Original source · Published 2022 · Updated 2022

Computing Technology 7–10 (2022)

Overview

Syllabus overview

Organisation of Computing Technology 7–10

The organisation of outcomes and content for Computing Technology 7–10 illustrates the important role of systems thinking and computational thinking in the development of Design thinking through projects.

Figure 1 shows the organisation of Computing Technology 7–10.

[FIGURE]

Figure 1: Organisation of focus areas in Computing Technology 7–10

Image long description: A content diagram for Computing Technology 7–10 shows how Systems thinking and Computational thinking are connected via Design thinking through projects. Systems thinking is shown as a key process in the learning and understanding of enterprise information systems. This includes modelling networks and social connections, designing for user experience and analysing data. Computational thinking is shown as a key process in the learning and understanding of software development. This includes building mechatronic and automated systems, creating games and simulations and developing apps and web software.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is eligible to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of adjustments to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.

Creating written texts supports learning

The development of the Computing Technology 7–10 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching Writing: Report of the Thematic Review of Writing (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of ideas, supports reflection, fosters personal engagement and aids learners to think about the significance and implication of ideas. Each subject has particular and specific writing demands relevant for communicating within and about the discipline. Writing about content enhances understanding across subjects and stages.

The secondary curriculum includes:

systematic development of expectations for creating written texts which align with the English K–10 Syllabus (2022)
explicit writing content to support students to become fluent creators of texts and to deepen their understanding of the subject area
opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
a focus on development of word consciousness and precise use of subject-specific terminology.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching.

Balance of content

The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes.

In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.

Course description

Courses

The Computing Technology 7–10 Syllabus includes 4 elective courses:

Computing Technology 200-hour elective
Computing Technology 100-hour elective
Computing Technology Life Skills 200-hour elective
Computing Technology Life Skills 100-hour elective.

Focus of learning

Computing Technology 7–10 provides students with essential knowledge, understanding and skills of computational design and systems thinking. The syllabus encourages creativity, collaboration and ethical technology use. Through practical experiences in coding, data analysis and digital systems, students develop knowledge and skills to contribute to an increasingly technology-focused world.

What students learn

Students develop knowledge and understanding about enterprise information systems and software development. Through practical application, students individually and collaboratively design, produce and evaluate creative solutions using a range of computing technologies.

Students explore how the application of computing technologies can impact society and the environment and contribute to solving real-world challenges. As creators of digital solutions, students investigate the social, ethical and legal responsibilities of using data while considering privacy and cybersecurity principles.

Students develop knowledge and skills in using a range of hardware and software applications. Students learn to problem-solve and recognise career opportunities through an exploration of current and emerging computing technologies and practices.

Course requirements

100-hour and 200-hour elective course requirements

Computing Technology 7–10 may be studied as a 100-hour or a 200-hour course. The content available for Stage 4 is identical to Stage 5. When teaching the course in Stage 4, the Stage 5 outcomes may be adjusted as appropriate to the needs of students in Years 7 and 8.

All outcomes must be programmed for 100-hour and 200-hour courses.

Safety and risk management

Schools are required to ensure they follow safety and risk management in delivering the Computing Technology 7–10 Syllabus.

100-hour elective course requirements

Students are required to undertake:

at least one Enterprise Information Systems focus area
at least one Software Development focus area
2–3 focus areas either individually or combined
practical learning and project work for most of the course time
at least one group project.

200-hour elective course requirements

Students are required to undertake:

at least 2 Enterprise Information Systems focus areas
at least 2 Software Development focus areas
4–6 focus areas either individually or combined
practical learning and project work for most of the course time
at least one group project.

Life Skills – 100-hour and 200-hour elective courses

For Computing Technology 7–10 Life Skills:

Students are required to demonstrate achievement of one or more Computing Technology 7–10 Life Skills outcomes.
Outcomes and content should be selected to meet the particular needs of individual students.
The focus areas provide possible frameworks for addressing the Computing Technology 7–10 Life Skills outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
Where appropriate, students should have the opportunity to engage in practical learning or project work. Some students with disability may require adjustments in order to engage in practical experiences.
Collaborative activities provide opportunities for students to develop communication and interpersonal skills. Where appropriate, students should have the opportunity to collaborate on tasks. Some students may require explicit teaching of collaboration skills.

Course enrolment details

Computing Technology – 200-hour elective

Course number: 1611
Course hours: 200
Enrolment type: Elective

Exclusions

Computing Technology Life Skills – 200-hour elective: 1613

Students may not access Life Skills outcomes and other outcomes from the same subject.

Computing Technology – 100-hour elective

Course number: 1612
Course hours: 100
Enrolment type: Elective

Exclusions

Computing Technology Life Skills – 100-hour elective: 1614

Students may not access Life Skills outcomes and other outcomes from the same subject.

Computing Technology Life Skills – 200-hour elective

Course number: 1613
Course hours: 200
Enrolment type: Elective

Exclusions

Computing Technology – 200-hour elective: 1611

Students may not access Life Skills outcomes and other outcomes from the same subject.

Computing Technology Life Skills – 100-hour elective

Course number: 1614
Course hours: 100
Enrolment type: Elective

Exclusions

Computing Technology – 100-hour elective: 1612

Students may not access Life Skills outcomes and other outcomes from the same subject.

RoSA information

Information about curriculum requirements for the RoSA are available on Assessment Certification Examination (ACE).

Rationale

Studying Computing Technology 7–10 enables students to develop skills in the specific application of computing technologies and to develop digital solutions applicable to a range of industrial, commercial and recreational contexts.

Computing Technology 7–10 focuses on computational, design and systems thinking. It also develops data analysis and programming (coding) skills. The knowledge and skills developed in the course enable students to contribute to an increasingly technology-focused world.

When studying Computing Technology 7–10, students have opportunities to develop skills in analysing data, designing for user experience, connecting people and systems, developing websites and apps, building mechatronic systems, and creating simulations or games. Students use hardware and software to manage and secure data. They also investigate the social, ethical and legal responsibilities of using data as creators of digital solutions while considering privacy and cybersecurity principles.

Students engage with contemporary and advancing technologies that improve access and participation in society. Students explore the impact of innovations in computing technology on society and the environment. They develop skills using a range of hardware and software applications, including multimedia, digital media, virtual and augmented realities, gaming, graphical data and visualisations, networks and devices.

The Computing Technology 7–10 Syllabus builds on the knowledge and skills developed in the Digital Technologies context in the Technology 7–8 Syllabus. Students advance their computing skills across technical knowledge, social and cultural awareness, project management and thinking skills. They are able to transfer knowledge to new situations, building on technical skills and experiences. Students improve their project-management skills through planning, collaboration, communicating ideas, engaging in processes and designing solutions.

Students become increasingly confident, creative, efficient and discerning when using and developing a range of digital products/solutions. They expand their understanding of related work environments while developing skills to equip them for further education, vocational pathways and personal interests.

Aim

The study of Computing Technology in Years 7–10 enables students to:

become safe and responsible users of computing technologies and developers of innovative digital solutions
develop an understanding of the interrelationships between technical knowledge, social awareness and project management
develop their ability to think creatively to produce and evaluate products
develop skills through practical application and design to produce and evaluate creative solutions using a range of computing technologies.

Table of outcomes

Secondary (7–10)

Focus area	Stage 4	Stage 5	Related Life Skills for Stages 4/5
Enterprise information systems: Modelling networks and social connections	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-SAF-01 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-COL-01 manages, documents and explains individual and collaborative work practices CT5-EVL-01 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-DAT-01 explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-DAT-02 acquires, represents, analyses and visualises simple and structured data	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-DAT-02 recognises that data can be represented in different forms
Enterprise information systems: Designing for user experience	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-SAF-01 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-COL-01 manages, documents and explains individual and collaborative work practices CT5-DAT-01 explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-COM-01 communicates ideas, processes and solutions using appropriate media CT5-THI-01 applies computational, design and systems thinking to the development of computing solutions CT5-DAT-02 acquires, represents, analyses and visualises simple and structured data CT5-DES-01 designs and creates user interfaces and the user experience	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DAT-02 recognises that data can be represented in different forms CTLS-DES-01 collaborates to develop user interfaces and user experiences
Enterprise information systems: Analysing data	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-EVL-01 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-DAT-01 explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-COM-01 communicates ideas, processes and solutions using appropriate media CT5-THI-01 applies computational, design and systems thinking to the development of computing solutions CT5-DAT-02 acquires, represents, analyses and visualises simple and structured data	CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DAT-02 recognises that data can be represented in different forms
Software development: Building mechatronic and automated systems	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-COL-01 manages, documents and explains individual and collaborative work practices CT5-EVL-01 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-OPL-01 designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-THI-01 applies computational, design and systems thinking to the development of computing solutions	CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-ALG-01 develops simple algorithms CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking
Software development: Creating games and simulations	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-SAF-01 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-COL-01 manages, documents and explains individual and collaborative work practices CT5-EVL-01 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-COM-01 communicates ideas, processes and solutions using appropriate media CT5-OPL-01 designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-THI-01 applies computational, design and systems thinking to the development of computing solutions CT5-DES-01 designs and creates user interfaces and the user experience	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-COM-01 communicates ideas, processes or solutions CTLS-ALG-01 develops simple algorithms CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DES-01 collaborates to develop user interfaces and user experiences
Software development: Developing apps and web software	CT4-ADJ-01 in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8	CT5-SAF-01 selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-DPM-01 applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-COL-01 manages, documents and explains individual and collaborative work practices CT5-EVL-01 understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-DAT-01 explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-COM-01 communicates ideas, processes and solutions using appropriate media CT5-OPL-01 designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-DES-01 designs and creates user interfaces and the user experience	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-ALG-01 develops simple algorithms CTLS-DES-01 collaborates to develop user interfaces and user experiences

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found on the NESA website.

Outcomes and content for Stage 4

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Describe the purpose of connecting people and systems
Describe inputs, storage, processes and outputs in connecting people and systems
Define a real-world problem or need that can be solved by connecting people and systems, including breaking it down into manageable parts and describing the users of the solution
Specify the functional requirements of a networked solution, including stating the purpose of a solution, describing use cases and developing test cases of input and expected outputs
Specify the non-functional requirements of a networked solution
Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems
Describe common network hardware for wired, wireless and mobile networks
Describe common network security vulnerabilities and the mitigation strategies
Apply features of Graph Theory to model computer networks
Calculate node degree and paths between nodes and explain their meaning
Represent real-world social networks visually as a graph
Evaluate the development of a sociogram model

Researching and planning

Explore how people’s changing expectations and concerns for security and privacy have shaped computer technology
Explore network and social connections considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Investigate how hardware and software are used to manage, control and secure the movement of, and access to, data in networked digital systems
Investigate how the profile and attributes of end users are used by developers when creating products

Producing and implementing

Plan and manage a project that connects people and systems using an iterative approach, including access control, privacy and cybersecurity
Generate alternative designs and evaluate them against the requirements to select a preferred design
Create a computer network between multiple devices and describe how nodes are connected
Create a network of connected devices to model the Internet of Things (IoT)
Implement a solution that connects people and systems using the preferred design
Create interactive solutions for sharing information online using a visualisation library
Specify what data is collected, who owns it, and how it will be protected, considering privacy and cybersecurity, including when interpreting data
Represent, store and transmit data to facilitate computation, including selecting appropriate data types, understanding the limitations of data types and structuring data systematically
Explain simple compression of data and types of compression, including the impact on data transmission
Model entities, events and relationships within a network
Model the relationships between entities and events using relational data
Create a record of project development demonstrating iterative design and evaluation
Select and use specialist terminology in context
Access datasets and collect data from users or the environment considering privacy and personally identifying information (PII)
Validate data is correct and investigate the impact of invalid data
Analyse data to make decisions and generate reports using a database
Filter, sort and limit database queries using SELECT, WHERE, ORDER BY and LIMIT clauses
Load, insert and update data in a database
Visualise data to identify trends, patterns, relationships and outliers using a range of tools

Testing and evaluating

Evaluate solutions against the predetermined functional and non-functional requirements that meet social, ethical and legal responsibilities and cybersecurity principles
Test and evaluate the efficiency of a network navigation map
Test, monitor and evaluate a network in terms of bandwidth, connectedness, compatibility, reliability and ease of use
Evaluate the security of networks in terms of vulnerability to attacks and exploitation
Explore careers in connecting people and systems

Enterprise information systems: Designing for user experience

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Describe the purpose of user interfaces (UIs) and interactive media and how these affect the user experience (UX)
Explore inputs, storage, transmission, processes and outputs in UIs or interactive media
Specify the functional requirements of a UI or interactive media product, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a UI or interactive media solution
Consider the social impacts and ethical and legal responsibilities of UIs or interactive media products
Analyse ‘terms of use’ policies and End User License Agreements (EULA) and predict ways in which these can affect attitudes and data protection of individuals and societies
Investigate and evaluate the influence of communication methods on an audience, including the perspectives of diverse groups that may include Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Explain simple compression of data and types of compression, including lossy and lossless compression

Researching and planning

Plan and manage a project using an iterative approach
Explore how UIs or interactive media have evolved in response to people's needs and opportunities
Investigate techniques to evaluate a UI
Explore design principles and issues relevant to UIs or interactive media
Evaluate existing UIs and assess their suitability and whether they could be modified or used in other products
Explore how augmented reality (AR), mixed reality (MR) and virtual reality (VR) create immersive experiences
Define a real-world problem or need that can be solved by UIs or interactive media, including breaking it down into manageable parts and describing the users of the solution
Generate alternative designs and evaluate them against the requirements to select a preferred design

Producing and implementing

Design and author an interactive media product
Design and implement a UI, UX or interactive media product allowing for functionality, accessibility, usability and aesthetics
Apply information architecture elements in the development of a product
Consider privacy and cybersecurity in collecting and interpreting data
Specify what data is collected, who owns it, and how it will be protected
Represent, store and display data to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring data systematically
Model entities, events and their attributes using structured data
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation
Access datasets and collect data from users or the environment considering privacy and personally identifying information (PII)
Validate data is correct and investigate the impact of invalid data
Summarise data using a spreadsheet, including complex formulas, aggregate functions and lookup functions
Filter, group and sort data using a spreadsheet, including applying filters and sorting, using conditional formatting and grouping, and aggregating data using pivot tables
Present data and make predictions and decisions using a spreadsheet, including creating a data dashboard or report in a spreadsheet, decision formulas and optimisation
Visualise data to identify trends and outliers using a range of tools

Testing and evaluating

Evaluate their own project and that of their peers using the previously developed functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Test and evaluate a UI to improve usability of an interactive media product
Test and evaluate a UI to improve overall efficiency
Evaluate the functionality of the UI to convey information to a variety of audiences
Explore careers in UI design or interactive media

Enterprise information systems: Analysing data

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Differentiate between data and information
Describe the purpose of analysing data
Describe inputs, storage, transmission, processes and outputs in data analysis
Specify the functional requirements of a data analysis, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a data analysis
Consider the social impacts and ethical and legal responsibilities in analysing data
Explore data analysis considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Explain simple compression of data and types of compression
Explore the applications of small and big datasets

Researching and planning

Describe how data analysis has evolved in response to people's needs and opportunities
Explore design principles and issues relevant to analysing data, including visualisation principles, data trails and ownership of data
Collect and interpret data adhering to privacy and cybersecurity principles
Represent and store data to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring data systematically
Model entities, events and their attributes using structured data
Model the relationships between entities and events using relational data
Compare the usability of data using a spreadsheet or database to analyse the same dataset
Investigate issues with the use of data, including cyber safety, security, privacy and ethics
Analyse data in both a flat-file and relational database using queries and reports
Explore how a classifier uses data analysis for machine learning
Define a real-world problem or question that can be solved by analysing data, including breaking it down into manageable parts and describing the users of the solution
Generate alternative designs and evaluate them against the requirements to select a preferred design

Producing and implementing

Develop a digital solution using a range of software to interpret and represent data to create information for a real-world scenario
Specify what data is collected, who owns it, and how it will be protected
Create interactive solutions for sharing information online with a visualisation library
Document the design and implementation of the solution in a project notebook
Use appropriate methods to collect, store, validate and verify qualitative and quantitative data, considering data integrity considering privacy and personally identifying information (PII)
Summarise data using formulas, functions and features of a spreadsheet, including complex formulas, aggregate functions and lookup functions
Filter, group and sort data using a spreadsheet, including using filters and sorting, using conditional formatting and grouping and aggregating data
Present data and make predictions and decisions using a spreadsheet, including creating a data dashboard or report in a spreadsheet, decision formulas and optimisation
Analyse data to make decisions and generate reports using a database
Load, insert and update data in a database
Generate a data visualisation to identify trends and outliers using a range of tools
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Evaluate sourced data processed using the 3Vs: volume, variety and velocity
Assess a developed solution based on calculations from datasets
Perform verification of datasets, calculations and outputs
Evaluate tools and processes used in the analysis of data for validation
Explore interests and careers in analysing data

Software development: Building mechatronic and automated systems

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Describe mechatronic systems
Investigate the development and impact of a mechatronic, robotic and/or automated system in a real-world application
Identify mechatronic and automated systems that operate through human or autonomous control
Describe inputs, storage, transmission, processes and outputs in mechatronic and automated systems
Specify the functional requirements of a mechatronic or automated system, including stating the purpose of a system, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a mechatronic or automated system
Consider the social impacts and ethical and legal responsibilities associated with mechatronic and automated systems
Explore mechatronic and automated systems considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability

Researching and planning

Describe how mechatronic and automated systems have evolved in response to people's needs and opportunities
Explore design principles and issues relevant to mechatronic and automated systems
Generate alternative designs and evaluate them against the requirements to select a preferred design
Select and justify control systems, components, microcontrollers and co-processors for a mechatronic or automated system
Select and justify sensors for a mechatronic or automated system
Select and justify actuators for a mechatronic or automated system
Select and justify end effectors/manipulators for a mechatronic or automated system
Investigate motion required for mechatronic and automated systems
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring code systematically
Represent algorithms using flowcharts and pseudocode
Design or modify existing algorithms for mechatronic or automated systems
Validate algorithms with desk checking

Producing and implementing

Investigate a real-world problem or need that can be solved by mechatronic and/or automated systems, including breaking it down into manageable parts and interviewing stakeholders to identify their needs
Evaluate existing solutions to the problem or related problems
Interpret and modify existing programs (code) for mechatronic and/or automated systems
Design and implement modular programs (code) with functions for mechatronic and/or automated systems
Plan and manage a project using an iterative approach
Build a mechatronic system using the preferred design and code in a general-purpose programming language
Apply selected algorithms and data structures for mechatronic or automated systems
Validate programs using test cases and debug a range of errors
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Develop and apply test criteria for components of a mechatronic and/or automated system
Validate algorithms and programs through tracing and test cases
Propose software and hardware modifications to increase the effectiveness of a mechatronic and/or automated system
Evaluate social, ethical and cybersecurity considerations of mechatronic and automated systems
Explore careers in mechatronic and automated systems design, production, installation or maintenance

Software development: Creating games and simulations

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Explore how the changing needs of society have influenced the development of games and simulations, including the impact of simulations and games on a range of industries
Investigate the representation of logic when designing games and simulations, including sequences, branching and iteration, including logical and relational operators
Describe inputs, storage, transmission, processes and outputs in games and/or simulations
Specify the functional requirements of a game or simulation, including stating the purpose of a system, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a game or simulation
Consider the social impacts and ethical and legal responsibilities in games or simulations
Explore games and simulations considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Describe the features of an object-oriented programming language

Researching and planning

Explore how predefined algorithms and artificial intelligence (AI) control computer components
Explore products that simulate the real world and how simulations are used to solve real-world problems
Explore how augmented reality (AR), mixed reality (MR) and virtual reality (VR) create immersive experiences
Explore how games and simulations address environmental, lifestyle, societal and economic challenges including cyber safety
Explore design principles and issues relevant to game design
Evaluate an existing game or simulation in terms of its mechanics, aesthetics and usability
Generate alternative designs and evaluate them against the requirements to select a preferred design
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring code systematically
Represent algorithms using flowcharts and pseudocode
Design and/or modify existing algorithms for games or simulations
Validate algorithms with desk checking

Producing and implementing

Use program-development support tools, including Input Process Output (IPO) charts/diagrams, decision trees, flowcharts and structured English/pseudocode, in the development of a game or simulation
Create and modify algorithms and code that use branching and iteration, and represent them diagrammatically and in English
Develop an efficient computer program by selecting appropriate data types and structures
Develop prototypes to communicate design ideas and features to potential end users
Implement an event loop in a game or simulation using event-driven programming
Simulate a 2D or 3D physical world using fixed time increments
Simulate a 2D environment by updating the state of a cell based on its neighbour
Develop appropriate supporting documentation in a program to ensure it is easy to read, understand and maintain
Modify existing programming code to observe the effects of changing variables
Modify existing code to observe changes in an array
Identify and correct types of errors, including syntax, logical and run-time
Select and use specialist terminology in context
Plan and manage a project to create a game and/or simulation using an iterative approach
Implement a game or simulation using the preferred design in a general-purpose or object-oriented programming language
Develop the UI and UX of a game, including using event-driven programming or an event loop to respond to user input
Implement common game features, including the game state
Interpret and modify existing programs (code) for games or simulations
Design and implement modular programs (code) with functions for games
Program selected algorithms and data structures for games or simulations
Validate programs using test cases and debug a range of errors
Interpret and extend or implement an object-oriented program (code)
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Validate algorithms and programs through tracing and test cases
Test and evaluate the functionality and performance of a simulation or game for specified requirements
Evaluate social, ethical and cybersecurity considerations of games and simulations
Explore careers in game and simulation design and development

Software development: Developing apps and web software

Outcomes

A student:

in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 CT4-ADJ-01

Content

Identifying and defining

Explore the purpose and uses of apps and web-based tools
Explore how the changing needs of society have influenced the evolution of app and web development, including the impact of apps and web software on a range of industries
Explore inputs, storage, transmission, processes and outputs in apps or web-based tools
Identify, define and visually represent the function and purpose of elements and features of existing code
Specify the functional requirements of an app, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of an app
Consider the social impacts and ethical and legal responsibilities in software development
Explore app and web software considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability

Researching and planning

Experiment with agile tools when developing projects
Describe how apps and web applications have evolved in response to people's needs and opportunities
Outline how app and web software address environmental, lifestyle, societal and economic challenges, including cyber safety
Explore design principles and issues relevant to apps
Generate alternative designs and evaluate them against the requirements to select a preferred design
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, structuring code systematically and understanding data type limitations
Identify and define the features of an object-oriented programming language
Represent algorithms using flowcharts and pseudocode
Design their own and modify existing algorithms for apps
Explore the use of sub-programs and code modules in programming code
Compare operators within existing programming code or HTML, including arithmetic, logical and relational operators
Explore the application of code modules that perform discrete functions
Validate algorithms with desk checking
Define a real-world problem or need that can be solved by an app, including breaking it down into manageable parts and interviewing stakeholders to identify their needs
Evaluate existing solutions to the problem or related problems
Plan and manage a project using an iterative approach

Producing and implementing

Produce and implement an app using the preferred design in a general-purpose or object-oriented programming language
Develop the user interface (UI) and user experience (UX) of an app, including using event-driven programming to respond to user input
Develop a web page or app that separates content and presentation using HTML and cascading style sheet (CSS)
Document the design and implementation of the solution in a project notebook
Interpret and modify existing programs (code) for apps
Design and implement modular programs (code) with functions for apps
Apply selected algorithms and data structures for apps
Validate programs using test cases and debug a range of errors
Describe the features of an object-oriented programming language
Interpret and extend or implement an object-oriented program (code)
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Use selected data to check an algorithm and programming code by testing
Validate algorithms and programs through tracing and test cases
Relate social, ethical and cybersecurity considerations of a software project
Explore careers in software development

Outcomes and content for Stage 5

Outcomes

A student:

selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-SAF-01
applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
manages, documents and explains individual and collaborative work practices CT5-COL-01
understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-DAT-01
acquires, represents, analyses and visualises simple and structured data CT5-DAT-02

Related Life Skills outcomes: CTLS-COL-01, CTLS-DAT-01, CTLS-DAT-02, CTLS-DPM-01, CTLS-EVL-01, CTLS-SAF-01

Content

Identifying and defining

Describe the purpose of connecting people and systems
Describe inputs, storage, processes and outputs in connecting people and systems
Define a real-world problem or need that can be solved by connecting people and systems, including breaking it down into manageable parts and describing the users of the solution
Specify the functional requirements of a networked solution, including stating the purpose of a solution, describing use cases and developing test cases of input and expected outputs
Specify the non-functional requirements of a networked solution
Evaluate the social impacts and ethical and legal responsibilities in connecting people and systems
Describe common network hardware for wired, wireless and mobile networks
Describe common network security vulnerabilities and the mitigation strategies
Apply features of Graph Theory to model computer networks
Calculate node degree and paths between nodes and explain their meaning
Represent real-world social networks visually as a graph
Evaluate the development of a sociogram model

Researching and planning

Explore how people’s changing expectations and concerns for security and privacy have shaped computer technology
Explore network and social connections considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Investigate how hardware and software are used to manage, control and secure the movement of, and access to, data in networked digital systems
Investigate how the profile and attributes of end users are used by developers when creating products

Producing and implementing

Plan and manage a project that connects people and systems using an iterative approach, including access control, privacy and cybersecurity
Generate alternative designs and evaluate them against the requirements to select a preferred design
Create a computer network between multiple devices and describe how nodes are connected
Create a network of connected devices to model the Internet of Things (IoT)
Implement a solution that connects people and systems using the preferred design
Create interactive solutions for sharing information online using a visualisation library
Specify what data is collected, who owns it, and how it will be protected, considering privacy and cybersecurity, including when interpreting data
Represent, store and transmit data to facilitate computation, including selecting appropriate data types, understanding the limitations of data types and structuring data systematically
Explain simple compression of data and types of compression, including the impact on data transmission
Model entities, events and relationships within a network
Model the relationships between entities and events using relational data
Create a record of project development demonstrating iterative design and evaluation
Select and use specialist terminology in context
Access datasets and collect data from users or the environment considering privacy and personally identifying information (PII)
Validate data is correct and investigate the impact of invalid data
Analyse data to make decisions and generate reports using a database
Filter, sort and limit database queries using SELECT, WHERE, ORDER BY and LIMIT clauses
Load, insert and update data in a database
Visualise data to identify trends, patterns, relationships and outliers using a range of tools

Testing and evaluating

Evaluate solutions against the predetermined functional and non-functional requirements that meet social, ethical and legal responsibilities and cybersecurity principles
Test and evaluate the efficiency of a network navigation map
Test, monitor and evaluate a network in terms of bandwidth, connectedness, compatibility, reliability and ease of use
Evaluate the security of networks in terms of vulnerability to attacks and exploitation
Explore careers in connecting people and systems

Enterprise information systems: Designing for user experience

Outcomes

A student:

selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-SAF-01
applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
manages, documents and explains individual and collaborative work practices CT5-COL-01
explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-DAT-01
communicates ideas, processes and solutions using appropriate media CT5-COM-01
applies computational, design and systems thinking to the development of computing solutions CT5-THI-01
acquires, represents, analyses and visualises simple and structured data CT5-DAT-02
designs and creates user interfaces and the user experience CT5-DES-01

Related Life Skills outcomes: CTLS-COL-01, CTLS-COM-01, CTLS-DAT-01, CTLS-DAT-02, CTLS-DES-01, CTLS-DPM-01, CTLS-SAF-01, CTLS-THI-01

Content

Identifying and defining

Describe the purpose of user interfaces (UIs) and interactive media and how these affect the user experience (UX)
Explore inputs, storage, transmission, processes and outputs in UIs or interactive media
Specify the functional requirements of a UI or interactive media product, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a UI or interactive media solution
Consider the social impacts and ethical and legal responsibilities of UIs or interactive media products
Analyse ‘terms of use’ policies and End User License Agreements (EULA) and predict ways in which these can affect attitudes and data protection of individuals and societies
Investigate and evaluate the influence of communication methods on an audience, including the perspectives of diverse groups that may include Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Explain simple compression of data and types of compression, including lossy and lossless compression

Researching and planning

Plan and manage a project using an iterative approach
Explore how UIs or interactive media have evolved in response to people's needs and opportunities
Investigate techniques to evaluate a UI
Explore design principles and issues relevant to UIs or interactive media
Evaluate existing UIs and assess their suitability and whether they could be modified or used in other products
Explore how augmented reality (AR), mixed reality (MR) and virtual reality (VR) create immersive experiences
Define a real-world problem or need that can be solved by UIs or interactive media, including breaking it down into manageable parts and describing the users of the solution
Generate alternative designs and evaluate them against the requirements to select a preferred design

Producing and implementing

Design and author an interactive media product
Design and implement a UI, UX or interactive media product allowing for functionality, accessibility, usability and aesthetics
Apply information architecture elements in the development of a product
Consider privacy and cybersecurity in collecting and interpreting data
Specify what data is collected, who owns it, and how it will be protected
Represent, store and display data to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring data systematically
Model entities, events and their attributes using structured data
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation
Access datasets and collect data from users or the environment considering privacy and personally identifying information (PII)
Validate data is correct and investigate the impact of invalid data
Summarise data using a spreadsheet, including complex formulas, aggregate functions and lookup functions
Filter, group and sort data using a spreadsheet, including applying filters and sorting, using conditional formatting and grouping, and aggregating data using pivot tables
Present data and make predictions and decisions using a spreadsheet, including creating a data dashboard or report in a spreadsheet, decision formulas and optimisation
Visualise data to identify trends and outliers using a range of tools

Testing and evaluating

Evaluate their own project and that of their peers using the previously developed functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Test and evaluate a UI to improve usability of an interactive media product
Test and evaluate a UI to improve overall efficiency
Evaluate the functionality of the UI to convey information to a variety of audiences
Explore careers in UI design or interactive media

Enterprise information systems: Analysing data

Outcomes

A student:

applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-DAT-01
communicates ideas, processes and solutions using appropriate media CT5-COM-01
applies computational, design and systems thinking to the development of computing solutions CT5-THI-01
acquires, represents, analyses and visualises simple and structured data CT5-DAT-02

Related Life Skills outcomes: CTLS-COM-01, CTLS-DAT-01, CTLS-DAT-02, CTLS-DPM-01, CTLS-EVL-01, CTLS-THI-01

Content

Identifying and defining

Differentiate between data and information
Describe the purpose of analysing data
Describe inputs, storage, transmission, processes and outputs in data analysis
Specify the functional requirements of a data analysis, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a data analysis
Consider the social impacts and ethical and legal responsibilities in analysing data
Explore data analysis considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Explain simple compression of data and types of compression
Explore the applications of small and big datasets

Researching and planning

Describe how data analysis has evolved in response to people's needs and opportunities
Explore design principles and issues relevant to analysing data, including visualisation principles, data trails and ownership of data
Collect and interpret data adhering to privacy and cybersecurity principles
Represent and store data to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring data systematically
Model entities, events and their attributes using structured data
Model the relationships between entities and events using relational data
Compare the usability of data using a spreadsheet or database to analyse the same dataset
Investigate issues with the use of data, including cyber safety, security, privacy and ethics
Analyse data in both a flat-file and relational database using queries and reports
Explore how a classifier uses data analysis for machine learning
Define a real-world problem or question that can be solved by analysing data, including breaking it down into manageable parts and describing the users of the solution
Generate alternative designs and evaluate them against the requirements to select a preferred design

Producing and implementing

Develop a digital solution using a range of software to interpret and represent data to create information for a real-world scenario
Specify what data is collected, who owns it, and how it will be protected
Create interactive solutions for sharing information online with a visualisation library
Document the design and implementation of the solution in a project notebook
Use appropriate methods to collect, store, validate and verify qualitative and quantitative data, considering data integrity considering privacy and personally identifying information (PII)
Summarise data using formulas, functions and features of a spreadsheet, including complex formulas, aggregate functions and lookup functions
Filter, group and sort data using a spreadsheet, including using filters and sorting, using conditional formatting and grouping and aggregating data
Present data and make predictions and decisions using a spreadsheet, including creating a data dashboard or report in a spreadsheet, decision formulas and optimisation
Analyse data to make decisions and generate reports using a database
Load, insert and update data in a database
Generate a data visualisation to identify trends and outliers using a range of tools
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Evaluate sourced data processed using the 3Vs: volume, variety and velocity
Assess a developed solution based on calculations from datasets
Perform verification of datasets, calculations and outputs
Evaluate tools and processes used in the analysis of data for validation
Explore interests and careers in analysing data

Software development: Building mechatronic and automated systems

Outcomes

A student:

applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
manages, documents and explains individual and collaborative work practices CT5-COL-01
understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-OPL-01
applies computational, design and systems thinking to the development of computing solutions CT5-THI-01

Related Life Skills outcomes: CTLS-ALG-01, CTLS-COL-01, CTLS-DPM-01, CTLS-EVL-01, CTLS-THI-01

Content

Identifying and defining

Describe mechatronic systems
Investigate the development and impact of a mechatronic, robotic and/or automated system in a real-world application
Identify mechatronic and automated systems that operate through human or autonomous control
Describe inputs, storage, transmission, processes and outputs in mechatronic and automated systems
Specify the functional requirements of a mechatronic or automated system, including stating the purpose of a system, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a mechatronic or automated system
Consider the social impacts and ethical and legal responsibilities associated with mechatronic and automated systems
Explore mechatronic and automated systems considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability

Researching and planning

Describe how mechatronic and automated systems have evolved in response to people's needs and opportunities
Explore design principles and issues relevant to mechatronic and automated systems
Generate alternative designs and evaluate them against the requirements to select a preferred design
Select and justify control systems, components, microcontrollers and co-processors for a mechatronic or automated system
Select and justify sensors for a mechatronic or automated system
Select and justify actuators for a mechatronic or automated system
Select and justify end effectors/manipulators for a mechatronic or automated system
Investigate motion required for mechatronic and automated systems
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring code systematically
Represent algorithms using flowcharts and pseudocode
Design or modify existing algorithms for mechatronic or automated systems
Validate algorithms with desk checking

Producing and implementing

Investigate a real-world problem or need that can be solved by mechatronic and/or automated systems, including breaking it down into manageable parts and interviewing stakeholders to identify their needs
Evaluate existing solutions to the problem or related problems
Interpret and modify existing programs (code) for mechatronic and/or automated systems
Design and implement modular programs (code) with functions for mechatronic and/or automated systems
Plan and manage a project using an iterative approach
Build a mechatronic system using the preferred design and code in a general-purpose programming language
Apply selected algorithms and data structures for mechatronic or automated systems
Validate programs using test cases and debug a range of errors
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Develop and apply test criteria for components of a mechatronic and/or automated system
Validate algorithms and programs through tracing and test cases
Propose software and hardware modifications to increase the effectiveness of a mechatronic and/or automated system
Evaluate social, ethical and cybersecurity considerations of mechatronic and automated systems
Explore careers in mechatronic and automated systems design, production, installation or maintenance

Software development: Creating games and simulations

Outcomes

A student:

selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-SAF-01
applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
manages, documents and explains individual and collaborative work practices CT5-COL-01
understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
communicates ideas, processes and solutions using appropriate media CT5-COM-01
designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-OPL-01
applies computational, design and systems thinking to the development of computing solutions CT5-THI-01
designs and creates user interfaces and the user experience CT5-DES-01

Related Life Skills outcomes: CTLS-ALG-01, CTLS-COL-01, CTLS-COM-01, CTLS-DES-01, CTLS-DPM-01, CTLS-EVL-01, CTLS-SAF-01, CTLS-THI-01

Content

Identifying and defining

Explore how the changing needs of society have influenced the development of games and simulations, including the impact of simulations and games on a range of industries
Investigate the representation of logic when designing games and simulations, including sequences, branching and iteration, including logical and relational operators
Describe inputs, storage, transmission, processes and outputs in games and/or simulations
Specify the functional requirements of a game or simulation, including stating the purpose of a system, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of a game or simulation
Consider the social impacts and ethical and legal responsibilities in games or simulations
Explore games and simulations considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Describe the features of an object-oriented programming language

Researching and planning

Explore how predefined algorithms and artificial intelligence (AI) control computer components
Explore products that simulate the real world and how simulations are used to solve real-world problems
Explore how augmented reality (AR), mixed reality (MR) and virtual reality (VR) create immersive experiences
Explore how games and simulations address environmental, lifestyle, societal and economic challenges including cyber safety
Explore design principles and issues relevant to game design
Evaluate an existing game or simulation in terms of its mechanics, aesthetics and usability
Generate alternative designs and evaluate them against the requirements to select a preferred design
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, understanding data type limitations and structuring code systematically
Represent algorithms using flowcharts and pseudocode
Design and/or modify existing algorithms for games or simulations
Validate algorithms with desk checking

Producing and implementing

Use program-development support tools, including Input Process Output (IPO) charts/diagrams, decision trees, flowcharts and structured English/pseudocode, in the development of a game or simulation
Create and modify algorithms and code that use branching and iteration, and represent them diagrammatically and in English
Develop an efficient computer program by selecting appropriate data types and structures
Develop prototypes to communicate design ideas and features to potential end users
Implement an event loop in a game or simulation using event-driven programming
Simulate a 2D or 3D physical world using fixed time increments
Simulate a 2D environment by updating the state of a cell based on its neighbour
Develop appropriate supporting documentation in a program to ensure it is easy to read, understand and maintain
Modify existing programming code to observe the effects of changing variables
Modify existing code to observe changes in an array
Identify and correct types of errors, including syntax, logical and run-time
Select and use specialist terminology in context
Plan and manage a project to create a game and/or simulation using an iterative approach
Implement a game or simulation using the preferred design in a general-purpose or object-oriented programming language
Develop the UI and UX of a game, including using event-driven programming or an event loop to respond to user input
Implement common game features, including the game state
Interpret and modify existing programs (code) for games or simulations
Design and implement modular programs (code) with functions for games
Program selected algorithms and data structures for games or simulations
Validate programs using test cases and debug a range of errors
Interpret and extend or implement an object-oriented program (code)
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Validate algorithms and programs through tracing and test cases
Test and evaluate the functionality and performance of a simulation or game for specified requirements
Evaluate social, ethical and cybersecurity considerations of games and simulations
Explore careers in game and simulation design and development

Software development: Developing apps and web software

Outcomes

A student:

selects and applies safe, secure and responsible practices in the ethical use of data and computing technology CT5-SAF-01
applies iterative processes to define problems and plan, design, develop and evaluate computing solutions CT5-DPM-01
manages, documents and explains individual and collaborative work practices CT5-COL-01
understands how innovation, enterprise and automation have inspired the evolution of computing technology CT5-EVL-01
explains how data is stored, transmitted and secured in digital systems and how information is communicated in a range of contexts CT5-DAT-01
communicates ideas, processes and solutions using appropriate media CT5-COM-01
designs, produces and evaluates algorithms and implements them in a general-purpose and/or object-oriented programming language CT5-OPL-01
designs and creates user interfaces and the user experience CT5-DES-01

Related Life Skills outcomes: CTLS-ALG-01, CTLS-COL-01, CTLS-COM-01, CTLS-DAT-01, CTLS-DES-01, CTLS-DPM-01, CTLS-EVL-01, CTLS-SAF-01

Content

Identifying and defining

Explore the purpose and uses of apps and web-based tools
Explore how the changing needs of society have influenced the evolution of app and web development, including the impact of apps and web software on a range of industries
Explore inputs, storage, transmission, processes and outputs in apps or web-based tools
Identify, define and visually represent the function and purpose of elements and features of existing code
Specify the functional requirements of an app, including stating the purpose of a solution, describing use cases and developing test cases of inputs and expected outputs
Specify the non-functional requirements of an app
Consider the social impacts and ethical and legal responsibilities in software development
Explore app and web software considering the perspectives of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability

Researching and planning

Experiment with agile tools when developing projects
Describe how apps and web applications have evolved in response to people's needs and opportunities
Outline how app and web software address environmental, lifestyle, societal and economic challenges, including cyber safety
Explore design principles and issues relevant to apps
Generate alternative designs and evaluate them against the requirements to select a preferred design
Investigate data collection and interpretation adhering to privacy and cybersecurity principles, including specify what data is collected, who owns it, and how it will be protected
Represent data and code to facilitate computation, including selecting appropriate data types, structuring code systematically and understanding data type limitations
Identify and define the features of an object-oriented programming language
Represent algorithms using flowcharts and pseudocode
Design their own and modify existing algorithms for apps
Explore the use of sub-programs and code modules in programming code
Compare operators within existing programming code or HTML, including arithmetic, logical and relational operators
Explore the application of code modules that perform discrete functions
Validate algorithms with desk checking
Define a real-world problem or need that can be solved by an app, including breaking it down into manageable parts and interviewing stakeholders to identify their needs
Evaluate existing solutions to the problem or related problems
Plan and manage a project using an iterative approach

Producing and implementing

Produce and implement an app using the preferred design in a general-purpose or object-oriented programming language
Develop the user interface (UI) and user experience (UX) of an app, including using event-driven programming to respond to user input
Develop a web page or app that separates content and presentation using HTML and cascading style sheet (CSS)
Document the design and implementation of the solution in a project notebook
Interpret and modify existing programs (code) for apps
Design and implement modular programs (code) with functions for apps
Apply selected algorithms and data structures for apps
Validate programs using test cases and debug a range of errors
Describe the features of an object-oriented programming language
Interpret and extend or implement an object-oriented program (code)
Select and use specialist terminology in context
Create a record of project development demonstrating iterative design and evaluation

Testing and evaluating

Evaluate their own project and that of their peers using predetermined functional and non-functional requirements
Evaluate whether solutions meet social, ethical and legal responsibilities and cybersecurity principles
Use selected data to check an algorithm and programming code by testing
Validate algorithms and programs through tracing and test cases
Relate social, ethical and cybersecurity considerations of a software project
Explore careers in software development

Life Skills for Stages 4/5

Life Skills table of outcomes

Focus area	Life Skills for Stages 4/5
Enterprise information systems: Modelling networks and social connections	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-DAT-02 recognises that data can be represented in different forms
Enterprise information systems: Designing for user experience	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DAT-02 recognises that data can be represented in different forms CTLS-DES-01 collaborates to develop user interfaces and user experiences
Enterprise information systems: Analysing data	CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DAT-02 recognises that data can be represented in different forms
Software development: Building mechatronic and automated systems	CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-ALG-01 develops simple algorithms CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking
Software development: Creating games and simulations	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-COM-01 communicates ideas, processes or solutions CTLS-ALG-01 develops simple algorithms CTLS-THI-01 participates in planning computing projects using computational, design and systems thinking CTLS-DES-01 collaborates to develop user interfaces and user experiences
Software development: Developing apps and web software	CTLS-SAF-01 uses computing technologies and data safely and responsibly CTLS-DPM-01 recognises the processes used to design and produce computing solutions CTLS-COL-01 demonstrates skills to manage computing projects using collaborative work practices CTLS-EVL-01 explores the evolution and innovations in computing technology CTLS-DAT-01 uses data in everyday contexts CTLS-COM-01 communicates ideas, processes or solutions CTLS-ALG-01 develops simple algorithms CTLS-DES-01 collaborates to develop user interfaces and user experiences

Life Skills outcomes and content for Stage 4/5

Outcomes

A student:

uses computing technologies and data safely and responsibly CTLS-SAF-01
recognises the processes used to design and produce computing solutions CTLS-DPM-01
demonstrates skills to manage computing projects using collaborative work practices CTLS-COL-01
explores the evolution and innovations in computing technology CTLS-EVL-01
uses data in everyday contexts CTLS-DAT-01
recognises that data can be represented in different forms CTLS-DAT-02

Related Stage 4/5 outcomes: CT5-COL-01, CT5-DAT-01, CT5-DAT-02, CT5-DPM-01, CT5-EVL-01, CT5-SAF-01

Content

Identifying and defining

Recognise the key components of a real-world network
Recognise a familiar social network
Develop network maps for familiar social networks
Explore the concept of connectedness through familiar social networks
Identify the interactions of a network that are created using the theory of connectedness
Explore how computer technology is used to promote interactions between various networks
Identify the connections made by networks
Respond to social and ethical issues related to computer technology

Researching and planning

Independently or collaboratively participate in producing a digital, physical or biological network map
Collaboratively plan ways to investigate a user’s interactions with digital tools and technologies
Research the evolution and innovation of interactive sharing solutions
Use computer technology to record interactions
Explore how everyday devices connect, interact and exchange data
Explore the social ramifications of virtual connections through online networks

Producing and implementing

Use a scaffold to manage time and resources when developing a digital resource
Design and produce an online sociogram based on networks of people, including genealogy and friendship groups
Design a navigational map of different global or local networks
Participate in creating a digital game or program using software to engage a specific audience
Write an algorithm to engage an identified audience in a simulated web application, program or online game environment
Recognise the impact a program or product has had on the intended user
Monitor the performance of a network in terms of bandwidth, speed, connectedness, compatibility and reliability

Testing and evaluating

Use feedback to evaluate the product
Use a scaffold or checklist to evaluate their design and development skills
Reflect on how people’s changing needs have shaped computer technology
Independently or collaboratively evaluate a network map or sociogram, including accuracy, efficiency, reliability, clarity
Communicate outcomes of an evaluation
Explore careers in connecting people and systems

Enterprise information systems: Designing for user experience

Outcomes

A student:

uses computing technologies and data safely and responsibly CTLS-SAF-01
recognises the processes used to design and produce computing solutions CTLS-DPM-01
demonstrates skills to manage computing projects using collaborative work practices CTLS-COL-01
uses data in everyday contexts CTLS-DAT-01
communicates ideas, processes or solutions CTLS-COM-01
participates in planning computing projects using computational, design and systems thinking CTLS-THI-01
recognises that data can be represented in different forms CTLS-DAT-02
collaborates to develop user interfaces and user experiences CTLS-DES-01

Related Stage 4/5 outcomes: CT5-COL-01, CT5-COM-01, CT5-DAT-01, CT5-DAT-02, CT5-DES-01, CT5-DPM-01, CT5-SAF-01, CT5-THI-01

Content

Identifying and defining

Identify key terminology used in the design of the user experience (UX)
Identify elements of UX design in interactive media to engage the user
Identify elements of UX in computer technology
Explore how users interact with input and output devices and software features
Recognise the various functional elements in interactive media
Explore the UX of a computer program or product and identify its features
Compare and contrast the evolution and innovation of user interfaces (UI) and UX over time
Explore the differences of a device or computer program and how a user interacts with them
Compare a variety of UI and how they interact with the user
Explore UX design from the perspective of diverse groups, including Aboriginal and Torres Strait Islander Peoples, culturally and linguistically diverse people, people of different ages and gender, and people with disability
Demonstrate safe practices when using interactive media
Explore UI and UX roles in the workplace

Researching and planning

Collaboratively plan a UX project
Explore UX features and functions
Explore the function and purpose of a range of interfaces of computer technology
Explore how people’s changing needs and wants have shaped computer technology
Communicate how a user might be affected by the change in a UI or program design
Develop an online questionnaire for an identified audience to investigate a user's interactions with computer technology
Investigate an existing program or product and determine its impact on an intended audience
Explore the appropriateness of a program’s properties
Design a fictional user, including attributes and characteristics
Investigate responsive web design and its importance on the user's overall experience
Communicate design ideas for a UX project, using digital tools and technologies as appropriate
Use appropriate software to present ideas
Explore UX roles in the workplace

Producing and implementing

Use a scaffold to manage resources and time to complete a UX project
Use elements of UX design such as position, colour and text size to develop a web application, program or product that communicates information to targeted users
Use UX skills to produce a program or product
Create a web application using elements of information architecture
Collaboratively develop a project or complete a task using set criteria

Testing and evaluating

Independently or collaboratively participate in testing a digital solution on their identified target audience
Communicate the outcomes of testing

Enterprise information systems: Analysing data

Outcomes

A student:

recognises the processes used to design and produce computing solutions CTLS-DPM-01
explores the evolution and innovations in computing technology CTLS-EVL-01
uses data in everyday contexts CTLS-DAT-01
communicates ideas, processes or solutions CTLS-COM-01
participates in planning computing projects using computational, design and systems thinking CTLS-THI-01
recognises that data can be represented in different forms CTLS-DAT-02

Related Stage 4/5 outcomes: CT5-COM-01, CT5-DAT-01, CT5-DAT-02, CT5-DPM-01, CT5-EVL-01, CT5-THI-01

Content

Identifying and defining

Identify common everyday uses of data and of analysing data
Identify various types of data and their uses
Explore differences between data and information
Explore small and big datasets
Identify methods of data collection and recording
Explore challenges in the collection of data
Compare the usefulness of different methods of data collection

Researching and planning

Explore the uses for data analysis
Collaboratively plan the collection of data for a particular purpose
Recognise that data is sensitive and needs to be stored securely
Explore security of data and its collection
Demonstrate ways to keep data safe
Recognise how programs process data
Engage with different data-analysis tools
Demonstrate how different data is displayed using digital tools
Participate in composing questions for an online questionnaire or survey
Collect various datasets using an online questionnaire or survey for visual analysis
Use formulas in a spreadsheet to analyse datasets
Explore and describe datasets in displayed graphs, tables or charts
Communicate how data can be used in everyday situations
Collaboratively plan the collection of data for a particular purpose

Producing and implementing

Use a scaffold to manage resources and time to complete a data project
Participate in the collection of data
Collect data and communicate the results
Interpret the collected data and find patterns that may affect a user’s interaction with a program or product
Use collected data from an online questionnaire or spreadsheet to develop a graph, chart or table using appropriate digital tools and technologies
Select the most appropriate software or hardware to display data
Create a display for data collected
Identify data patterns using spreadsheets related to real-world scenarios
Highlight patterns and relationships between sets of data and information
Produce a flat-file database using database software related to real-world scenarios
Collect data and present it using appropriate software
Communicate the importance of data security

Testing and evaluating

Share ideas about data as a useful tool for completing tasks
Independently or collaboratively develop a set of criteria to test displayed models of data using different scenarios
Independently or collaboratively test a designed database using a set of criteria, ensuring that data is displayed correctly and for the intended purpose
Communicate the outcomes of testing
Explore careers that involve analysing data

Software development: Building mechatronic and automated systems

Outcomes

A student:

recognises the processes used to design and produce computing solutions CTLS-DPM-01
demonstrates skills to manage computing projects using collaborative work practices CTLS-COL-01
explores the evolution and innovations in computing technology CTLS-EVL-01
develops simple algorithms CTLS-ALG-01
participates in planning computing projects using computational, design and systems thinking CTLS-THI-01

Related Stage 4/5 outcomes: CT5-COL-01, CT5-DPM-01, CT5-EVL-01, CT5-OPL-01, CT5-THI-01

Content

Identifying and defining

Identify a range of mechatronic systems
Identify various sensors, actuators and effectors/manipulators used within mechatronic systems
Recognise mechatronic systems that have solved existing problems
Use a real-life scenario with an identified problem and outline possible solutions using available mechatronic and/or automated systems
Compare mechatronic systems in terms of human or automated control
Describe the impact of mechatronic systems and their application on the environment and society
Identify how data can be used and collected from various mechatronic systems
Explore the ethical considerations for a person’s right to privacy when using global positioning system (GPS) trackers

Researching and planning

Use a scaffold to plan and manage projects individually and/or collaboratively
Identify key components in mechatronic systems
Recognise that a combination of simple machines is found within all mechatronic systems
Describe the ways in which a mechatronic system uses inputs and outputs to sense its environment
Explore ethical considerations of the everyday use of mechatronic and/or automated systems
Engage in programming a mechatronic system to complete a task
Discuss future innovations of mechatronic and/or automated systems
Participate in researching various jobs and skills associated with mechatronic systems

Producing and implementing

Use simple machines to create a mechatronic system that performs a basic function
Design a machine using Computer Aided Design (CAD) software to solve an everyday problem
Modify existing programs (code) for mechatronic systems
Test and assess the effectiveness of designs using a scaffold
Develop solutions to identified issues

Testing and evaluating

Independently or collaboratively evaluate how a designed solution can address a defined problem
Identify issues encountered when testing solutions
Recognise ethical considerations that a design could have on society and/or the environment

Software development: Creating games and simulations

Outcomes

A student:

uses computing technologies and data safely and responsibly CTLS-SAF-01
recognises the processes used to design and produce computing solutions CTLS-DPM-01
demonstrates skills to manage computing projects using collaborative work practices CTLS-COL-01
explores the evolution and innovations in computing technology CTLS-EVL-01
communicates ideas, processes or solutions CTLS-COM-01
develops simple algorithms CTLS-ALG-01
participates in planning computing projects using computational, design and systems thinking CTLS-THI-01
collaborates to develop user interfaces and user experiences CTLS-DES-01

Related Stage 4/5 outcomes: CT5-COL-01, CT5-COM-01, CT5-DES-01, CT5-DPM-01, CT5-EVL-01, CT5-OPL-01, CT5-SAF-01, CT5-THI-01

Content

Identifying and defining

Explore different types of games
Identify games and/or simulations they are familiar with
Explore how games and simulations are used in society
Identify the main types of simulation
Represent and/or follow a sequence of steps and decisions (algorithm) to solve a problem
Recognise that games and simulations are designed using Boolean (logic) operators
Explore how sequences, branching and iteration are used to represent Boolean (logic) operators in a game or simulation
Explore inputs, storage, transmission, processes and outputs in games
Identify features of user interfaces (UI) and user experiences (UX) for a particular game or simulation
Explore gaming styles, including their inputs and outputs
Explore the UX of a popular computer game using an algorithm involving a sequence of steps, branching and/or iteration
Explore how games and/or simulations support the way people learn, train, interact or communicate
Identify the safety risks when accessing or developing an online simulated environment and demonstrates how to mitigate them
Explore a role that involves developing games and simulations in the workplace

Researching and planning

Use a scaffold to plan and manage projects individually and/or collaboratively
Explore how games and simulations have changed over time
Outline how a game or simulation addresses an environmental, lifestyle or societal challenge
Discuss social and ethical issues related to games and simulations
Explore ways UI and UX in simulated environments meet the needs of the end user
Demonstrate ways people can increase safety when engaging with games and simulations
Individually or collaboratively use agile tools to prototype a game or simulation
Develop design specifications for a game or simulation
Recognise the role of hardware and software in creating simulated environments and the use of security protocols during use/play
Develop an algorithm that simulates a procedural, environmental or situational environment

Producing and implementing

Use a scaffold to manage time and resources when developing a game or simulation
Identify and use input process output (IPO), decision trees, or ‘and/or’ and ‘if/then/else’ statements when developing games or simulations
Design and develop physical/virtual prototypes to communicate ideas and features to potential end users
Participate in creating a game or simulation using software to engage a specific audience
Design a UI for a simulation that provides changeable variables based on user preferences
Create an accessible simulated environment based on the UX
Develop an algorithm to engage an identified audience in a game or simulation
Identify and correct errors within an algorithm, including syntax, Boolean and run time errors
Simulate an environment for a programmable robot to explore using a selection of algorithms
Participate in producing a simulated environment that solves an identified problem
Simulate a 2D or 3D environment that responds to user interaction
Design a 3D simulated environment that solves an environmental, societal or individual problem using 3D modelling software

Testing and evaluating

Independently or collaboratively evaluate how designed solutions address the defined problem
Independently or collaboratively evaluate the accuracy and realness of the simulations produced
Explore the ethical and social implications of the games and/or simulations they produce
Test the functionality of a game or simulation for specified requirements
Communicate outcomes of an evaluation

Software development: Developing apps and web software

Outcomes

A student:

uses computing technologies and data safely and responsibly CTLS-SAF-01
recognises the processes used to design and produce computing solutions CTLS-DPM-01
demonstrates skills to manage computing projects using collaborative work practices CTLS-COL-01
explores the evolution and innovations in computing technology CTLS-EVL-01
uses data in everyday contexts CTLS-DAT-01
communicates ideas, processes or solutions CTLS-COM-01
develops simple algorithms CTLS-ALG-01
collaborates to develop user interfaces and user experiences CTLS-DES-01

Related Stage 4/5 outcomes: CT5-COL-01, CT5-COM-01, CT5-DAT-01, CT5-DES-01, CT5-DPM-01, CT5-EVL-01, CT5-OPL-01, CT5-SAF-01

Content

Identifying and defining

Identify apps and web software that are used in everyday life
Recognise key app and web software elements and functions
Describe various features of user experience (UX)
Label specific controls in a user interface (UI)
Respond appropriately to security concerns around the use and storage of personal data on websites, apps and web software, including acceptance of permissions
Identify the security protocols on existing websites, apps and/or web software
Explore how sequences, branching and iteration are used to represent logic in an app or in web development environments
Explore common app and web software programming languages
Explore roles associated with app and web software development in the workplace
Explore industries that have embedded the use and promotion of apps and web software

Researching and planning

Use a scaffold to plan and manage projects individually and/or collaboratively
Participate in developing a timeline of app and web software innovations based on user/industry adoption
Recognise how the changing needs of society have influenced the development and use of apps and web software
Identify the ethical and social impacts of apps and web software
Recognise safety and security considerations when developing apps and web software
Explore app and web software interface layout, including interactivity and functional elements
Identify a user’s preferences, needs and wants when accessing/using an app or web software
Compare features of UI and UX on apps and web software
Explore responsive app and web design and its significance for UX
Participate in developing design specifications for an app or web software project
Use agile tools when planning, designing and developing projects
Explore how the use of graphic user interface (GUI) display areas within apps and web software increase the UX

Producing and implementing

Use a scaffold to manage time and resources when developing an app or web software
Identify and use input process output (IPO), decision trees, or ‘and/or’, ‘if/then/else’ statements when developing app or web software programs or games/simulations
Design and develop physical/web-based prototypes to communicate ideas and features to potential end users
Participate in modifying existing code in app or web software applications and observe the variable changes in the output
Design and produce an app or web interface based on the preferences of an identified end user
Use properties to change the variables of objects within a program or application
Identify and correct errors within an existing algorithm or code, including syntax, Boolean and run time errors
Design GUI display areas based on developed apps or web software
Develop accessible information/help tags, panels and popovers to improve the overall UX and accessibility of functions of an app or web software
Design an app or web software program that meets password length and requirements

Testing and evaluating

Independently or collaboratively develop a set of criteria to test app or web software using different scenarios
Reflect on how app or web software use and interactions have changed
Test and assess the effectiveness of app and web software designs using a set of agreed criteria
Test the functionality of a developed app or web software program based on the elements of UX and UI
Identify issues encountered when testing solutions
Test data to check an algorithm and programming code
Recognise the ethical and cybersecurity considerations of app and web software designs

Computing Technology 7–10 (2022)

Overview

Syllabus overview

Organisation of Computing Technology 7–10

Life Skills outcomes and content

Protocols for collaborating with Aboriginal and Torres Strait Islander Communities

Creating written texts supports learning

Balance of content

Course description

Courses

Focus of learning

What students learn

Course requirements

100-hour and 200-hour elective course requirements

Safety and risk management

100-hour elective course requirements

200-hour elective course requirements

Life Skills – 100-hour and 200-hour elective courses

Course enrolment details

Computing Technology – 200-hour elective

Computing Technology – 100-hour elective

Computing Technology Life Skills – 200-hour elective

Computing Technology Life Skills – 100-hour elective

RoSA information

Rationale

Aim

Table of outcomes

Secondary (7–10)

Outcomes and content for Stage 4

Enterprise information systems: Modelling networks and social connections

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Enterprise information systems: Designing for user experience

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Enterprise information systems: Analysing data

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Software development: Building mechatronic and automated systems

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Software development: Creating games and simulations

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Software development: Developing apps and web software

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Outcomes and content for Stage 5

Enterprise information systems: Modelling networks and social connections

Outcomes

Content

Identifying and defining

Researching and planning

Producing and implementing

Testing and evaluating

Enterprise information systems: Designing for user experience