Information Technology Subject Outline for teaching in...

Information Technology2017 Subject OutlineStage 2

Published by the SACE Board of South Australia,60 Greenhill Road, Wayville, South Australia 5034Copyright © SACE Board of South Australia 2010First published 2010Reissued for 2011 (published online October 2010,printed January 2011), 2012, 2013, 2014, 2015, 2016, 2017ISBN 978 1 74102 655 9 (online Microsoft Word version)ref: A544761

This subject outline is accredited for teaching at Stage 1 from 2010 and at Stage 2 from 2011

CONTENTSIntroduction.........................................................................Error! Bookmark not defined.

Subject Description.........................................................................................................1Capabilities.....................................................................Error! Bookmark not defined.Literacy in Information Technology.................................Error! Bookmark not defined.Numeracy in Information Technology.............................Error! Bookmark not defined.

Stage 2 Information Technology.....................................................................................3

Learning Scope and Requirements..................................................................................50Learning Requirements................................................................................................50Content.........................................................................................................................50

Assessment Scope and Requirements............................................................................82Evidence of Learning....................................................................................................82Assessment Design Criteria.........................................................................................82School Assessment......................................................................................................84External Assessment....................................................................................................85Performance Standards................................................................................................85Assessment Integrity....................................................................................................89

Support Materials.............................................................................................................90Subject-specific Advice.................................................................................................90Advice on Ethical Study and Research.........................................................................90

SUBJECT DESCRIPTIONInformation Technology is a 20-credit subject at Stage 2.

Information technology is a dynamic area characterised by frequent change. The use of information technology systems has changed how tasks and jobs are undertaken, creating new opportunities in many aspects of people’s lives. By studying Information Technology, students have the opportunity to develop the knowledge, skills, and attitudes required to be active, informed, and self-reliant members of society who are able to both initiate and manage change.

The study of information technology systems allows students to critically analyse the limitations and consequences of present technologies and to consider the implications of potential technologies. Students develop the ability to critically analyse and reflect on issues related to the increased use of and dependence on computer-based systems in society, and the ethics associated with these issues. They gain an understanding of the potential of information technology to support what people do today and what they will do in the future.

Students learn how a computer-based system comprises people, software, and hardware, and how to apply their knowledge and skills to a range of methods to collect and process data, and transmit and produce information.

In the study of Information Technology, students actively engage in developing their own systems, and interact with and analyse others, using the following three processes: evaluating designing making.

EvaluatingBy evaluating, students develop their knowledge and understanding of the roles and procedures in, and concepts of, information technology systems. Students develop the ability to understand, analyse, critically respond to, and evaluate systems and related issues. They analyse the impacts and consequences of the use of information technology systems.

Students use design tools to evaluate their own progress in the cyclic process of developing and reviewing a system. They critically evaluate the system against problem specifications.

DesigningStudents learn how to use their imagination and creativity to design a solution to an information technology problem. Students learn a variety of strategies for meeting identified needs. They validate information technology outcomes against design requirements. They develop an awareness of the opportunities provided, and the constraints placed upon them, by the consideration of identified requirements. They learn to draw on a wide range of thinking and creative skills to generate, synthesise, and realise ideas. They use a variety of techniques to communicate their thinking and design proposals.

Information Technology 2017 Subject Outline — Stage 1 and Stage 2 1

MakingStudents explore a range of information technology skills and techniques to create a system that can be tested and evaluated. Students develop and apply specialised skills and techniques in the use of software to achieve standards in their designed systems that approach those of the community and industry. They plan and manage processes in ways that result in the development of high-quality systems. They have regard for, and show social responsibility in, the use and ownership of data. When students make systems, they see their knowledge and skills in action, and test their ideas and thinking against reality.

In consultation with their teachers, students choose information technology topics and tasks that interest and engage them. Teachers ensure that students have access to the knowledge necessary for them to critically analyse information technology issues and topics. Students work with a variety of sources of information (e.g. the Internet and written, visual, and audio sources) to research, analyse, and create information technology applications.

The ability to develop a software system that produces information is what characterises a student of information technology systems, compared with a person who uses information technology as a tool. Students have the opportunity to critically evaluate the requirements of a system, create a system, and evaluate whether or not the results produced meet system needs.

Students develop an understanding of computer-based systems and the systems’ role in supporting efficient and effective use of technology. They learn how computers work, how people use computers to communicate, and how to develop software solutions that meet the needs of individuals, organisations, and communities. Students discuss issues involving information technology in society, both for systems developers and users.

By developing sensitivity to trends and issues in information technology, teachers support students to learn about their own culture(s) and those of others, and the effect of information technology systems on individual and group identities.

Systems Development Life CycleThe study of Information Technology involves the development of computer-based systems to solve problems. A systems development life cycle is a problem-solving approach that students can use when creating computer-based solutions. The stages are rarely linear, and many students find it useful to view systems development as more than a simple step-by-step process. The systems development life cycle consists of the following stages: problem definition, analysis, design, development and validation, and evaluation. Problem definition explains the problem and outlines the intended outcomes of the

system. Analysis is the identification of the data that needs to be stored and the data processing

required. Design is a process of developing a plan for the information system, using appropriate

tools and concepts. Development and validation involve building, testing, and checking the trial system. Evaluation is the appraisal of the performance of the system against the problem

specificati

Information Technology 2017 Subject Outline — Stage 1 and Stage 2 2

LEARNING SCOPE AND REQUIREMENTS

LEARNING REQUIREMENTSThe learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning in Stage 2 Information Technology.

In this subject, students are expected to:1. use appropriate communication methods and tools to explain information technology

concepts, including how data is represented and transferred in computer-based systems

2. apply skills and concepts with computer application software to manipulate and process data to produce outcomes involving complex processes

3. apply the systems development life cycle and other information technology knowledge, skills, and problem-solving techniques to create and document user-friendly, reliable, and accurate systems in response to identified problems

4. critically analyse the responsibilities of the developer of systems5. critically analyse and discuss ethical use of current and potential computer-based

systems/technologies and their social impact on individuals and society.

CONTENTStage 2 Information Technology is a 20-credit subject that consists of two core topics and five option topics. Students study both core topics and two of the option topics.

Core Topics Topic 1: Information Systems Topic 2: Computer and Communication Systems

Option Topics Topic 1: Relational Databases Topic 2: Application Programming

The topics generally have a practical basis and emphasise the development of skills and understanding in evaluating, designing, and making systems. Each topic contains key questions and concepts related to the topic focus, design and development processes, and issues of social responsibility.

Students individually choose a problem and the outcomes that their proposed solution is intended to achieve. Depending on the type of system developed, there will be a different emphasis on each stage of the systems development life cycle.

50 Stage 2 Information Technology 2017

Core Topic 1: Information SystemsThe information required of a computer-based application drives the development of interactive and dynamic computer-based information systems, and is central to the study of Stage 2 Information Technology.

Students develop an understanding of an information system by considering how the elements interact and impact on society. The application of knowledge and concepts helps the developer to build a system that meets the needs of the user.

FocusThis section enhances students’ capabilities for communication, citizenship, and learning. They develop an understanding of information systems and their role by considering the following key questions and concepts:

Key Questions and Concepts Considerations for Developing Teaching and Learning Strategies

What is the purpose of an information system? A system has elements that combine to

process inputs in a way that achieves desired outputs.

Students discuss how individuals, organisations, and communities use information systems in many ways and combinations.

Students investigate how a well-organised information system benefits people and helps them to find responses to their requests. This helps to build community pride and establish long-term ties with satisfied users. Confusion and other problems that result from poorly organised information are avoided.

What examples are there of common information systems?

Students look at, for example, information systems that can output the: cost, time, and venue of a concert cost of renting a car prices of flights cost of a motel room.

What does an information system involve? Information systems involve gathering,

inputting, validating, processing, storing, retrieving, outputting, communicating, and disposing of data.

Students identify these steps in the information systems they examine.


DesignThis section enhances the students’ capabilities for communication and learning. They develop an understanding of the way in which computer-based information systems can be represented by considering the following key question and concepts:

Key Question and Concepts Considerations for Developing Teaching and Learning Strategies

How is a computer-based information system described? A computer-based information system may be

described in terms of its– aim: general purpose or function– outputs: specific information produced by

the system– elements: entities that make up the

system, such as people, procedures, software, hardware, and data

– constraints and resulting problems: factors that limit the scope of the information system

– feedback mechanism: responses from the information system are used to confirm or make changes to input or processing activities.

Students investigate and describe computer-based information systems, using these terms.

Stage 2 Information Technology 2017 53

Social ResponsibilityThis section enhances students’ capabilities for communication, learning, and work. It may offer scope for consideration of personal development, especially in future directions. Students develop an understanding of the social impact of computer-based information systems by critically evaluating and responding to related issues. They consider the following key questions and concepts:


What is the impact of computer-based information systems on society? Effectiveness, efficiency, and reliability are

relative terms– effectiveness is about whether all

outcomes are successfully achieved– efficiency is about how well desired

outcomes are achieved, by using minimum resources

– reliability is about whether desired outcomes are consistently achieved over time.

Students consider the impacts and consequences of using computer-based information systems, particularly in rural and remote communities and Indigenous communities.

Students learn and apply the terms effectiveness, efficiency, and reliability.

What are the issues for managing the elements of a computer-based information system?

Students investigate the security, protection, backup, and recovery of data, privacy, ownership, and social and cultural practices and values that relate to the collection and storage of data.

Students consider copyright and other intellectual property rights and discuss the human element of computer-based information systems.

What careers are there in the information technology industry?

The development, maintenance, and use of computer-based solutions or software offer a range of career paths for students to investigate, including database developer/administrator, software engineer, systems analyst, technician, and network administrator.


Core Topic 2: Computer and Communication SystemsComputer and communication systems are essential because of the way in which software and hardware process data into information and then transfer this data/information to other locations.

Students develop an understanding of computer and communication systems concepts that underpin computer devices and how these concepts apply to networks.

FocusThis section enhances students’ capabilities for communication and learning. They develop an understanding of computer and communication systems by considering the following key questions and concepts:


What is the role of data in a computer and communication system? A computer is an electronic machine that

operates under the control of instructions located in its own memory.

These instructions are also data. A computer can accept data, manipulate the

data according to specified rules, and produce, communicate, and store the results for further reference.

During a process, such as comparing two numbers, parts of a computer perform specific functions with data; the parts include the CPU, the ALU, RAM, ROM, and registers.

Students examine examples of embedded processors (i.e. chip-based technology) that are not immediately recognisable as computer-based communication systems.

What is the relationship between hardware, software, and the transfer of data in computer and communication systems?

Students investigate: how a computer system processes and stores

data how the system communicates with the user how data is transferred across networks the limitations of the computer system and

network in software development.

Students develop skills that enable them to troubleshoot errors and problems that can occur.

What are the key concepts and terminology of computer and communication systems?

Students come to appreciate and use accurate computer terminology that helps the developer of an information system to communicate requirements.


DesignThis section enhances students’ capabilities for learning and personal development. They develop an understanding of networks and their importance in the global use of technology by considering the following key questions and concepts:


How can a network be described? Key terminology includes LAN, WAN, nodes,

peer-to-peer and client–server, transmission media, and address.

Students investigate networked computers and other equipment that uses communication channels to share data, information, hardware, and software.

Students classify a network and its components.

Students learn the roles servers can play in a network.

How can a network be managed? Key terms include network operating system,

access rights and privileges, firewall, and proxy server.

Students learn how a network operating system controls and coordinates the activities on a network.

Students consider management and security of programs, files, devices, and users (workgroups), including monitoring, filtering, and external access.

Students consider external access to networks and the roles firewalls play in network security.

How can a user access the services of the Internet? Key terms include Internet service provider

(ISP), point of presence (POP), backbone, email, FTP, forums, messenger, newsgroups, World Wide Web, intranet, and virtual private network (VPN).

Students learn how to access the Internet and investigate the nature of services a user can access on the Internet.

Students investigate internal networks, using web technology.

How is data organised for transferral over a network? Models of layered protocol architecture can be

used to describe the movement of data in a network medium.

A protocol determines the nature of data packets, including– the construction of the packet– the type of error checking to be used– the data compression method, if any– how the sending device will indicate that it

has finished sending a message– how the receiving device will indicate that

it has received a message. Protocols can include FTP, SMTP, POP3, and

TCP/IP.

Students investigate protocols with particular reference to TCP/IP.

Students use models of layered protocol architecture, such as the TCP/IP model, to discuss movement of data in a network.

What are the key aspects of transmitting data over a network?

Students describe data transmission, using the terms medium, channel, bandwidth, and routed



Bandwidth and speed of transmission. File types and file transmission. Security.

path.

Students describe file type and size, and forms of file compression.

Students describe methods of data encryption, and private and public keys.


Social ResponsibilityThis section enhances students’ capabilities for communication, citizenship, and work. They develop an understanding of communication networks and technology, and their impact on society, by critically evaluating and responding to related issues. Students consider the following key questions and concepts:


What is the impact of network technology on society? New technologies include telephony, voice-

over-IP (VoIP), videoconference, groupware, global positioning systems (GPS), and collaborative and social software.

Students investigate examples of how network technology has changed the way in which individuals, organisations, and communities communicate and conduct business. Examples include Internet banking, shopping, stock trading, virtual learning, remote access, and community meetings.

Students discuss the potential of using new technologies to conduct business and deliver education.

What are the issues for managing and using networks?

Students discover the importance, and means, of implementing security, protection, and privacy measures, and how to be culturally sensitive.

What are the ethical considerations for using network technology?

Students discuss issues such as spam, flaming, phishing, downloading, and uploading, and a range of issues related to forums, chat rooms, and instant messaging.


Option Topic 1: Relational DatabasesA database allows large amounts of data to be stored in an organised way. Data can be interrogated to obtain information that can be used to help decision-making processes.

Students develop an understanding of database principles by constructing a relational database that stores data efficiently, minimises file size, reduces unnecessary data entry, and has a user-friendly design for forms, reports, and the finished layout. Students use the problem-solving approach of the systems development life cycle to build a system.

FocusThis section enhances students’ capabilities for communication, work, and learning. They investigate how database management systems are used by individuals, organisations, and communities. Students consider the following key question and concepts:


What are relational database systems used for? Students investigate information systems where relational databases are used for information and decision-making. For example: tomorrow’s appointments in a hairdressing

salon for an individual hairdresser the venues a band has played at this year the rooms booked for next weekend in a motel the DVDs available for rental the positions of sports teams on a ladder how often a movie will be screened in a

cinema complex how many staff will be needed at different

times in a video store on which flights special deals will be offered

and how many seats will be released how successful an advertising strategy is,

based on total sales generated.


DesignThis section enhances students’ capabilities for learning and personal development. Students develop an understanding of how data is stored and defined in a relational database, and by applying knowledge and skills, propose a design. They consider the following key questions and concepts:


How is data stored in a database management system? Data is grouped into tables (normalisation)

and stored in records and fields.

Students investigate data to identify tables, records, and fields.

Normalisation principles are– there is a need to minimise the duplication

of data– a primary key consists of one or more

fields that uniquely identify a record in a table

– non-key fields are dependent on the key– non-key fields are not dependent on

another field (except a key).

How are tables related? Tables can be referred to as source,

transaction, or reference/lookup. The links between tables are identified as

one-to-one, one-to-many, or many-to-many. A primary key needs to be identified and

justified from other fields in the table so that two tables can be related.

Tables are linked by joining the primary key from the table on the one-side to the appropriate field, which is called the foreign key, on the many-side.

The solving of a many-to-many relationship can be achieved by adding a transaction/junction table.

A composite key can be applied in the transaction table to prevent a double transaction.

Students learn to apply normalisation principles, including identifying different entities in order to design tables and relationships.

Students use table properties and relationships in constructing and evaluating database models.

How is data defined? Data is defined according to a data dictionary

that includes field names, types of data, sizes, key(s), required values, and the appropriate validation rules and text messages, default values, formats, and input masks. These ensure integrity within a table.

Students learn about different types of data and use a data dictionary to plan the structure and properties of fields and tables.

Students construct table relationships and use diagrams to illustrate the type of relationship between the tables.

Students make a master query.


DevelopmentThis section enhances students’ capabilities for communication, work, and learning. They explore the way in which data can be manipulated and create a relational database by applying knowledge, skills, and problem-solving techniques. Students consider the following key questions and concepts:


How is data entered, manipulated, and presented? Data entry can be achieved by, among other

methods, pop-up or lookup lists, with sorted data. A lookup list may include data from more than one table.

Outputs are information that is produced by using criteria (one or more) and Boolean operators.

Outputs can be made dynamic by the use of functions in criteria (e.g. today’s date) and input entered via a dialog box and/or by selecting a value from a list.

Calculated fields are new fields created by using existing field(s) and operand(s) or function(s).

Statistical information can be obtained in a query and/or report by grouping and using sum, count, min, max, or average.

Students investigate data-entry processes to learn user-friendly ways of entering and receiving data that also check for accuracy.

Students use a form/subform layout (portal).

Students learn how to make queries to achieve outputs, using one or more criteria, including user-entered data and Boolean operators.

Students implement different outputs to achieve outcomes.

Students make both statistical queries and reports that include grouping and sorting. Reports include summary and grand summary statistics.

How can outputs be validated and the system evaluated? A validation plan identifies values that are

used to test the number of records in each output.

Students substantiate records by following a validation plan.

Students review and evaluate a database model for effectiveness and efficiency.

What is user-friendliness? User-friendliness includes features such as

– the size of the form when opened– changes to the layout or arrangement of

the existing interface when another form is opened or closed

– a form-based selection list to open a data-entry screen for the selection

– scroll bars, non-standard navigation buttons, control tip text, status bar text, user-friendly error messages, and online help.

Students investigate how a relational database is accessed through a menu and its related code (coding/macros). This is enhanced by setting properties of forms and controls.

In developing their own database systems, students consider user-friendliness.


Social ResponsibilityThis section enhances students’ capabilities for citizenship and work. They develop an understanding of their social responsibility in using and developing relational databases, and the impact of databases on society, by critically evaluating and responding to related issues. Students consider the following key questions and concepts:


What are the responsibilities of a database developer? Recommended practices and conventions

include– retaining versions of the file and complying

with effective backup procedures so that the file can be recovered in case of errors in design, data deletion, corruption, or virus infection

– using antivirus software to protect development files.

Students investigate and apply recommended practices and conventions.

What should be considered in the implementation of a database?

Students investigate issues such as storage, backup, privacy, accuracy and security of data, social and cultural practices and values, and ethics of use.

What is the impact of databases on society? Students investigate and discuss how the use of databases has: changed practices, procedures, and decision-

making processes enhanced the speed at which information can

be produced and distributed increased as people become aware of their

potential for (among other uses) economic, community, educational, marketing, and research purposes.


Option Topic 2: Application ProgrammingProgramming involves instructing a computer to solve a problem in a logical way with the help of a programming language. An application program is a computer program that performs a specific role.

Students develop an understanding of programming by constructing an application program that accepts input from, and interacts with, the user to produce outputs. They are required to design and write code that includes selection (branching), repetition (looping), function, and arrays, and has a user-friendly finished layout. Students use the problem-solving approach of the systems development life cycle to build an application program.

FocusThis section enhances students’ capabilities for communication and learning. They investigate how an application program can be developed by considering the following key question:


What does programming involve? Students investigate programs that produce information such as: the daily takings for a hairdresser, allowing for

seniors’ discounts the number of participants in different

seminars a list of students who achieved higher than

the average result in a test who can be selected for a sports team on the

basis of age which subjects a student will study how participants will be placed in seminars how much money will be required for a

company’s payroll.


DesignThis section enhances students’ capabilities for learning and personal development. Students investigate how an application program can be structured and, by applying knowledge and skills, propose a design. They consider the following key question and concepts:


How is an application program designed? A program is designed by considering the

inputs and the processing required to generate desired outputs.

An algorithm is a series of steps written in sequence to define the solution to a problem. It can be expressed in pseudocode.

Procedures/modules are used to break a problem into manageable parts. A procedure is a group of statements that logically belong together and alter the state of the system.

Structure charts indicate the order in which the procedures of a program are executed.

Recommended practice and efficient design involve the use of modules (procedures and functions).

Students investigate and use various design tools and concepts, including algorithms, pseudocode, desk-checks and structure charts.

Students learn how to construct an algorithm that uses identified inputs and how to produce required outputs.

Students investigate the use of procedures to replace repetitive code.

Students design and write a computer program.


DevelopmentThis section enhances students’ capabilities for communication, work, and learning. Students explore how an application program can be structured and, by applying knowledge, skills, and problem-solving techniques, create a program. They consider the following key questions and concepts:


How is an application program developed? All computer programs use the control

structures of– sequence– selection (IF–THEN–ELSE, nested IF,

CASE)– iteration (fixed, post-test, and pre-test

loops).

Students develop programs from algorithms, using procedures and/or user-defined functions and an understanding of control structures.

How are variables used in programs? A program uses a data structure such as

variables and one-dimensional array(s) to store inputs and the result of processing.

A variable is assigned a data type, such as integer, string, floating point, Boolean, or currency.

The scope of a variable can be global or local to the module in which it is defined.

Students use variables in appropriate data structures in programs they develop.

How is the design of an application program tested and how are errors resolved, if necessary?

Students explore the practice of desk-checking for errors.

Students differentiate between types of error in terms of their effect on the running of the program and investigate methods to reduce the occurrence of errors (e.g. tracing, debugging, flagging).

How is output displayed? Students practise providing the output of a program in a user-friendly way.

Students explore various forms of output (e.g. text, object movement, and media elements).


Social ResponsibilityThis section enhances students’ capabilities for citizenship and work as they critically evaluate and respond to related issues. Students develop an understanding of their social responsibility in using and developing application programs and the impact of application software on society. They consider the following key questions and concepts:


What are the responsibilities of an application programmer? Recommended practices and conventions

include the writing of internal documentation and user instructions.

Programs may be stored as source or executable files — each form has implications for the speed of execution, accessibility, and delivery to users.

Students learn to: use recommended practices and conventions consider the forms in which a programming

product can be stored develop secure computer-based applications

with respect to the rights of users in areas such as administration, trading, shopping, Internet banking, and virtual learning.

What is the impact of application software on society? Application software

– can be written, customised, or re-customised for specific purposes

– has changed work practices, procedures, and decision-making processes

– can be distributed commercially or as shareware or freeware, or may be modified and distributed further under open source conditions or a Creative Commons licence

– is protected by copyright and, in some cases, other intellectual property rights, and may be subject to social and cultural practices and values.

Students discuss ways in which application software: meets the requirements of an individual, an

organisation, or a community has impacted on individuals, organisations,

and communities can be subject to social and cultural practices

and values.


ASSESSMENT SCOPE AND REQUIREMENTS

All Stage 2 subjects have a school assessment component and an external assessment component.

EVIDENCE OF LEARNINGThe following assessment types enable students to demonstrate their learning in Stage 2 Information Technology:School Assessment (70%) Assessment Type 1: Folio (20%) Assessment Type 2: Skills and Applications Tasks (30%) Assessment Type 3: Project (20%)External Assessment (30%) Assessment Type 4: Examination (30%).

Students should provide evidence of their learning through eight to ten assessments, including the external assessment component. Students undertake: at least three folio assessments that cover the core topics and the option topics one skills and applications task and one project for one option topic two skills and applications tasks for the other option topic one examination.

ASSESSMENT DESIGN CRITERIAThe assessment design criteria are based on the learning requirements and are used by: teachers to clarify for the student what he or she needs to learn teachers and assessors to design opportunities for the student to provide evidence of

his or her learning at the highest possible level of achievement.

The assessment design criteria consist of specific features that: students should demonstrate in their learning teachers and assessors look for as evidence that students have met the learning

requirements.

For this subject the assessment design criteria are: knowledge and understanding analysis and evaluation development and validation.


The specific features of these criteria are described below.

The set of assessments, as a whole, must give students opportunities to demonstrate each of the specific features by the completion of study of the subject.

Knowledge and UnderstandingThe specific features are as follows:KU1 Use of communication methods and tools to explain concepts and justify decisions.KU2 Explanation of the representation and transfer of data in a computer-based system.KU3 Discussion of the interaction of elements of a system (information system,

computer system, communication system).KU4 Application of understanding of a system to a context.

Analysis and EvaluationThe specific features are as follows:AE1 Analysis of a problem and statement of desired system outcomes. AE2 Analysis of a current or proposed system to identify the appropriate data and

processing needed to produce information that satisfies system outcomes.AE3 Use of systems development concepts and tools to design a system.AE4 Evaluation of the effectiveness and efficiency of a proposed or developed solution

to a problem arising in a system. AE5 Analysis and discussion of the responsibilities of a user or developer in a given

context.AE6 Appraisal of the impact of current and potential computer-based systems and

technologies on individuals, organisations, and communities.

Development and ValidationThe specific features are as follows:DV1 Use of design techniques and tools, and knowledge, skills, and processes to

achieve outcomes or solve a problem.DV2 Development and documentation of a user-friendly system.DV3 Development of a validation plan and evidence of validation of the elements of the

system.DV4 Incorporation of recommended practices and techniques into a computer-based

system.


SCHOOL ASSESSMENTAssessment Type 1: Folio (20%)Assessments for the folio should cover the core topics and the option topics. There should be at least three folio assessments.

Assessments may be presented in a range of forms, including case studies, essays on issues, oral presentations, multimedia presentations, tests, and websites.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: knowledge and understanding analysis and evaluation.

Assessment Type 2: Skills and Applications Tasks (30%)Students undertake one skills and applications task for the option topic that includes a project. There should be two skills and applications tasks for the other option topic.

Skills and applications tasks may be short or extended activities that are designed to enable students to apply and use information technology concepts with appropriate terminology. They apply skills, concepts, and complex processes to manipulate and process data to produce information technology systems.

Types of assessment could include, for example: modifying an existing computer-based application creating an application where the design plan has been given adding parts to an existing or partially completed computer-based application.

Most skills and applications tasks will result in a system that accepts input, processes data, and results in an output. Students may also be required to annotate how the output was produced. A checklist may be used to verify that a student has completed some aspects of an assessment if a printout or report is not produced.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria: analysis and evaluation development and validation.

Assessment Type 3: Project (20%)Students undertake a project that is developed on the option topic that includes one skills and applications task. The project must be an individual project.

The project consists of the development of a test system, using representative data, and includes documentation. The solution should be portable and able to be validated on another computer. If this is not possible, other evidence that the solution works must be produced.

Students apply the five stages of the systems development life cycle in designing and making a system: problem definition, analysis, design, development and validation, and evaluation.


The following documentation must accompany the project: a problem definition an analysis of the problem a design for the solution a validation plan and evidence of validation of the elements of the system. an evaluation of the solution.

Students need to provide evidence of validation by testing the system against their validation plan. Documentation should be a maximum of 1500 words.

For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: knowledge and understanding analysis and evaluation development and validation.

EXTERNAL ASSESSMENT

Assessment Type 4: Examination (30%)Students undertake a 2-hour externally set and assessed examination that assesses the core topics and the option topics. The examination consists of short-answer questions and extended-response questions. Students may bring one unfolded A4 sheet (two sides) of handwritten notes to the examination.

The following specific features of the assessment design criteria for this subject are assessed in the examination: knowledge and understanding — KU1, KU2, KU3, and KU4 analysis and evaluation — AE1, AE2, AE3, AE4, AE5, and AE6.

PERFORMANCE STANDARDSThe performance standards describe five levels of achievement, A to E.

Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors refer to in deciding how well a student has demonstrated his or her learning on the basis of the evidence provided.

During the teaching and learning program the teacher gives students feedback on their learning, with reference to the performance standards.

At the student’s completion of study of each school assessment type, the teacher makes a decision about the quality of the student’s learning by: referring to the performance standards assigning a grade between A and E for the assessment type.

The student’s school assessment and external assessment are combined for a final result, which is reported as a grade between A and E.


Performance Standards for Stage 2 Information Technology

- Knowledge and Understanding Analysis and Evaluation Development and

Validation

A Highly effective use of communication methods and tools to explain concepts and justify decisions.

Comprehensive and sophisticated explanation of the representation and transfer of data in a computer-based system.

Comprehensive and sophisticated discussion of the interaction of elements of a system (information system, computer system, communication system).

Highly effective application of understanding of a system to a context.

Comprehensive and sophisticated analysis of a problem and statement of desired system outcomes.

Correct analysis of a current or proposed system to identify the appropriate data and processing needed to produce information that satisfies system outcomes.

Sustained correct use of systems development concepts and tools to design a system.

Discerning evaluation of the effectiveness and efficiency of a proposed or developed solution to a problem arising in a system.

Insightful analysis and discussion of the responsibilities of a user or developer in a given context.

Convincing appraisal of the impact of current and potential computer-based systems and technologies on individuals, organisations, and communities.

Accurate use of design techniques and tools, and knowledge, skills, and processes to achieve outcomes or solve a problem.

Correct development and highly detailed documentation of an efficient and effective user-friendly system to address a problem.

Highly skilled development of a well-considered validation plan and evidence of accurate validation of the elements of a system.

Highly proficient incorporation of recommended practices and techniques into a computer-based system.

B Effective use of communication methods and tools to explain concepts and justify decisions.

Well-considered explanation of the representation and transfer of data in a computer-based system.

Well-considered discussion of the interaction of elements of a system (information system, computer system, communication system).

Effective application of understanding of a system to a context.

Comprehensive analysis of a problem and statement of desired system outcomes.

Mostly correct analysis of a current or proposed system to identify the appropriate data and processing needed to produce information that satisfies system outcomes.

Mostly correct use of systems development concepts and tools to design a system.

Well-considered evaluation of the effectiveness and efficiency of a proposed or developed solution to a problem arising in a system.

Thoughtful analysis and discussion of the responsibilities of a user or developer in a given context.

Mostly convincing appraisal of the impact of current and potential computer-based systems and technologies on individuals, organisations, and communities.

Mostly accurate use of design techniques and tools, and knowledge, skills, and processes to achieve outcomes or solve a problem.

Mostly correct development and detailed documentation of an efficient and effective user-friendly system to address a problem.

Skilled development of a validation plan and evidence of mostly accurate validation of the elements of a system.

Proficient incorporation of recommended practices and techniques into a computer-based system.



Validation

C Competent use of communication methods and tools to explain concepts and justify decisions.

Considered explanation of the representation and transfer of data in a computer-based system.

Appropriate discussion of the interaction of elements of a system (information system, computer system, communication system).

Competent application of understanding of a system to a context.

Competent analysis of a problem and statement of desired system outcomes.

Generally accurate analysis of a current or proposed system to identify the appropriate data and processing needed to produce information that satisfies system outcomes.

Appropriate use of systems development concepts and tools to develop a system.

Considered evaluation of the effectiveness and efficiency of a proposed or developed solution to a problem arising in a system.

Appropriate analysis and discussion of the responsibilities of a user or developer in a given context.

Considered appraisal of the impact of current and potential computer-based systems and technologies on individuals, organisations, and communities.

Generally accurate use of design techniques and tools, and knowledge, skills, and processes to achieve outcomes or solve a problem.

Generally correct development and appropriate documentation of an effective and user-friendly system to address a problem.

Competent development of a validation plan and evidence of validation of the elements of a system.

Considered incorporation of recommended practices and techniques into a computer-based system.

D Some use of communication methods and tools to explain concepts.

Attempted explanation of the representation and transfer of data in a computer-based system.

Some discussion of aspects of the interaction of elements of a system (information system, computer system, communication system).

Application of some understanding of a system to a context.

Basic description of a problem and statement of aspects of system outcomes.

Partial description of a current or proposed system to identify the appropriate data and processing needed to produce information.

Recognition and partial use of systems development concepts and tools to design a system.

Some consideration and description of the effectiveness and/or efficiency of a proposed solution to a problem arising in a system.

Beginning discussion of the responsibilities of a user or developer in a given context.

Some appraisal of the impact of current and potential computer-based systems and technologies on individuals, organisations, and communities.

Some use of basic design techniques or tools, and knowledge, skills, or processes to achieve a partial outcome.

Attempted development and some documentation of parts of a system to address a problem.

Partial development of elements of a validation plan and evidence of some validation of a system.

Some incorporation of one or more recommended practices and techniques into a computer-based system.

E Limited use of one or more communication methods or tools to explain concepts.

Emerging recognition of the representation and transfer of

Attempted description of a problem and/or aspects of a system.

Attempted description of a current system.

Limited use of any design techniques or tools.

Attempted development and limited documentation of a system that might address a



Validation

data in a computer-based system.

Identification of one or more aspects of the interaction of elements of a system (information system, computer system, communication system).

Attempted application of understanding of a system to a context.

Identification of one or more systems development concepts or tools used to design a system.

Attempted description of a problem arising in a system.

Limited discussion of any responsibilities of a user in a simple context.

Limited recognition of the impact of aspects of current computer-based systems or technologies on individuals, organisations, and communities.

problem.

Attempted development of a validation plan for one or more elements of a system.

Attempted incorporation of one or more recommended practices and/or techniques into a computer-based system.


ASSESSMENT INTEGRITYThe SACE Assuring Assessment Integrity Policy outlines the principles and processes that teachers and assessors follow to assure the integrity of student assessments. This policy is available on the SACE website (www.sace.sa.edu.au) as part of the SACE Policy Framework.

The SACE Board uses a range of quality assurance processes so that the grades awarded for student achievement, in both the school assessment and the external assessment, are applied consistently and fairly against the performance standards for a subject, and are comparable across all schools.

Information and guidelines on quality assurance in assessment at Stage 2 are available on the SACE website (www.sace.sa.edu.au).


SUPPORT MATERIALS

SUBJECT-SPECIFIC ADVICEOnline support materials are provided for each subject and updated regularly on the SACE website (www.sace.sa.edu.au). Examples of support materials are sample learning and assessment plans, annotated assessment tasks, annotated student responses, and recommended resource materials.

ADVICE ON ETHICAL STUDY AND RESEARCHAdvice for students and teachers on ethical study and research practices is available in the guidelines on the ethical conduct of research in the SACE on the SACE website (www.sace.sa.edu.au).


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