using databases and SQL
• use spreadsheet functions to manipulate data
• statistically analyse data in spreadsheets
• develop data visualisations.

Task time:

At least 6–10 lessons.

Unit 3

Area of Study 1

Unit 3 Outcome 1 SAC

Unit 3 Outcome 1 SAC

This task should be created to be completed within 6–10 lessons, with students being able to demonstrate the very high levels of the performance descriptors.

Unit 3

Area of Study 2

Project management and collection methods

• project management processes and concepts

• finding and displaying the critical path for a list of tasks

• using software to create a visual representation of project tasks

• methods to collect primary and secondary data, including reference to ethical collection

Students working on the SAT

SAT authentication session

• Develop Gantt charts and project plans in relation to medium and long-term activities/events.
• Revise problem-solving methodology used as a framework to complete a longer-term project. Ensure that students are using all four stages of the methodology.
• Review methods of collecting data from different sources (primary/secondary), using a range of techniques. For primary data, ensure the use of participation information statements/consent forms and consider de-identifying sensitive data.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time. Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Research question and data requirements

• creating a research question as an information problem

• project scope factoring in constraints (time, data collection, processing)

• understand data requirements for research question

Students working on the SAT

SAT authentication session

• Create a research question ensuring that requirements, constraints, and scope are fully detailed within the statement.
• Develop a list of data requirements including data type/s, number of records required, expected data, anticipated output needs.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Gather and analyse datasets

• practise data collection methods and techniques
• use relevant data types and data structures to collect and store data
• understanding the suitability of quantitative and qualitative for data visualisations

Students working on the SAT

SAT authentication session

• Collect and appropriately record key information from different sources (primary, secondary).
• Collect data using different techniques (observation/survey/extraction).
• Collect different types of data (text, number, audio, video, images).
• Import collected data into a database and create query to take sub-sections of the data into a spreadsheet for analysis.
• Use coding techniques to summarise qualitative data into a form that can be easily visualised.
  

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Protecting data integrity

• data integrity characteristics
• procedures and techniques for legal data collection, communication, and security
• protection of intellectual property of digital content providers

Students working on the SAT

SAT authentication session

• Ensure that data collected has integrity by meeting key characteristics including accuracy, authenticity, correctness, reasonableness, relevance and timeliness.
• Continue the use of consent forms and de-identification when collecting and analysing data.
• Document the security requirements for data in the Health Records Act 2001 (HPP 4.1), Privacy Act 1988 (Cwlth) (APP 11.1) and Privacy and Data Protection Act 2014 (IPP 4.1). Define the difference between ‘health’ and ‘personal’ information, ‘reasonable steps’, ‘misuse’, ‘loss’, ‘unauthorised access, modification and disclosure’.
• Ensure students are aware of the impact of copyright on the design of creative works including data visualisations.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Referencing and managing data

• referencing data sources
• managing data (archiving, backups, disposal)

Students working on the SAT

SAT authentication session

• Reference all data that is collected using the APA referencing system and organise into a reference list.
• Ensure all data that is collected has a management plan – where it is to be stored, how it is backed up (and how often), whether data needs to be archived or disposed of, and when this occurs.
• Complete initial analysis of data to understand initial findings (trends, relationships and patterns in the data that can be analysed) – this will enable a more accurate design to be completed.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Generating design ideas

• design principles for infographics and dynamic data visualisations
• ideation techniques and tools

Students working on the SAT

SAT authentication session

• Analyse the differences between dynamic data visualisations and infographics.
• Write a document outlining understanding that the purpose of data visualisation is to communicate findings discovered from source data.
• View and create examples of a range of infographics, dashboards and dynamic data visualisations and explain how they adhere to design principles.
• Generate a range of data visualisation ideas based on teacher-provided case studies.
• Review high-quality data visualisations and identify key design elements and how these data visualisations meet user requirements.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Creating evaluation criteria and a detailed design

• developing criteria for evaluating the efficiency and effectiveness of infographics and dynamic data visualisations
• design tools for generating solution designs

Students working on the SAT

SAT authentication session

• Use a rubric to evaluate two design ideas created by teachers to address a specific user’s needs. Add an extra criterion to enhance the usefulness of the rubric.
• Critically evaluate each design idea generated using evaluation criteria and make an informed decision on a preferred model.
• Understand the difference in detail required when creating a design idea and a preferred/detailed design.
  
• Annotate a design idea when converting to a detailed design with more clear instructions.
• List the requirements for a detailed design that will enable a data visualisation to be created by any skilled developer who is using the design to create a product.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3

Area of Study 2

Creating a detailed design

• adding required detail to a design to assist with Unit 4 development work on the SAT

Students working on the SAT

SAT authentication session

SAT submission*

• Add clarity and detailed instructions to the preferred design idea to finalise a detailed design for each infographic and/or dynamic data visualisation that is required to answer the research question.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 3 Outcome 2 SAT Submission

Students submit SAT Criteria 1–5 to be assessed against the VCAA performance descriptors – Administrative information for School-based Assessment.

Weeks 1 – 8**

Weeks 9 – 14**

Weeks 1-14**

Weeks 9-13**

Unit 4

Area of Study 1

Project management

• recording the progress of projects
• adjusting project schedule
• updating diary for project
  

File management:

• techniques for implementing data security

Students working on their SAT

SAT authentication session

• Examine sample project change and issue logs to document changes made to detailed designs within projects and to record all development issues.
• Use examples of incidents that occur within a project that impact on the schedule such as school assemblies, excursions, and unplanned events (e.g. fire drills). Review the process of annotating a Gantt chart with changes made.
• Demonstrate how the progress of tasks can be updated on a Gantt chart.
• Discuss security protocols that are needed to protect data. Students then conduct their own research and recommend an appropriate security strategy that works for their context.

Preparing students for the Unit 4 Outcome 1 SAT

Teachers should review the SAT requirements for Unit 4 Outcome 1 with students by going through the nature and requirements of the task, administration and compliance needs and establish processes for authentication.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Manipulating data

• manipulating data using software tools

Refining findings

• organising information for best use by data visualisations
• refine findings for data visualisations (descriptive statistics, correlation, shape and skew of data)

Target audiences:

• characteristics of information for target audiences (age, gender, language, culture)

Students working on their SAT

SAT authentication session

• Explore a range of methods and techniques to change the structure of data to best suit the data visualisation required, including the use of spreadsheet functions such as transpose, grouping data into categories and summary functions to reorganise data into a more appropriate structure for a data visualisation.
• Practise using formula sheets (data formula layouts) within a spreadsheet to create a range of charts, including bar, column, stacked, line, multiple line, scatter, radar and world maps.
• Create a document listing the ways that artificial intelligence tools can represent data and information.
• Revise methods to present qualitative data, including coding into quantitative data, and highlight quotes that can be added directly into an infographic for impact.
• Analyse a sample dataset which has time-based data, and a sample dataset which compares the relationship of two variables to allow students to identify trends, relationships and patterns.
• View a diverse range of data visualisations (infographics and/or dynamic data visualisations) with different information purposes and document how the characteristics of information for educating target audiences have been used, including how to present a message.
• Discuss in small groups the features of a range of data visualisations and what makes them effective.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Techniques for developing infographics, including the use of formats and conventions

• interpreting design documents
• techniques for developing infographics
• formats and conventions for developing infographics

Students working on their SAT

SAT authentication session

• Compare the main features of infographic and dynamic data visualisation software tools.
• Create examples of infographics using appropriate software (for example Infogram, Canva).
• Refer to design tools and create infographics.
• Structure an infographic using information hierarchy and pagination to place important information in prominent positions.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Techniques for developing dynamic data visualisations, including the use of formats and conventions

• interpreting design documents
• software functions and techniques for developing dynamic data visualisations
• formats and conventions for developing dynamic data visualisations

Students working on their SAT

SAT authentication session

• Understand strengths and weaknesses of applications when creating dynamic data visualisations.
• Highlight examples where data needs to be refreshed in a dynamic data visualisation, discuss with students how quickly it would need to be refreshed before a user would get frustrated.
• Create examples of dynamic data visualisations using appropriate techniques, for example morph function in Microsoft PowerPoint, pages in Tableau, 3D map in Microsoft Excel, using a bar chart with two result columns in Infogram or bar chart race in Flourish.
• Create a dynamic data visualisation that is responsive to user input including embedding Google Sheets / Microsoft Excel 365 responses or allowing sections of the data visualisation to change visibility according to the user mouse clicks.
• Use video media techniques to add motion capability to a chart.
• Build a dynamic data visualisation from a detailed design.
  

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Verification and validation

• manual and automated validation of data visualisations including spelling and grammar checks
• visual inspection of data values and layout
• checking that charts and graphs are representative of data being visualised

Testing

• testing techniques for data visualisations to ensure the solution works as expected

Students working on their SAT

SAT authentication session

• Use manual and automated validation and verification techniques to ensure data that has been entered for the data visualisation is accurate and reasonable.
• Visually inspect graphs and charts to ensure that they are representative of the data and matching the designed layout.
• Write instructions for a test plan that another person will execute, including detailed instructions and expected results for each activity.
• Create a schedule for undertaking a testing plan.
• Test all features of the solution’s functionality – ease of use, error tolerance and accessibility.
• Test all features of the solution’s appearance – communication of message.
• Correct all errors identified and dedicate the time required to re-test and improve the end product.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Evaluation – strategy and applying criteria

• features of evaluation strategies

• evaluating the success of a solution

Assess project plans

• evaluating the usefulness of a project plan

Students working on their SAT

SAT authentication session

• Take each evaluation criterion from the design stage and use the three features of evaluation strategies to organise gathering the appropriate data as required for the evaluation of their SAT project, the criteria itself, a time frame for gathering data and who takes the responsibility to collect the data (or from whom does the data need to come).
• Review the characteristics of a successful data solution developed in the design stage (evaluation criteria) and update to create a rubric to effectively assess this aspect of the SAT project.
• Develop a plan to respond to feedback such as negative tests and use these responses to improve the finished product.
• Practice creating a review of sample project plans and actual results, including all key areas within a report.
• Critically review their own project plan including the use of evidence such as project journals and change logs.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

• Continue to work on development and evaluation activities for the SAT with regular authentication to be completed by the teacher and each session to update progress.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

• Continue to work on development and evaluation activities for the SAT with regular authentication to be completed by the teacher and each session to update progress.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 2

Emerging cyber security trends

• the use of artificial intelligence to protect data

• how machine learning uses user behaviour analysis to make a system safer

• recent data breach examples and their impact on privacy protection of the users

• methods of detection and handling threats

Cyber security for organisations

• goals and objectives of medium and large organisations
• safeguarding business operations
• legal compliance

• Ensure that the first class includes a discussion of the outcome, the timeline and when the assessment will occur.
• Investigate emerging issues in cyber security, with a clear focus on data breaches – assess and analyse the impact on individuals experiencing breaches, the consequences for organisations and the method by which breaches occurred.
• Research the use of artificial intelligence to protect data. Where is it used, is its use increasing, and are traditional data protection methods still prevalent?
• Revise why data and information is critical to an organisation for their future growth in revenue and influence.
• Discuss the role that data plays in achieving the goals and objectives of medium and large organisations.
• Investigate case studies of organisations or businesses who have experienced significant consequences from cyber security incidents or data breaches.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form

Unit 4

Area of Study 2

Threats and impact on data integrity

• threats to integrity and security of data and information (accidental, deliberate, events-based)

• data integrity characteristics

• consequences of diminished data integrity

Data breaches legislation

• legislation to notify impacted individuals in the event of a data breach

• List common threats by type (accidental, deliberate and events-based), then compare the different mitigation steps that can be taken to lessen or remove the impact of the threats.
• Brainstorm situations where the consequences of diminished data integrity can be linked with characteristics of data integrity – for example how an organisation with incorrect data could suffer financial loss from poor decision making.
• Identify, with reference to the Privacy Amendment (Notifiable Data Breaches) Act 2017, what the features of an eligible data breach are, when notification is required, and what information must be included in communications.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 2

Evaluation of current security strategies

• criteria for evaluating effectiveness of data security – confidentiality, integrity and availability

Legislation and ethics

• legislation that affects collection, communication, and security of both data and information
• ethical issues from the implementation of security practices

• Document situations where an organisation both achieves and does not achieve: confidentiality of data/information, integrity of data/information and availability of data/information.
• Understand and document the different applications of key privacy legislation to organisations.
• Know the key characteristics of ethical issues.
• Develop a process to follow to resolve stakeholder concerns in an area of ethical concern using the Australian Computing Society’s Code of Conduct as a starting point.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 2

Improvements – disaster recovery plans, security controls and cryptographic techniques

• application of cryptographic techniques
• understand the features of and the need to prepare disaster recovery plans
• security controls for preventing and tracking unauthorised access to data and information and minimising data loss

• Develop a sample disaster recovery plan for an organisation of choice (e.g. local school) that includes all features (evacuation, backing up, restoration, communication, and testing).
• Discuss situations that would require a disaster recovery plan to be enacted with a focus on those that have occurred at their school over their time (e.g. power outage, theft, partial evacuation, damage to property).
• Document the processes that schools use to conduct and review evacuation testing.
• Make a list of the cryptographic techniques that should and should not be used, referring to up-to-date information from the Australian Signals Directorate.
• Practice linking a variety of security threats of all types to the physical and software security controls that are used to mitigate these threats.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form

Unit 4

Area of Study 2

Unit 4 Outcome 2 SAC

Unit 4 Outcome 2 SAC

Outcome:

Respond to a teacher-provided case study to analyse the impact of a data breach on an organisation, identify and evaluate threats, evaluate current security strategies and make recommendations to improve security strategies

Format:

The students’ performance will be assessed using one of the following:

• Structured questions
• A report in written format
• A report in multimedia format.

Assessment task:

The case study scenario needs to enable:

• an analysis of the breach
• an evaluation of the threats
• recommendations to improve security strategies.

Task time: 100–120 minutes.

Unit 4

Area of Study 2

Examination preparation

SAT submission*

• Referring to previous examinations, complete and review examination questions in one of the formats that are present in the examination – multiple choice, short answer and case study questions.
  
• Review past Examination Reports and take note of examination questions that have caused problems. Complete full sample solutions of these questions to build understanding.
  
• Students submit all of their SAT work as a final submission, ensuring that all work completed outside of class can be appropriately authenticated and explained by students.

Unit 4 Outcome 1 SAT Submission

Students submit each component of the SAT to be assessed against the VCAA performance descriptors – Administrative information for School-based Assessment.

Weeks 1 – 8**

Weeks 9 – 16**

Weeks 1 – 12**

Weeks 5 – 16**

Unit 3

Area of Study 1

Emerging trends in programming

Data types and structures:

Programming practice:

Naming conventions

Testing techniques

• Discuss the outcome and inform students of Unit 3 Outcome 1 SAC dates and conditions, as per school guidelines.
• Explore how emerging trends in AI are transforming the development of solutions.
• Identify and justify specific uses of types of data
• Practice programming tasks
  • development environment setup
  • teacher-led walkthrough of the key features of the development environment
  • student exploration of the development environment
  • displaying messages
  • simple mathematical calculations and string operations with and without variables/constants.
• Practise using appropriate internal documentation in software solutions that explains the intent of the module/solution and justifies the use of particular features.
• Compare similar algorithms or programs where one uses a consistently applied naming convention and the other does not.

Unit 3

Area of Study 1

Requirements, constraints and scope

Interpreting requirements

Programming practice:

• control structures (selection)
• logical and conditional operators

Validation techniques

Errors

Testing techniques

• debugging statements

• Examine existing solutions to identify solution requirements and research how potential constraints and scope may impact them.
• Practise interpreting requirements through the annotation of case studies.
• Practise programming tasks:
  • decision-making (If/Else, If/Else If) including condition and conditional operators.
• Examine examples of data validation in existing solutions.
• Categorise errors based on output and software behaviour.
• Develop a software module that demonstrates different validation techniques and which uses debugging statements to help students understand branching in their code.

Unit 3

Area of Study 1

Interpreting designs

• mock-ups
• IPO charts

Data sources

Internal documentation

Testing techniques:

• test cases
• construction of test data

Programming practice:

• graphical user interfaces
• file operations and using XML

• Annotate key aspects of the interface from an existing software solution that is familiar to students.
• Outline the inputs, processes and outputs for familiar systems.
• Discuss the differences in structure between different data sources.
• Practice using appropriate internal documentation in modules for code maintenance and future development.
• Demonstrate and practice the construction of test data.
• Document all testing conducted with programming tasks, using test cases and relevant test data.
• Practise programming tasks:
  • graphical user interface
  • internal documentation.

Unit 3

Area of Study 1

Design tools

• data dictionaries
• pseudocode

Data structures

• arrays
• records

Programming practice:

• control structures (iteration)
• functions and methods

Introduce SAT to students

• Introduce the SAT to students so they can research/explore an appropriate problem, need or opportunity.
• Read pseudocode and practice translating pseudocode to code.
• Compare a range of data structures and discuss their applicability in a range of scenarios.
  
• Practise programming tasks:
  • using loops (pre-test, post-test, for) to iterate through arrays and records
  • ­functions and methods
  • develop a module that reads data from a plain-text, delimited or XML file (pick one) and displays it in some way
  • write simple functions and methods that can be used for everyday situations
  • ­develop a module that writes data within an application to an XML file.

Preparing students for the Unit 3 Outcome 2 SAT

Outline the SAT to students by going through the requirements, administration and compliance of the task and establish processes for authentication, particularly for work completed outside of the classroom.

Students should also begin thinking about topics for their problem, need or opportunity.

Unit 3

Area of Study 1

Interpreting teacher-provided requirements and designs

Object-oriented programming

• abstraction
• encapsulation

Design tools

• object descriptions

• Based on teacher-provided software requirements and designs, students practice identifying key features of designs, structure of design tools and the relationship between provided requirements and designs.
  
• Observe familiar items/objects and undertake an abstraction process to identify the data and methods an item/object may include when using classes and objects, and discuss how encapsulation may apply.

Unit 3

Area of Study 1

Object-oriented programming

• generalisation
• inheritance

Searching and sorting algorithms

Programming practice:

• classes and objects

• Explore how classes and objects could be generalised or incorporate inheritance.
• Role-play the algorithmic behaviours of sorting and searching algorithms.
• Contrast the algorithmic differences, complexity and efficiency of selection and quick sort.
• Class discussion involving the justification of the use of linear or binary search techniques in particular situations.
• Practice programming tasks:
  • Create classes and objects based on an object description
  • Apply encapsulation, inheritance and generalisation to the classes and objects created.

Preparing students for the Unit 3 Outcome 2 SAT

Check in with students with regards to the selection of their problem, need or opportunity for the SAT.

Unit 3

Area of Study 1

Emerging trends:

• automated debugging and testing
• code optimisation

Programming practice:

• classes and objects

Programming practice:

• classes and objects

Unit 3 Outcome 1 SAC*

• Modules 1 and 2

• Explore how debugging and testing can be automated using AI-based tools.
  
• Demonstrate how AI tools can perform code optimisation.
• Practise programming tasks:
  • ­Create classes and objects based on an object description
  • ­Apply encapsulation, inheritance and generalisation to the classes and objects created.

Unit 3 Outcome 1 SAC

Outcome:

Interpret teacher-provided solution requirements and designs and use appropriate features of an object-oriented programming language to develop working software modules.

Assessment task:

In response to teacher-provided solution requirements and designs, develop four working modules with increasing complexity of programming skills.

(2 modules this week)

• Module 1: Simple calculations using arithmetic, logical and conditional operators
• Module 2: Reading and writing files

Over the next two weeks, across the four modules, at least two must include a GUI, and all modules must demonstrate evidence of testing.

Task time:

At least 8–14 lessons.

Unit 3

Area of Study 1

Unit 3 Outcome 1 SAC*

Unit 3 Outcome 1 SAC:

Outcome:

Interpret teacher-provided solution requirements and designs and use appropriate features of an object-oriented programming language to develop working software modules

Assessment task:

In response to teacher-provided solution requirements and designs, develop four working modules with increasing complexity of programming skills.

(2 modules this week)

• Module 3: Sorting and searching with functions or methods
• Module 4: Classes and objects

Task time:

At least 8–14 lessons.

Unit 3

Area of Study 2

Confirmation of SAT projects

Analysis:

• Reasons why individuals and organisations undertake software development projects
• requirements, constraints and scope
• data collection techniques
• features of a brief

Legislative requirements around privacy and ownership of data

• Explore media articles outlining why software projects have been undertaken.
• Compare data collection techniques and justify their use in specific situations.
• Analyse mini-case studies/briefs and identify solution requirements and constraints, and how these may impact on solution scope.
• Prepare mini-briefs based on existing familiar solutions.
• Explore how organisations meet (or have not met) legislative requirements around ownership and privacy of data using anecdotes and media articles.

Preparing students for the Unit 3 Outcome 2 SAT

Students are to confirm the problem, need or opportunity to be addressed, in consultation with their teacher.

Unit 3

Area of Study 2

Analysis

• software requirements specification

Project management

• project management features
• project management using Gantt charts
• recording the progress of projects

File management techniques

• Develop Gantt charts and project plans in relation to medium to long-term activities/events/projects.
• Analyse and deconstruct sample software requirements specifications documentation to identify typical items for inclusion.
• Prepare a strategy to develop a software requirements specification.

Unit 3

Area of Study 2

Analytical tools:

• context diagrams
• data flow diagrams
• use case diagrams

Students working on the SAT

SAT authentication session

• Examine the structural elements of analytical tools, and how structural elements have similar/different functions within each tool.
• Analyse teacher-provided analytical tools and identify errors with conventions. Refine diagrams as necessary.
• Interpret case studies and complete analytical tools using:
  • context diagrams
  • data flow diagrams
  • use case diagrams.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3

Area of Study 2

Design:

• generating and evaluating design ideas using a range of ideation tools
• developing evaluation criteria

Students working on the SAT

SAT authentication session

• Practice using a range of ideation tools
• Analyse the structure of evaluation criteria within different contexts (designs, solutions, project plans).

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3

Area of Study 2

Software design tools:

• data dictionaries
• mock-ups
• object descriptions

Students working on the SAT

SAT authentication session

• Generate a range of software designs based on teacher-provided case studies.
• Reverse engineer existing solution interfaces, identifying key design elements and how these meet intended requirements.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3

Area of Study 2

Software design tools:

• IPO charts
• pseudocode

Design principles

User experiences

Students working on their SAT

SAT authentication session

• Generate a range of IPO charts and algorithm designs based on teacher-provided case studies.
• Discuss how design principles are addressed within existing familiar solutions.
• Conduct a debate about whether user authentication or encryption are necessary (or not) to consider in the design or development phase.
• Identify positive or negative user experiences, and analyse how these contribute to user satisfaction, familiarity and use of the software.

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3

Area of Study 2

Students working on their SAT

SAT authentication sessions

Unit 3 Outcome 2 SAT Authentication

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3

Area of Study 2

Students working on the SAT

SAT authentication session

SAT submission*

Students work on Criteria 1–5 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 3 Outcome 2 SAT Submission

Students submit SAT Criteria 1–5 to be assessed against the VCAA performance descriptors – Administrative information for School-based Assessment.

Weeks 1–9**

Weeks 10–14**

Weeks 1–13**

Weeks 8–13**

Unit 4

Area of Study 1

Techniques for recording the progress of projects

Efficient and effective solutions

Data types, data structures and data sources (review)

Students working on their SAT

SAT authentication sessions

• Explore how to document progress on project plans through annotation, adjustments, logs/journals or through the use of project management software.
• Identify characteristics of effective/ineffective solutions from a series of mini-case studies.
• Explore data types and data structures within the selected programming language/s, and data sources, which assist with the efficient organisation and manipulation of data.

Preparing students for the Unit 4 Outcome 1 SAT

Teachers should review the SAT requirements for Unit 4 Outcome 1 with students by going through the requirements of the task, administration and compliance within the task and establishment of processes for authentication.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Features of a programming language (review)

Established and innovative approaches to software development

Students working on their SAT

SAT authentication session

• Practice the use of a range of generic features within the selected programming language/s that may be beneficial for students to implement within their SAT projects.
• Examine public code repositories and explore how students can use these to document the progress of their solution’s development for the SAT.
• Consider how the use of AI-based assistants impacts the process of writing code, and the ethical implications moving forward.
• Research various APIs and libraries and consider how they support the development of software, and issues that may arise from API/library being modified or having access revoked.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Validation techniques (review)

Debugging and alpha testing techniques (review)

Beta testing strategies

Students working on their SAT

SAT authentication session

• Examine familiar existing solutions and identify examples of effective and efficient validation techniques.
• Demonstrate how common errors within the selected programming language appear, and provide students with a set of strategies to minimise these errors.
• Model the use of debugging techniques and other informal testing approaches, such as breakpoints.
• Provide students with opportunities to effectively document testing of solutions.
• Provide students with a framework for planning and documenting beta testing.
  
• Based on mini-case studies, students plan beta testing that focuses on teacher-provided criteria.
• Based on familiar existing solutions, students collaborate to plan, carry out and document a series of beta tests.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Authentication record form.

Unit 4

Area of Study 1

Evaluation strategies

Techniques for applying evaluation criteria

Students working on their SAT

SAT authentication sessions

• Based on mini-case studies, students prepare an evaluation strategy for existing familiar solutions.
• Evaluate existing familiar solutions using teacher-provided or student-generated criteria.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Factors that influence the effectiveness of project plans

Assessing the effectiveness of project plans

Students working on their SAT

SAT authentication sessions

• Explore how project plans can be impacted, and how these different factors impact their effectiveness.
• Provide students with a framework to develop a strategy for assessing the effectiveness of project plans.

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

Unit 4 Outcome 1 SAT Authentication

Students work on Criteria 6–10 during class time.

Students meet with the teacher to monitor progress and update the Administration record form.

Unit 4

Area of Study 1

Students working on their SAT

SAT authentication sessions

SAT submission*

Unit 4 Outcome 1 SAT Submission

Students work on criteria 6-10 during class time.

Students meet with teacher to monitor progress and update the Administration record form.

Unit 4 Outcome 1 SAT Submission

Students submit each component of the SAT to be assessed against the VCAA performance descriptors - Administrative information for School-based Assessment.

Unit 4

Area of Study 2

Organisational goals and objectives

Developing software in-house vs externally

Vulnerabilities and risks, security controls and mitigation measures

• Discuss the outcome, and inform students of U4O2 SAC date/s and conditions, as per school guidelines.
• Discuss organisational goals and objectives.
• Roleplay different scenarios where students must decide whether to develop software in-house or externally based on security requirements and organisational constraints.
• Match vulnerabilities and risks to relevant security controls and mitigation measures.
• Research media articles and the ACSC website in relation to vulnerabilities/risks, and discuss how security controls and mitigation measures could be employed to reduce/eliminate threats and enhance the security of development environments.
• Create a risk management plan for a software project, identifying potential risks, assessing their impact and likelihood, and proposing appropriate security controls.

Unit 4

Area of Study 2

Vulnerabilities and risks, security controls and mitigation measures

• Match vulnerabilities and risks to relevant security controls and mitigation measures.
• Research media articles and the ACSC website in relation to vulnerabilities/risks, and discuss how security controls and mitigation measures could be employed to reduce/eliminate threats and enhance the security of development environments.

Unit 4

Area of Study 2

Threat modelling principles

Evaluation criteria

Key legislation and industry frameworks

• Research and discuss the differences between threat modelling approaches.
• Present case studies of threat modelling in practice, discussing different approaches and methodologies.
• Rank vulnerabilities and risks in relation to the level of danger posed to development practices and data.
• Develop a set of evaluation criteria for assessing the security of software applications, and then apply the criteria to familiar software.
• Explore industry frameworks and discuss their importance.
• Compare key features of relevant legislation and industry frameworks and consider how these may impact on software development and data practices.

Unit 4

Area of Study 2

Ethical issues

Improving the security of software development practices

• Explore a range of contextually-appropriate, ethically-challenging scenarios and allow students time to attempt to work their way through the scenario and debate possible actions.
• Collaboratively develop a set of best practices for secure software development.
• Explore the advantages and disadvantages for each of the listed strategies aim to enhance the security of software development practices.

Unit 4

Area of Study 2

Unit 4 Outcome 2 SAC

Examination preparation

Unit 4 Outcome 2 SAC

Outcome:

Respond to a teacher-provided case study to analyse an organisation’s software development practices, identify and evaluate current security controls and threats to software development practices, and make recommendations to improve practices.

Format:

The student’s performance will be assessed using one of the following:

• structured questions
• a report in written format
• a report in multimedia format.
  

Assessment task:

The case study scenario needs to enable

• an analysis of the organisation’s software development practices
• an evaluation of the current security controls and threats
• recommendations to improve practices.

Timeframe:

100–120 minutes.

Following the conclusion of the Unit 4 Outcome 2 SAC:

• Theory presentations based on student requirements.
• Deconstruction of previous examination case studies and questions.
• Completion of practice examination papers (in parts and/or entirety).
• Preparation of revision materials.
• Unpacking of feedback provided by past Examination Reports.
• Self-evaluating responses to questions and prompts and refining responses as required.