VCE IT 2014

SCSC Early Commencement

Study aims

Evaluate how needs of society are met

through ICT

Understand how the technology supports information creation

Confidently and responsibly protect

security of information

Problem solvers using ICT

Understand data-to-information processes

Unit 1:

IT in action

Unit 2:

IT pathways

Unit 3:

IT applications

Unit 4:

IT applications

Unit 3:

Software development

Unit 4:

Software development

PSMPSM

AnalysisAnalysis

requirementsrequirements

constraintsconstraints

scopescope

DesignDesign

solution designsolution design

criteriacriteria

DevelopmentDevelopment

manipulationmanipulation

validationvalidation

testingtesting

documentingdocumenting

EvaluationEvaluation

strategystrategy

reportreport

Stage

Activity

U1 U2 ITA3 ITA4 SD3 SD4

Analysis AoS 1 AoS 3

AoS 1 AoS 1 AoS 1

Design AoS 1AoS 3

AoS 1AoS 2AoS 3

AoS 1AoS 2

AoS 1 AoS 2 AoS 1

Develop’t AoS 1AoS 3

AoS 1AoS 2AoS 3

AoS 1AoS 2

AoS 1 AoS 2 AoS 1

Evaluation AoS 1AoS 3

AoS 1 AoS 2

PSM applications

SOFTWARE RELATIONSHIPS

SS Web MM VT Plan Lang DB RelDB

DVis Journtool

U1

U2

ITA3

ITA4 or Rel DB

or SS

SD3 UML

SD4

or

or or or

Key features: unit 1

AoS1

AoS2

AoS3

SPREADSHEETS GRAPHIC OUTPUT

NETWORKS SECURITY MOBILE DEVICES

APPLICATIONS ISSUES OPINIONS

Area of Study 1: from data to information

Select data from data sets, design solutions anduse a range of spreadsheet functions to

develop solutions that meet specific purposes

Select data from data sets, design solutions anduse a range of spreadsheet functions to

develop solutions that meet specific purposes

Data provided by teacher.Can use existing sources such as Melbourne Water, Bureau

Of Meteorology, AustralianBureau of Statistics. Includeredundant/superfluous data.

Data provided by teacher.Can use existing sources such as Melbourne Water, Bureau

Of Meteorology, AustralianBureau of Statistics. Includeredundant/superfluous data.

No analysis required. Solutionrequirements provided. Design for functionality

and appearance; tools selectedfrom list in PSM.

No analysis required. Solutionrequirements provided. Design for functionality

and appearance; tools selectedfrom list in PSM.

Use spreadsheet functions tomanipulate numeric data. Graphic

information is produced. Validating and testing occur.

These are PSM activities.

Use spreadsheet functions tomanipulate numeric data. Graphic

information is produced. Validating and testing occur.

These are PSM activities.

Purposes of creating solutions include to:

informentertaineducate

persuade

Purposes of creating solutions include to:

informentertaineducate

persuade

Area of Study 2: networks

Recommend a networked information systemfor a specific use and explain possible

security threats to this networkedinformation system.

Recommend a networked information systemfor a specific use and explain possible

security threats to this networkedinformation system.

Types and uses of networksto share ideas, files,

information, programs, resources.Advantages and disadvantages

of networks.

Types and uses of networksto share ideas, files,

information, programs, resources.Advantages and disadvantages

of networks.

Functions and characteristicsof technology

and protocols. Capabilitiesand limitations of mobile devices.

Role of professional people.

Functions and characteristicsof technology

and protocols. Capabilitiesand limitations of mobile devices.

Role of professional people.

Security threats to data andinformation – actions,devices and events.

Security threats to data andinformation – actions,devices and events.

Area of Study 3: ICT in a global society

Contribute collaboratively to the design anddevelopment of a website that presentsan analysis of a contemporary ICT issue

and substantiates the team’s point of view.

Contribute collaboratively to the design anddevelopment of a website that presentsan analysis of a contemporary ICT issue

and substantiates the team’s point of view.

Key features: unit 2

AoS1

AoS2

AoS3

PROGRAMMING CAREERS/PATHWAYS

CLIENTS

SPREADSHEETS

PROGRAMMING

DATA BASE

DATA VISUAL. GRAPHIC OUTPUT

TEAMSPROBLEM SOLVING

Area of Study 1: data analysis and visualisation

Apply the problem-solving methodology and use appropriate software tools to create data

visualisations that meet users’ needs.

Apply the problem-solving methodology and use appropriate software tools to create data

visualisations that meet users’ needs.

Teacher provides a design brief.Students access and select data

from large repositories. Must have multiple users and

needs. All stages of PSM used.

Teacher provides a design brief.Students access and select data

from large repositories. Must have multiple users and

needs. All stages of PSM used.

One or more tools can be used. Tools include programming

language (e.g. Python), spreadsheet (motion charts in Google Docs), database, data

visualisation tools (e.g. InfiView)

One or more tools can be used. Tools include programming

language (e.g. Python), spreadsheet (motion charts in Google Docs), database, data

visualisation tools (e.g. InfiView)

Types of data visualisations include charts, maps, histograms,

graphs, spatial relationships, network diagrams. Often dynamic and interactive.

Types of data visualisations include charts, maps, histograms,

graphs, spatial relationships, network diagrams. Often dynamic and interactive.

Users’ needs include to: inform

entertaineducate

persuade

Users’ needs include to: inform

entertaineducate

persuade

A process of using ICT to select and access data from large repositories and present the data as effective graphics. It is a process that orders data in a way that is more: accessible, meaningful, visual, functional, aesthetic, dynamic.

Activate time span

Change selectio

n

Spreadsheet dataplaced in

GoogleDocs and formatted as motion

chart

Hans Rosling

Area of Study 2: programming and pathways

Design, and develop using a programming orscripting language, limited solutions, record

the learning progress electronically, andexplain possible career pathways that require

the use of programming or scripting skills.

Design, and develop using a programming orscripting language, limited solutions, record

the learning progress electronically, andexplain possible career pathways that require

the use of programming or scripting skills.

Only two stages of the PSM – design and development. Series of discrete tasks rather than full solutions.

Only two stages of the PSM – design and development. Series of discrete tasks rather than full solutions.

Any language can be used. Same language can be used

throughout the entire unit.

Any language can be used. Same language can be used

throughout the entire unit.

Must keep diary/blog aboutwhat was learned and howstudents learned. Careersand pathways must relateto program/scripting skills.

Must keep diary/blog aboutwhat was learned and howstudents learned. Careersand pathways must relateto program/scripting skills.

Area of Study 3: tools, techniques and procedures

Work collaboratively and apply the problem-solving methodology to create an

ICT solution, taking into account client feedback.

Work collaboratively and apply the problem-solving methodology to create an

ICT solution, taking into account client feedback.

Teams can be virtual (e.g. between classes and

schools). All stages of PSM.

Teams can be virtual (e.g. between classes and

schools). All stages of PSM.

Any software can be used.Does not have to be tools

studied in this unit.

Any software can be used.Does not have to be tools

studied in this unit.

Client must be available duringthe designing stage aswell as for evaluation.

Client must be available duringthe designing stage aswell as for evaluation.