---
title: Enterprise Computing 11–12
subjects:
- Enterprise Computing
- Technological and Applied Studies
year_levels:
- Year 11
- Year 12
official_source_url: https://curriculum.nsw.edu.au/learning-areas/tas/enterprise-computing-11-12-2022/overview
official_published_at: 2022
official_updated_at: 2022
---
# Enterprise Computing 11–12 (2022)
## Overview
### Syllabus overview
The *Enterprise Computing 11–12* *Syllabus* aligns with the [Computing Technology Life Skills 11–12 Syllabus](https://curriculum.nsw.edu.au/learning-areas/tas/computing-technology-life-skills-11-12-2022/overview) to provide opportunities for integrated delivery.
Through [collaborative curriculum planning](https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/collaborative-curriculum-planning), it may be decided that [Life Skills outcomes and content](https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Diversity-in-learning/stage-6-special-education/life-skills) are the most appropriate option for some students with intellectual disability.
#### Organisation of Enterprise Computing 11–12
The Year 11 course provides students with the opportunity to develop and apply an understanding of enterprise computing systems in the safe and secure usage and storage of data. This is done by manipulating tools and resources while being aware of their social, ethical and legal implications.
The Year 12 course provides students with the opportunity to extend their knowledge and understanding of enterprise computing systems. This will then be applied to the development of a major enterprise project using project management skills.
Figure 1 shows the organisation of Enterprise Computing 11–12.
[FIGURE]
*Figure 1: The organisation of content for Enterprise Computing 11–12 Syllabus*
*Image long description:* This is a diagram outlining the organisation of content for the Enterprise Computing 11–12 Syllabus. Content is listed in boxes. Interactive media and the user experience, Networking systems and social computing, and Principles of cybersecurity fall under Year 11 on the left. Data science, Data visualisation, Intelligent systems and Enterprise project fall under Year 12 on the right. In the middle is Learning through project work, with lines coming from this box and encircling the content. Surrounding all content of the diagram is a line which is joined at the bottom by a box labelled, Skills. This demonstrates that Skills is being both developed and used in all focus areas.
#### 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.
### Course description
Enterprise Computing 11–12 provides students the opportunity to develop an understanding of the function and purpose of digital tools and processes, and the importance of data in enterprise information systems. Students develop an understanding of how computing technologies can be harnessed to provide effective user interaction and efficient access to information that supports commercial, industrial, social and environmental initiatives.
#### What students learn
Through the study of Enterprise Computing 11–12, students learn to:
- evaluate how data is safely and securely collected, stored, manipulated and used when developing enterprise computing systems
- explain the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment
- apply tools and resources to design, develop and evaluate enterprise computing systems.
#### Course structure and requirements
##### Year 11 course structure and requirements
**Year 11 course (120 hours)**
| **Year 11 focus areas** | **Indicative hours** |
| --- | --- |
| Interactive Media and the User Experience | 40 |
| Networking Systems and Social Computing | 40 |
| Principles of Cybersecurity | 40 |
##### Year 12 course structure and requirements
**Year 12 course (120 hours)**
| **Year 12 focus areas** | **Indicative hours** |
| --- | --- |
| Data Science | 30 |
| Data Visualisation | 30 |
| Intelligent Systems | 30 |
| Enterprise Project | 30 |
##### Safety and risk management
Schools are required to ensure they follow [safety and risk management](https://curriculum.nsw.edu.au/use-the-curriculum/planning-supporting-student-learning/compliance-safety) in delivering the *Enterprise Computing 11*–*12 Syllabus.*
#### Enterprise Computing course specifications
[Enterprise Computing Course Specifications](https://curriculum.nsw.edu.au/file/01e8fca3-59d7-4c5e-900b-1db5d36e4198/enterprise-computing-11-12-higher-school-certificate-course-specifications.pdf) are an integral part of the course content for Year 11 and Year 12 and indicate the depth of study required for some concepts in the *Enterprise Computing 11*–*12 Syllabus*. The *Enterprise Computing 11*–*12 Syllabus* must be applied in conjunction with the Enterprise Computing Course Specifications.
#### Course enrolment details
##### Enterprise Computing Year 11
- Course number: 11175
- Course hours: 120
- Course units: 2
- Enrolment type: Elective
- Endorsement type: Board developed
**Exclusions**
- Computing Technology Life Skills (Year 11, 2 units): 16623
- Technology Life Skills (Year 11, 2 units): 16686\*
\*Where Computing Technology is undertaken within the course.
**Prerequisites**
- Nil
**Corequisites**
- Nil
##### Enterprise Computing Year 12
- Course number: 15175
- Course hours: 120
- Course units: 2
- Enrolment type: Elective
- Endorsement type: Board developed
**Exclusions**
- Computing Technology Life Skills (Year 12, 2 units): 16623
- Technology Life Skills (Year 12, 2 units): 16686\*
\*Where Computing Technology is undertaken within the course.
**Prerequisites**
- Enterprise Computing (Year 11, 2 units): 11175
**Corequisites**
- Nil
#### HSC information
Information about [curriculum requirements](https://curriculum.nsw.edu.au/ace-rules/ace5/curriculum-requirements) for the HSC are available on [Assessment Certification Examination (ACE)](https://curriculum.nsw.edu.au/ace-rules).
## Rationale
The study of *Enterprise Computing 11–12* enables students to develop an understanding of the function and purpose of digital tools and processes, and the importance of data in enterprise information systems. This allows students to effectively use and manage digital tools and technologies in commercial and other settings.
Students are encouraged to develop an entrepreneurial mindset by working collaboratively, growing specialised communication skills, and applying system, design and computational thinking skills. The knowledge and skills developed in this course ensure students can contribute to a world increasingly reliant on the manipulation and use of digital systems.
Students develop an understanding of how computing technologies can be harnessed to provide effective user interaction and efficient access to information that supports commercial, industrial, social and environmental initiatives. Students perform project work and apply their knowledge and skills in: interactive media and the user experience, networking systems and social connections, principles of cybersecurity, data science, data visualisations, and intelligent systems. Students use their acquired knowledge and skills to develop an enterprise project. Project work encourages students to collaborate on problems and develop team and communication skills that are highly valued in the industry.
Enterprise Computing encourages the understanding of the implications of responsible and ethical application of digital systems, and the application of appropriate standards in the development of solutions. Students learn about the technologies that support enterprise-based information systems. As they develop digital solutions, students investigate social and safety issues relating to cyber safety, cybersecurity and digital footprints. They engage with technologies that improve access to, and participation in, computing technologies across a range of enterprises.
## Aim
The aim of Enterprise Computing is to develop each student’s capacity to:
- think creatively, devise solutions and communicate information to a range of audiences using a variety of computing resources
- apply computing technologies and systems thinking to data analysis
- solve (or improve) enterprise challenges, such as those relating to social, commercial or industrial issues.
## Table of outcomes
| **Year 11** | **Year 12** |
| --- | --- |
| **EC-11-01**
describes how systems are used in a range of enterprises | **EC-12-01**
explains how systems meet the needs of a range of enterprises |
| **EC-11-02**
describes the function of data and information within enterprise computing systems | **EC-12-02**
explains the function of data and information within enterprise computing systems |
| **EC-11-03**
describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems | **EC-12-03**
explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems |
| **EC-11-04**
describes how data is used in enterprise computing systems | **EC-12-04**
explains how data is used in enterprise computing systems |
| **EC-11-05**
applies tools and resources to analyse datasets | **EC-12-05**
applies tools and resources to analyse complex datasets |
| **EC-11-06**
explains how innovative technologies have influenced enterprise computing systems | **EC-12-06**
analyses how innovative technologies have influenced enterprise computing systems |
| **EC-11-07**
explores the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment | **EC-12-07**
explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment |
| **EC-11-08**
selects and uses tools and resources to design and develop an enterprise computing system | **EC-12-08**
justifies the selection and use of tools and resources to design and develop an enterprise computing system |
| **EC-11-09**
documents the management and evaluates the development of an enterprise solution | **EC-12-09**
selects and applies methods to record the management and evaluate the development of an enterprise computing system |
| **EC-11-10**
investigates the effectiveness of an enterprise computing system | **EC-12-10**
evaluates the effectiveness of an enterprise computing system |
| **EC-11-11**
communicates an enterprise computing solution to an intended audience | **EC-12-11**
communicates an enterprise computing solution to a specific audience |
## Outcomes and content for Year 11
### Interactive media and the user experience
#### Outcomes
A student:
- describes how systems are used in a range of enterprises **EC-11-01**
- describes the function of data and information within enterprise computing systems **EC-11-02**
- describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-11-03**
- describes how data is used in enterprise computing systems **EC-11-04**
- applies tools and resources to analyse datasets **EC-11-05**
- explains how innovative technologies have influenced enterprise computing systems **EC-11-06**
- explores the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-11-07**
- selects and uses tools and resources to design and develop an enterprise computing system **EC-11-08**
- documents the management and evaluates the development of an enterprise solution **EC-11-09**
- investigates the effectiveness of an enterprise computing system **EC-11-10**
- communicates an enterprise computing solution to an intended audience **EC-11-11**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-06, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Ubiquity of interactive media
- Investigate how interactive media and the [user experience (UX)](https://curriculum.nsw.edu.au/resources/glossary/user-experience-ux) is used to communicate [information](https://curriculum.nsw.edu.au/resources/glossary/information) to an audience
- Investigate social, ethical and legal issues when developing and implementing [interactive media systems](https://curriculum.nsw.edu.au/resources/glossary/interactive-media-systems)
- Research the evolution of interactive media
> **Including:**
> - prevalence of blogs, online video and digital radio
> - privacy issues and the use of intellectual property, including Indigenous Cultural and Intellectual Property (ICIP)
- Describe the contribution of interactive media systems to a range of [enterprises](https://curriculum.nsw.edu.au/resources/glossary/enterprise)
> **Including:**
> - how simulation, gamification and augmented reality (AR) support online training and learning
> - how streaming services, gaming and virtual reality (VR) improve access to entertainment
> - how specialist apps support delivery tracking, advertising and communication
- [Evaluate](https://curriculum.nsw.edu.au/resources/glossary/evaluate) the performance requirements of [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) for specific interactive media [projects](https://curriculum.nsw.edu.au/resources/glossary/project)
- Explain how interactive media systems can support creative processes
> **Including:**
> - sandbox gaming
> - social media
> - digital creative commons
- Examine how human behaviour may be influenced by interactive media, including opportunities for people with [disability](https://curriculum.nsw.edu.au/resources/glossary/disability) to explore and participate in their environment
- Investigate how digital marketing techniques influence consumer behaviour
> **Including:**
> - guided choice (nudging)
> - default settings, including cookies
> - autofill
> - pop-ups promoting online shopping
- Evaluate social media applications that encourage human connections
> **Including:**
> - crowdsourcing through a social media app
> - learning via massive online open courses (MOOCs)
> - gaming platforms that encourage massive multiplayer online games (MMOGs)
- Explore how interactive media platforms support the creation of digital identities
> **Including:**
> - personal e-profiles
> - identifier versus identity
> - profiling and auto-profiling
> - privacy settings
##### Capture, store and integrate data
- Select and use appropriate file formats for a defined purpose
- Use software to develop elements of interactive media in a project
- Use hardware and software to digitise [assets](https://curriculum.nsw.edu.au/resources/glossary/assets) for use in interactive media systems, including [lossy](https://curriculum.nsw.edu.au/resources/glossary/lossy-compression) and [lossless data compression](https://curriculum.nsw.edu.au/resources/glossary/lossless-compression)
- Explain how the [user interface (UI)](https://curriculum.nsw.edu.au/resources/glossary/user-interface-ui) impacts on the user experience (UX)
- Apply design tools and techniques to develop an engaging UI
##### Create interactive media systems
- Apply [design thinking](https://curriculum.nsw.edu.au/resources/glossary/design-thinking) to develop a front-end, web-based interactive media system incorporating UX and UI principles
- Develop and publish an interactive work of [data](https://curriculum.nsw.edu.au/resources/glossary/data) journalism
- Select an appropriate [project management](https://curriculum.nsw.edu.au/resources/glossary/project-management) approach to develop an interactive media-based solution
- Apply features of user interaction and UX within web-based systems
> **Including:**
> - communication processes via social media
> - search, sort and selection processes via online retail services
> - online gaming platforms
### Networking systems and social computing
#### Outcomes
A student:
- describes how systems are used in a range of enterprises **EC-11-01**
- describes the function of data and information within enterprise computing systems **EC-11-02**
- describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-11-03**
- describes how data is used in enterprise computing systems **EC-11-04**
- applies tools and resources to analyse datasets **EC-11-05**
- explains how innovative technologies have influenced enterprise computing systems **EC-11-06**
- explores the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-11-07**
- selects and uses tools and resources to design and develop an enterprise computing system **EC-11-08**
- documents the management and evaluates the development of an enterprise solution **EC-11-09**
- investigates the effectiveness of an enterprise computing system **EC-11-10**
- communicates an enterprise computing solution to an intended audience **EC-11-11**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-06, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Introduction to human-centric computing
- Investigate the effects of disruptive technology on everyday computing
> **Including:**
> - effects on the individual
> - innovations in infrastructure, hardware and software
> - trends and technology buzzwords
- Investigate the application of graph and network theory in the design of [social networks](https://curriculum.nsw.edu.au/resources/glossary/social-network)
- Describe how web applications and dedicated [apps](https://curriculum.nsw.edu.au/resources/glossary/app) for mobile devices influence the success of social networking
- Investigate how the development of [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) and software has influenced the adoption of the [Internet of Things (IoT)](https://curriculum.nsw.edu.au/resources/glossary/internet-of-things-iot) and the [Internet of Me (IoMe)](https://curriculum.nsw.edu.au/resources/glossary/internet-of-me-iome)
> **Including:**
> - impact on the individual
> - impact on enterprise, including edge computing
> - hardware infrastructure
> - software protocols
> - data backup
> - regulation, compliance and cybersecurity
- Outline the business and individual cultural characteristics that contribute to the success of start-ups
##### Storage and workflow in enterprise networks
- Investigate how the developments in network connectivity and speed have influenced work practices within an enterprise
> **Including:**
> - remote working opportunities
> - file sharing
> - task delegation and monitoring
- Examine the benefits and limitations of digital [workflows](https://curriculum.nsw.edu.au/resources/glossary/workflow) operating in an [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise)
- Investigate [data](https://curriculum.nsw.edu.au/resources/glossary/data) storage requirements for an enterprise
> **Including:**
> - capacity
> - accessibility
> - location
> - security
- Explore [cloud computing](https://curriculum.nsw.edu.au/resources/glossary/cloud-computing) services
> **Including:**
> - Infrastructure as a Service (IaaS)
> - Software as a Service (SaaS)
> - Platform as a Service (PaaS)
- Compare different types of cloud-based data storage in terms of access and services
> **Including:**
> - public cloud
> - private cloud
> - hybrid cloud
> - non-cloud on premises
##### Network architecture and infrastructure
- Describe key components of an organisation’s information technology infrastructure
> **Including:**
> - networking, including servers, storage and end-point devices
> - on-premises computing
> - cloud computing
- Describe how [transmission media](https://curriculum.nsw.edu.au/resources/glossary/transmission-media) is used in networks
- Explain factors that interfere with the transmission of data across a computer and social network
> **Including:**
> - distance
> - topography
> - physical barriers
> - environmental barriers
- Investigate ways to improve data flow within a system, considering proximity and modes of connectivity
> **Including:**
> - size, location and power of antennae when using satellite and microwave
> - traffic filtering
> - flow scheduling and traffic monitoring on telecommunications, including wireless broadband for mobile devices (3G→), Bluetooth and wi-fi
- Investigate the application of graph theory and network theory in the design of optimised computer networks
> **Including:**
> - adjacency
> - centrality
> - connectedness
> - weighted graphs
- Explore device interoperability within an Internet of Things (IoT) based enterprise network, including supervisory control and data acquisition (SCADA)
- Investigate communication [protocols](https://curriculum.nsw.edu.au/resources/glossary/protocols) between devices in an Internet of Things (IoT) network
- Explore the benefits of interfacing machine learning (ML) with IoT
> **Including:**
> - data-driven optimisation to enable predictive maintenance and logistics in manufacturing
> - data acquired from medical imaging to improve accuracy of diagnosis
> - improving traffic control through ML and sensors
> - automating soil moisture data collection to manage farm irrigation
- Investigate security measures used to control access to networks
> **Including:**
> - password systems
> - biometric measures
> - CAPTCHA
> - trusted Platform Module (TPM)
> - automatic software updates
- Examine data security for an intelligent home network
> **Including:**
> - access levels, including universal plug and play (UPnP)
> - passwords and firewalls
> - port management on routers and switches
> - wi-fi device positioning
> - virtual private networks (VPNs) and hidden networks
> - backup and disaster recovery
##### Creating a network
- Design and model a network of interconnected devices for a specific purpose
- Apply appropriate [project management](https://curriculum.nsw.edu.au/resources/glossary/project-management) tools to develop a [project](https://curriculum.nsw.edu.au/resources/glossary/project)
- Configure devices within a network
> **Including:**
> - naming the device
> - updating the device
> - configuring security protocols
> - connecting to the internet
- Implement procedures and security protocols considering [cybersecurity](https://curriculum.nsw.edu.au/resources/glossary/cybersecurity)
- Explore opportunities for optimising network performance
> **Including:**
> - improving bandwidth
> - updating drivers and firmware
- [Evaluate](https://curriculum.nsw.edu.au/resources/glossary/evaluate) the role of hardware and software related to the transmission of data
> **Including:**
> - unsecured data
> - encrypted data
> - infrastructure
### Principles of cybersecurity
#### Outcomes
A student:
- describes how systems are used in a range of enterprises **EC-11-01**
- describes how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-11-03**
- describes how data is used in enterprise computing systems **EC-11-04**
- explains how innovative technologies have influenced enterprise computing systems **EC-11-06**
- explores the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-11-07**
- documents the management and evaluates the development of an enterprise solution **EC-11-09**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11
#### Content
##### Understanding privacy and security
- Explain privacy, trust and freedom of [information](https://curriculum.nsw.edu.au/resources/glossary/information) with respect to people, systems and [data](https://curriculum.nsw.edu.au/resources/glossary/data)
- Describe privacy and security principles associated with access, storage and permissions used by [enterprises](https://curriculum.nsw.edu.au/resources/glossary/enterprise) to collect and interpret data
- Investigate how an individual can contribute to maintaining the privacy of their own data
- Explore security vulnerabilities of [social networking](https://curriculum.nsw.edu.au/resources/glossary/social-network) to both an individual and an enterprise
> **Including:**
> - account access
> - account behaviour
> - hosting platform security
> - identity theft
> - phishing
> - evil twins
- Describe the attributes of a [cybersecurity](https://curriculum.nsw.edu.au/resources/glossary/cybersecurity) breach
> **Including:**
> - confidentiality of information
> - integrity of information
> - availability of information
> - privacy implications
- Investigate vulnerabilities exploited by the [threat actor](https://curriculum.nsw.edu.au/resources/glossary/threat-actor) involved in a breach, such as the impact on various elements
> **Including:**
> - data
> - people
> - processes
> - technology
##### Security awareness
- Investigate cybercrime threats to an enterprise
> **Including:**
> - hacking
> - phishing, including smishing
> - scamming
> - bots and botnets
> - employee action causing a vulnerability
- Research [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) and software strategies used to protect data
> **Including:**
> - isolation
> - physical security
> - biometrics
> - password protection, encryption and permissions
> - multi-factor authentication
> - back up and disaster recovery
> - firewalls
> - antivirus and anti-malware
- Investigate cyber risk management
> **Including:**
> - implementing a cybersecurity strategy with ongoing training
> - identifying and managing vulnerabilities
> - assessing the impact of a breach
> - controlling damage and loss
- Assess cyber risk by implementing risk-management strategies using a risk matrix
> **Including:**
> - internal and external vulnerabilities
> - threat landscape
> - impact of exposure
> - likelihood of exploitation
##### Cyber law and ethics
- Explain impacts of cybersecurity breaches on the individual, organisation and society
> **Including:**
> - financial loss
> - reputational damage
> - operational disruptions
> - legal and regulatory ramifications
- Identify laws and legislation associated with cybersecurity
- Explore current and emerging cybercrime threats to an enterprise
## Outcomes and content for Year 12
### Data science
#### Outcomes
A student:
- explains how systems meet the needs of a range of enterprises **EC-12-01**
- explains the function of data and information within enterprise computing systems **EC-12-02**
- explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-12-03**
- explains how data is used in enterprise computing systems **EC-12-04**
- applies tools and resources to analyse complex datasets **EC-12-05**
- analyses how innovative technologies have influenced enterprise computing systems **EC-12-06**
- explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-12-07**
- justifies the selection and use of tools and resources to design and develop an enterprise computing system **EC-12-08**
- evaluates the effectiveness of an enterprise computing system **EC-12-10**
- communicates an enterprise computing solution to a specific audience **EC-12-11**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-06, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Collecting, storing and analysing data
- Explore the difference between quantitative and qualitative [data](https://curriculum.nsw.edu.au/resources/glossary/data)
- Determine which [data types](https://curriculum.nsw.edu.au/resources/glossary/data-types) are used to represent quantitative and qualitative data
- Explore nominal, ordinal, interval and ratio levels of measurement applied to data
- Investigate [data sampling](https://curriculum.nsw.edu.au/resources/glossary/data-sampling), including manual and computerised methods of active and passive data collection
- Assess the relevance, accuracy, validity and reliability of primary and secondary data
- Investigate how [informatics](https://curriculum.nsw.edu.au/resources/glossary/informatics) supports the development of a deeper understanding of data
- Interpret and present data using graphs, infographics, dashboards, reports, network diagrams and maps
- Investigate [structured](https://curriculum.nsw.edu.au/resources/glossary/structured-data) and unstructured [datasets](https://curriculum.nsw.edu.au/resources/glossary/dataset2)
- Explore the use of likes, emoticons and memes as forms of alternative data as sources of feedback
- Examine the impact of errors, uncertainty and limitations in data
> **Including:**
> - data sources
> - raw data versus processed data
> - data bias
- Explain how [blockchain](https://curriculum.nsw.edu.au/resources/glossary/blockchain) technology is used to manage and verify data
> **Including:**
> - online voting
> - online identities
> - tracking items of value
> - recordkeeping
- Examine software features that affect the privacy and security of data
> **Including:**
> - autofill
> - public or private connections
> - checkbox
> - terms of agreement
- Explore the use of [big data](https://curriculum.nsw.edu.au/resources/glossary/big-data) and data warehousing, considering volume, variety and velocity
- Explore the risks and benefits of data mining
- Analyse the impact of data scale
> **Including:**
> - volume of raw data
> - storage
> - real-time and continuous streaming
> - opportunities for machine learning (ML)
> - changes in human behaviour
> - ethical implications, including digital footprints
- [Evaluate](https://curriculum.nsw.edu.au/resources/glossary/evaluate) the effectiveness of different methods for data storage
> **Including:**
> - local storage
> - cloud storage
> - portable storage media
> - data warehouses
##### Data quality
- Investigate the ethical use of data for social or [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise) research purposes
- Explore social, ethical and legal issues associated with using data
> **Including:**
> - bias
> - accuracy of the collected data
> - metadata
> - copyright and acknowledgement of source data
> - intellectual property and respect for ownership, including Indigenous Cultural and Intellectual Property (ICIP)
> - permissions, rights and privacy of individuals, including cultural responsibility
> - security
- Investigate the legal issues surrounding data collection and handling
> **Including:**
> - legislation
> - authorities responsible for data protection
> - data sovereignty of Aboriginal and Torres Strait Islander Peoples
- Investigate the influence of curated and communicated data on social behaviour
> **Including:**
> - data literacy
> - timeframes
> - signals impacting on behaviour
> - data swamps
> - educating users
##### Processing and presenting data
- Summarise data using a spreadsheet
- Collate [information](https://curriculum.nsw.edu.au/resources/glossary/information) using spreadsheet analysis features, including charts, statistical analysis and what-if modelling
- Filter, group and sort data in a spreadsheet to process and display information
> **Including:**
> - linking multiple sheets to extract data and create summaries
> - applying conditional formatting
> - making data comparisons
> - designing forms and reports
- Apply spreadsheet analysis features to develop a data dashboard
> **Including:**
> - graphs
> - pivot tables and slicers
- Develop a flat-file [database](https://curriculum.nsw.edu.au/resources/glossary/database)
- Apply [computational thinking](https://curriculum.nsw.edu.au/resources/glossary/computational-thinking) to design a relational database with appropriate user views
> **Including:**
> - develop a data dictionary
> - linking tables via key fields
> - sort and search data, including using structured query language (SQL)
> - using forms and reports
- Explore how machine learning and statistical modelling are used in data analytics to analyse big data, and as a prediction tool
### Data visualisation
#### Outcomes
A student:
- explains how systems meet the needs of a range of enterprises **EC-12-01**
- explains the function of data and information within enterprise computing systems **EC-12-02**
- explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-12-03**
- explains how data is used in enterprise computing systems **EC-12-04**
- applies tools and resources to analyse complex datasets **EC-12-05**
- analyses how innovative technologies have influenced enterprise computing systems **EC-12-06**
- explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-12-07**
- justifies the selection and use of tools and resources to design and develop an enterprise computing system **EC-12-08**
- evaluates the effectiveness of an enterprise computing system **EC-12-10**
- communicates an enterprise computing solution to a specific audience **EC-12-11**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-06, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Using data to tell a story
- Explain the purposes of [data](https://curriculum.nsw.edu.au/resources/glossary/data) [visualisation](https://curriculum.nsw.edu.au/resources/glossary/visualisation)
> **Including:**
> - simplifying understanding
> - telling a story
> - highlighting significant results
- Describe how features of software contribute to a better understanding of [datasets](https://curriculum.nsw.edu.au/resources/glossary/dataset2) through data visualisation, including spreadsheets, creative design [applications](https://curriculum.nsw.edu.au/resources/glossary/app) and combining applications to track trends and forecast
- Identify patterns in data by interpreting and comparing datasets for an [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise), social or ethical issue to highlight trends and for predictive data analytics
- Investigate the impact of the evolution of [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) and software on the field of data analytics
> **Including:**
> - processing power
> - storage/memory
> - communication media
- Describe online analytical processing (OLAP)
- Assess data integrity in the development of a data visualisation
> **Including:**
> - ownership
> - source
> - validation
> - risk
- Explain the impact of enterprise data warehousing on data visualisation
> **Including:**
> - analysis and use of historical data trends and patterns
> - correlation with current data
> - data refinement/optimisation
- Explain how [big data](https://curriculum.nsw.edu.au/resources/glossary/big-data) affects the design and development of data visualisation
> **Including:**
> - scope of visible information
> - types and depth of insight provided by the data
- [Evaluate](https://curriculum.nsw.edu.au/resources/glossary/evaluate) bias in data collection, storage and analysis when developing visualisations
> **Including:**
> - accuracy
> - audience
> - data source
> - unconscious bias
##### Interpreting data visualisations
- Evaluate the effectiveness of software tools used to develop data visualisations
> **Including:**
> - spreadsheets used to develop dashboards
> - presentation software used to present data analysis
> - business analytics services, including ‘as a service’ products
> - custom software solutions
- Interrogate data from a data visualisation
> **Including:**
> - interpreting what you see
> - aggregation
> - filtering
> - the effect of outliers
> - reasoning
##### Designing for user experience
- Use graphic design tools to assist in the graphic development of a data visualisation
- Explain how [user experience (UX)](https://curriculum.nsw.edu.au/resources/glossary/user-experience-ux) influences the development of effective data visualisations
> **Including:**
> - relevance to the audience
> - audience interpretation
> - customisation
> - live analysis
- Develop and implement criteria for evaluating the effectiveness of user experiences
- Investigate the impact of emerging hardware and software technologies on [user interface (UI)](https://curriculum.nsw.edu.au/resources/glossary/user-interface-ui) and UX design and development
##### Creating data visualisations
- Research, source, organise and store data appropriate for a data visualisation
- Design and develop a data visualisation for a specific scenario to represent trends, patterns and relationships, and illustrate predictive analysis incorporating big data
- Investigate and implement methods to maintain data security
> **Including:**
> - cybersecurity
> - data backup
### Intelligent systems
#### Outcomes
A student:
- explains how systems meet the needs of a range of enterprises **EC-12-01**
- explains the function of data and information within enterprise computing systems **EC-12-02**
- explains and evaluates how data is safely and securely collected, stored and manipulated when developing enterprise computing systems **EC-12-03**
- explains how data is used in enterprise computing systems **EC-12-04**
- applies tools and resources to analyse complex datasets **EC-12-05**
- analyses how innovative technologies have influenced enterprise computing systems **EC-12-06**
- explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-12-07**
- justifies the selection and use of tools and resources to design and develop an enterprise computing system **EC-12-08**
- evaluates the effectiveness of an enterprise computing system **EC-12-10**
- communicates an enterprise computing solution to a specific audience **EC-12-11**
**Related Life Skills outcomes:** CT-LS-01, CT-LS-02, CT-LS-03, CT-LS-04, CT-LS-05, CT-LS-06, CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Systems and their applications
- Investigate applications of decision support systems
- Describe categories of decision-making within decision support systems
> **Including:**
> - an infinite set of instructions where judgement may be required (unstructured)
> - use of a specified set of finite instructions (semi-structured)
> - automated decisions (structured)
- Investigate common applications of expert systems
> **Including:**
> - diagnosis
> - monitoring
> - process control
> - scheduling and planning
- Describe key features of an expert system
> **Including:**
> - knowledge base
> - inference engine, including forward chaining and backward chaining
> - user interface (UI)
- Research factors that have allowed expert systems to advance from rule-based systems to integrate probability
> **Including:**
> - processing power
> - data availability and access
> - hardware costs
> - neural networks
> - webometrics
- Describe how people’s changing needs have shaped the proliferation of expert systems
> **Including:**
> - the Internet of Things (IoT)
> - Internet of Me (IoMe)
> - Industry 4.0
- Describe the operation of simplistic and complex intelligent agents used by search engines, including predictive search strings and the use of voice assistants to initiate interaction
- Compare techniques used by different inference engines
> **Including:**
> - truth maintenance
> - hypothetical reasoning
> - heuristic knowledge and fuzzy logic
> - ontology classification
- Investigate the [hardware](https://curriculum.nsw.edu.au/resources/glossary/hardware) used in an [intelligent system](https://curriculum.nsw.edu.au/resources/glossary/intelligent-system)
> **Including:**
> - biometrics
> - haptics
> - touch and gesture
> - virtual and augmented reality (VR/AR)
> - voice and sound
> - microcontrollers
> - sensors, actuators and motors
- Explore how [computational thinking](https://curriculum.nsw.edu.au/resources/glossary/computational-thinking) can be integrated into the design and development of an intelligent system
> **Including:**
> - decomposition
> - pattern recognition
> - abstraction
> - algorithms
- Communicate the logical processes performed by an intelligent system by using flowcharts, [data](https://curriculum.nsw.edu.au/resources/glossary/data) flow diagrams and infographics
- Investigate the disruptive effects of intelligent systems
> **Including:**
> - multitasking versus digital distraction
> - working differently to complete the same task
> - automation of enterprise and manufacturing processes
> - impact of artificial intelligence (AI) on employment
- Investigate social and ethical issues to be considered when developing, implementing and using intelligent systems
- Investigate current and emerging technologies associated with intelligent systems, including [AI](https://curriculum.nsw.edu.au/resources/glossary/artificial-intelligence-ai)
- Explain how intelligent systems combine innovative techniques and technologies to meet the needs of enterprise
##### Data and intelligent systems
- Investigate the infrastructure requirements for an intelligent network in an [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise) with devices linked through an [Internet of Things (IoT)](https://curriculum.nsw.edu.au/resources/glossary/internet-of-things-iot)
> **Including:**
> - networks with servers, local and cloud storage, and end-point devices
> - communication links that enable the efficient control and flow of data
- Explore collection, type, storage, processing, application and transmission of relevant and surplus data in an intelligent IoT network
- Investigate the application of simulation, data modelling and the automation of systems in a range of enterprises
> **Including:**
> - education and training
> - business analytics
> - high-risk applications
- Explain the role of intelligent systems in surveillance
> **Including:**
> - closed circuit television (CCTV)
> - biometric scanning
> - customer loyalty schemes
> - fraud prevention
> - sniffing
> - trolling
- Explain how AI supports efficiency in an IoT network
##### Creating intelligent systems
- Develop a set of rules and facts that could be used within an expert system to draw conclusions
- Apply certainty factors to construct a decision tree for a proposed expert system
- Verify the sources of data used in a decision support system
- Use a flowchart to develop a knowledge base of IF-THEN rules to be used by an expert system
- Design and model an [automated](https://curriculum.nsw.edu.au/resources/glossary/automate) smart system using a range of inputs and outputs
- Implement automated processing using software
- Assess the output [produced](https://curriculum.nsw.edu.au/resources/glossary/producing) by a decision support system, including graphing to detail the success of decisions, and comparing the proposed versus the actual outputs
- Explain how expert systems contribute to the efficiency of intelligent systems
> **Including:**
> - supercomputers
> - digital assistants
> - autonomous vehicles
> - streaming services
### Enterprise project
#### Outcomes
A student:
- analyses how innovative technologies have influenced enterprise computing systems **EC-12-06**
- explains the social, ethical and legal implications of the application of enterprise computing systems on the individual, society and the environment **EC-12-07**
- justifies the selection and use of tools and resources to design and develop an enterprise computing system **EC-12-08**
- selects and applies methods to record the management and evaluate the development of an enterprise computing system **EC-12-09**
- evaluates the effectiveness of an enterprise computing system **EC-12-10**
- communicates an enterprise computing solution to a specific audience **EC-12-11**
**Related Life Skills outcomes:** CT-LS-07, CT-LS-08, CT-LS-09, CT-LS-10, CT-LS-11, CT-LS-12, CT-LS-13
#### Content
##### Identifying and defining
- Describe the tools and processes used to manage and document the development of an [enterprise system](https://curriculum.nsw.edu.au/resources/glossary/enterprise-system)
> **Including:**
> - problem definition
> - time and resource management, including Gantt charts
> - an iterative approach
> - production process and technical skills
> - testing and evaluation
- Explain the effect of the changing nature of [enterprise](https://curriculum.nsw.edu.au/resources/glossary/enterprise) on the development of [projects](https://curriculum.nsw.edu.au/resources/glossary/project)
> **Including:**
> - offshore development
> - working remotely
> - freelance work
> - enabling the growth of start-ups
##### Researching and planning
- Investigate tools that support the design and development of an enterprise system
> **Including:**
> - online collaboration
> - time/task action plans
> - process diary, including ongoing evaluation
> - budget
> - system flowcharts
> - data flow diagrams
> - decision trees
- Describe how computational, design and [systems thinking](https://curriculum.nsw.edu.au/resources/glossary/systems-thinking) skills are used in the design and development of an enterprise system
- Select key collaborating and managing criteria appropriate to the development of an enterprise project
> **Including:**
> - designing for ease of operation and maintenance
> - clarifying each of the relevant informatics within the new system
> - outlining the role of the participants, data and components used in the system
> - negotiating user/client needs and wants
> - working collaboratively
##### Producing and implementing
- Apply tools to inform the requirements and limitations of an enterprise system
> **Including:**
> - interviews
> - surveys
> - analytical reports
> - prototypes
> - presentations of research results
- Explore and apply the most suitable development approach to develop, modify and implement an enterprise system
> **Including:**
> - waterfall (structured)
> - agile
> - prototyping
> - end-user
> - outsourcing
- Develop an implementation plan and test its feasibility for an enterprise computing system
> **Including:**
> - design thinking
> - thinking and design tools, including storyboards, Gantt chart, decision tree
> - risk analysis
> - hardware and software integration
> - training
> - preferred system implementation method
> - methodology for testing the system
##### Testing and evaluating
- Verify and validate an [enterprise computing](https://curriculum.nsw.edu.au/resources/glossary/enterprise-computing) system
> **Including:**
> - evaluating test data
> - trialling the operation and maintenance documentation
> - reviewing the impact of system implementation within relevant environments
> - modifying designs to improve functionality
> - testing, evaluating and maintaining the developed enterprise computing system