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2025AppliedComputingStudyDesign

The VCE Applied Computing Study Design for 2025 outlines the framework for teaching and assessing students in key areas such as data analytics, programming, and cyber security. It emphasizes the development of problem-solving skills and the use of digital resources, while ensuring compliance with legislative and safety standards. The study is structured into six units, with assessments designed to evaluate student achievement and prepare them for further studies and careers in technology-related fields.

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0% found this document useful (0 votes)

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2025AppliedComputingStudyDesign

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© VCAA Page 1

VCE Applied Computing Study Design 2025

Amendments to study design history

Version Status Release Date Comments

1.1 Current May 2024 Update to second bullet point for

Unit 1, Outcome 1 (page 29).

1.0 Superseded March 2024 Original study design.

VCE and the VCAA logo are registered trademarks of the Victorian Curriculum and Assessment Authority.

Telephone (03) 9032 1635 or email vcaa.media.publications@education.vic.gov.au

Contents
Important information.....................................................................................................................................

Introduction.....................................................................................................................................................
Scope of study..............................................................................................................................................
Rationale......................................................................................................................................................
Aims.............................................................................................................................................................
Structure.......................................................................................................................................................
Entry.............................................................................................................................................................
Duration........................................................................................................................................................
Changes to the study design........................................................................................................................
Monitoring for quality....................................................................................................................................
Safety and wellbeing....................................................................................................................................
Requirements for teaching standard.............................................................................................................
Use of digital resources................................................................................................................................
Employability skills........................................................................................................................................
Legislative compliance.................................................................................................................................
Child Safe Standards....................................................................................................................................

Assessment and reporting...........................................................................................................................

Satisfactory completion...............................................................................................................................
Levels of achievement................................................................................................................................
Authentication.............................................................................................................................................
Terms used in this study.............................................................................................................................

Units 1 to 4: Problem-solving methodology...............................................................................................

Units 1 to 4: Problem-solving methodology specifications......................................................................

Unit 1: Applied computing...........................................................................................................................

Unit 2: Applied computing...........................................................................................................................

Unit 3: Data analytics....................................................................................................................................

Area of Study 1...........................................................................................................................................

Area of Study 2...........................................................................................................................................
School-based assessment..........................................................................................................................
School-assessed Task...............................................................................................................................
External assessment..................................................................................................................................

Unit 4: Data analytics....................................................................................................................................

Area of Study 1...........................................................................................................................................
Area of Study 2...........................................................................................................................................
School-based assessment..........................................................................................................................
School-assessed Task...............................................................................................................................
External assessment..................................................................................................................................

Unit 3: Software development.....................................................................................................................

Unit 4: Software development.....................................................................................................................

Important information
Accreditation period
Units 1–4: 1 January 2025.

Implementation of this study commences in 2025.

Other sources of information

The VCAA Bulletin is the only official source of changes to regulations and accredited studies. The Bulletin
also regularly includes advice on VCE studies. It is the responsibility of each VCE teacher to refer to each
issue of the Bulletin. The Bulletin is available as an e-newsletter via free subscription on the VCAA website.

To assist teachers in developing courses, the VCAA publishes online Support materials (incorporating the
content previously supplied in the Advice for teachers).

The current VCE Administrative Handbook contains essential information on assessment processes and
other procedures.

VCE providers
Throughout this study design the term ‘school’ is intended to include both schools and other VCE providers.

Copyright
Schools may use this VCE study design in accordance with the VCAA educational allowance, including
making copies for students and use within the school’s secure online teaching and learning environment. For
details, access the full VCAA copyright policy on the VCAA website.

Introduction
Scope of study
Individuals, organisations and governments are adopting new and emerging technologies faster than ever
before. As a result, the demand for skilled professionals that can support the adoption of these technologies
is also increasing. VCE Applied Computing focuses on four interrelated disciplines where skills are in high
demand and will continue to be for the foreseeable future. These disciplines are data analytics,
programming, emerging and innovative technologies, and cyber security.

Pivotal to this are the strategies and techniques for creating digital solutions to meet identified problems,
needs and opportunities. VCE Applied Computing focuses on students learning to apply a range of thinking
skills within local, national and global contexts. The study incorporates computational, design and systems
thinking, as part of students creating digital solutions. Legal and ethical responsibilities are also considered
at an individual and organisational level to ensure solutions protect intellectual property and the privacy of
data and information.

Through a structured approach to problem-solving, incorporating the disciplines and critical and creative
thinking strategies, students develop a robust awareness of the technical, social and economic impacts of
the digital solutions being developed and used around the world, now and in the future.

Rationale
As technology continues to evolve rapidly, there are increasing opportunities for enterprising and
entrepreneurial individuals to develop new technologies, as well as identify innovative uses for existing
technologies. Students develop a range of data analytics, programming and cyber security skills that are in
high demand in today’s digital age.

VCE Applied Computing equips students with the knowledge and skills required to navigate and adapt within
a dynamic technological landscape, use emerging technologies, envisage new uses for digital tools and
consider the benefits to society at a local, national and global level.

VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in their
critical and creative thinking, communicate and collaborate with their peers, and develop personal, social and
digital literacy skills. Students are provided with practical opportunities and choices to create digital solutions
for real-world problems in a range of settings.

VCE Applied Computing plays a crucial role in transforming and improving student outcomes. It provides
students with diverse pathways that enable them to develop into knowledgeable and skilled individuals who
have the capability to work collaboratively in this rapidly expanding technological landscape. VCE Applied
Computing leads directly to further studies in areas such as artificial intelligence, computer science, cyber
security, data analytics and data science, data management, digital literacy, games development, networks,
programming, robotics, software engineering, systems analysis and telecommunications. The skills acquired
in VCE Applied Computing could be utilised across a range of industries including healthcare, finance,
entertainment, education, construction and business/commerce.

Aims
This study enables students to:

 understand how digital systems and solutions can be used by individuals and organisations
 develop an understanding of the roles and applications of data analytics, programming, cyber security
and emerging technologies within society
 build a capacity to solve problems by applying the problem-solving methodology to analyse problems,
needs and opportunities, design and develop solutions and evaluate how effectively solutions meet
needs
 apply project management techniques to assist with the development of digital solutions
 develop an informed perspective on current and emerging digital tools and trends
 identify and evaluate innovative and emerging opportunities for digital technologies
 develop critical and creative thinking, communication and collaboration, and personal, social and digital
literacy skills.

Structure
The study is made up of six units.

 Unit 1: Applied computing (IT011)

 Unit 2: Applied computing (IT012)
 Unit 3: Data analytics (IT023)
 Unit 4: Data analytics (IT024)
 Unit 3: Software development (IT033)
 Unit 4: Software development (IT034)

Note: students may elect to undertake one or both Unit 3 and 4 sequences.

Each unit deals with specific content contained in areas of study and is designed to enable students to
achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

Entry
There are no prerequisites for entry to Units 1, 2 and 3. Students must undertake Unit 3 and Unit 4 as a
sequence. Units 1–4 are designed to the equivalent standard of the final two years of secondary education.
All VCE studies are benchmarked against comparable national and international curriculums.

Duration
Each unit involves at least 50 hours of scheduled classroom instruction.

Changes to the study design

During its period of accreditation, minor changes to the study will be announced in the VCAA Bulletin. The
Bulletin is the only source of changes to regulations and accredited studies. It is the responsibility of each
VCE teacher to monitor changes or advice about VCE studies published in the Bulletin.

Monitoring for quality

As part of ongoing monitoring and quality assurance, the VCAA will periodically undertake an audit of VCE
Applied Computing to ensure the study is being taught and assessed as accredited. The details of the audit
procedures and requirements are published annually in the VCE Administrative Handbook Schools will be
notified if they are required to submit material to be audited.

Safety and wellbeing

It is the responsibility of the school to ensure that duty of care is exercised in relation to the health and safety
of all students undertaking the study.

Requirements for teaching standard

The Principal must make sure that students have access to adequate facilities and resources to complete
any VCE study they are offered. To ensure students are able demonstrate the outcomes of this study,
students should have access to digital resources as outlined in this study design. There are no requirements
for specialist facilities and teacher qualifications specified for this study.

Use of digital resources

Students require access to the following resources to be able to demonstrate the outcomes:

 appropriate laptop, notebook or desktop computers

 printer(s)
 internet access
 a range of software or web-based applications including:

 relational database management software (RDBMS) to store data in tables and perform queries
 spreadsheet software tools to store data and perform a range of calculations, including statistical
calculations
 software tools that can run Structured Query Language (SQL) queries to extract data
 software tools to create a range of data visualisations
 software tools to create multimodal presentations
 drawing and graphic software tools to create diagrams
 programming tools and/or integrated development environments to facilitate programming and
testing of modules and solutions
 software tools capable of documenting and monitoring a project plan
 software tools capable of documenting ideation and designs
 software tools for designing solutions.

Employability skills
This study offers a number of opportunities for students to develop employability skills. The Support
materials provide specific examples of how students can develop employability skills during learning
activities and assessment tasks.

Legislative compliance
When collecting and using information, the provisions of privacy and copyright legislation, such as the
Victorian Privacy and Data Protection Act 2014 and Health Records Act 2001, and the federal Privacy Act
1988 (Cwlth) and Copyright Act 1968 (Cwlth), must be met.

Child Safe Standards

Schools and education and training providers are required to comply with the Child Safe Standards made
under the Victorian Child Wellbeing and Safety Act 2005. Registered schools are required to comply with
Ministerial Order No. 1359 Implementing the Child Safe Standards – Managing the Risk of Child Abuse in
Schools and School Boarding Premises. For further information, consult the websites of the Victorian
Registration and Qualifications Authority, the Commission for Children and Young People and the
Department of Education.

Assessment and reporting

Satisfactory completion
The award of satisfactory completion for a unit is based on the teacher’s decision that the student has
demonstrated achievement of the set of outcomes specified for the unit. Demonstration of achievement of
outcomes and satisfactory completion of a unit are determined by evidence gained through the assessment
of a range of learning activities and tasks.

Teachers must develop courses that provide appropriate opportunities for students to demonstrate
satisfactory achievement of outcomes.

The decision about satisfactory completion of a unit is distinct from the assessment of levels of achievement.
Schools will report a student’s result for each unit to the VCAA as S (satisfactory) or N (not satisfactory).

Levels of achievement
Units 1 and 2
Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.
Assessment of levels of achievement for these units will not be reported to the VCAA. Schools may choose
to report levels of achievement using grades, descriptive statements or other indicators.

Units 3 and 4
The VCAA specifies the assessment procedures for students undertaking scored assessment in Units 3 and 4.
Designated assessment tasks are provided in the details for each unit in VCE study designs.

The student’s level of achievement in Units 3 and 4 will be determined by School-assessed Coursework
(SAC), a School-assessed Task (SAT) as specified in the VCE study design, and external assessment.

The VCAA will report the student’s level of achievement on each assessment component as a grade from
A+ to E or UG (ungraded). To receive a study score, the student must achieve two or more graded
assessments in the study and receive an S for both Units 3 and 4. The study score is reported on a scale
of 0–50; it is a measure of how well the student performed in relation to all others who completed the
study. Teachers should refer to the current VCE Administrative Handbook for details on graded
assessment and calculation of the study score.

Percentage contributions to the study score in VCE Applied Computing are as follows:

 Units 3 and 4 School-assessed Coursework: 20 per cent

 Units 3 and 4 School-assessed Task: 30 per cent
 end-of-year examination: 50 per cent.

Details of the assessment program are described in the sections on Units 3 and 4 in this study design.

Authentication
Work related to the outcomes of each unit will be accepted only if the teacher can attest that, to the best
of their knowledge, all unacknowledged work is the student’s own. Teachers need to refer to the current
VCE Administrative Handbook for authentication rules and strategies.

Terms used in this study

For the purposes of this study design and associated assessment, the following definitions will apply.

Term Definition

Alpha testing A testing phase that checks whether modules or solutions meet all requirements and function
as expected. Alpha testing is carried out by developers, independent testers or high-level
users in a development or testing environment throughout the development phase.

Archiving The process of moving data from a system that no longer needs to be accessed regularly to a
less frequently accessed storage area for future use or to meet compliance requirements.
This ensures that data can be stored separately to systems for long periods of time without
impacting on current performance or storage requirements.

Backup The process of making a copy of data and storing the copy separately to the original data in
case it is needed due to data loss. Backed up data can be full (entire copy of data), differential
(changes since last full backup), incremental (changes since last backup) or a combination of
these. Backups can either run manually or be scheduled to run automatically, and can be
stored on a local hard drive (distinct from the original source), on external storage devices or
by using cloud computing. Backups are restored when data loss occurs.

Beta testing A testing phase that checks whether solutions meet all requirements, function as expected,
are stable and are usable by intended user groups. Beta testing is performed in a
development, testing or production environment with hardware identical (or similar) to that on
which it will be implemented on by users of the solution. Feedback from beta testing can be
used to recommend or make modifications to modules or solutions.

Computational thinking The process of recognising aspects of computation and being able to think logically,
algorithmically, recursively and inferentially. It typically involves the components of
decomposition, pattern recognition, abstraction, modelling and algorithms, which may be used
to create digital solutions.

Control structures Code structures that define the algorithmic behaviour of a software solution. For the purposes
of this study design:
 Sequence: All lines of code are executed in the same order they appear.
 Selection (or branching): Code is executed based on the evaluation of a condition and
the data provided. Examples include IF, IF…ELSE, IF…ELSEIF and SWITCH/CASE.
 Repetition (or iteration): Code is executed repeatedly based on the evaluation of a
condition. Examples include pre-test (WHILE loops), post-test (DO…WHILE/REPEAT…
UNTIL loops) and repeating a block of code a set number of times based on context and
the data provided (FOR loop).

Conventions General or commonly accepted ways of working with digital systems or representing data to
ensure consistency across a solution. Examples include (but are not limited to):
 how data might be aligned within the cells of a spreadsheet
 using a consistent axis scale in a chart.
Conventions can be enforced, such as when passwords must have specific characters, or
recommended, such as including a subject line in emails.

Critical and creative The process of using a range of techniques when developing ideas and designs. It involves
thinking composing, analysing and evaluating questions, data and decisions. Students explore the use
of these strategies when managing the process of solving problems.

Cyber security A multi-faceted field incorporating aspects of digital systems, organisational practices, threats
to data and systems, law, ethics and risk management. Cyber security measures focus on
protecting systems and data from a range of threats.

Data analytics The processes and tools that allow organisations to acquire and/or extract data in various
forms, update erroneous or incomplete data, analyse the data to identify trends, relationships
and patterns, draw inferences about the data and present findings using visual methods that
provide clear and unambiguous conclusions.

Data integrity A method of describing the overall accuracy, authenticity, correctness, reasonableness,
relevance and timeliness of data. Data with high integrity is more reliable and trustworthy,
while data without integrity should not be used in calculations or be trusted to make decisions.

Data sources Data accessed by or provided to a solution by an external file or system. Sources may be
unstructured (plain text files) or structured (delimited files or XML formats).
See also Primary data and Secondary data.

Data visualisations The process of using software tools to present analysed data, such as a graphic
representation, usually by combining charts, histograms, graphs, maps and network
diagrams, in a visually attractive and informative way. Data visualisations help users explore
data to identify patterns and relationships in large amounts of data. Data visualisation tools
allow graphic representations to be static or dynamic and can incorporate virtual reality and
augmented reality.

Debugging A process used when developing solutions using a programming language that involves
identifying existing errors, fixing the errors and testing to see if the changes made are correct.
Debugging occurs during the development of a solution as code is written.

Descriptive statistics A collection of measures that can be used to provide a summary of a data set. These can be
referred to as measures of central tendency (average, median) or measures of variability and
spread (maximum, minimum, range, frequency, standard deviation).

Design principles Accepted characteristics that contribute to the functionality, usability and appearance of
solutions. In this study, the principles are related to:
 functionality (interactivity and navigation)
 usability (ease of use and accessibility)
 appearance (alignment, balance, contrast, image use, space, text and table formatting).

Design thinking A way of thinking critically and creatively to generate and evaluate innovative ideas, and
precisely define the preferred solution so it can be created using a digital system. It involves
an understanding of the needs of users and of ways of creating solutions that are more
efficient or effective than existing ones. When designing, students use both divergent and
convergent thinking skills. Divergent thinking supports creativity and the generation of a range
of ideas. Convergent thinking supports the selection of a preferred solution and the
preparation of accurate and logical plans and instructions to digitally create the solution.

Digital system Refers to elements such as hardware and software, and their interconnectedness, used to
create digital solutions. When digital systems are connected, they form a network.

Dynamic data Graphical representations of complex data or information. They allow the exploration of data
visualisations in an interactive way. In contrast to a static visualisation or chart, a dynamic data visualisation
contains data that can change in response to user interaction or the addition of live data.

Effectiveness A measure of how well solutions, designs, data and information security strategies and
development practices function, and the degree to which they achieve their intended purpose.
Effectiveness measures for solutions and designs include accessibility, accuracy,
attractiveness, clarity, communication of message, completeness, maintainability, readability,
relevance, timeliness and usability. Effectiveness measures for data and information security
strategies include confidentiality, integrity and availability. Effectiveness measures for
development practices include security controls in place, exposure to vulnerability and risk,
and legal compliance.

Efficiency A measure of how much time, cost and effort is applied to achieve intended results. Measures
of efficiency in a solution could include the cost of data and file manipulation, its functionality
and the speed of processing. Measures of efficiency in a network include its productivity,
processing time, operational costs and level of automation.

Encryption The process of encoding data and information from a plain text format. This is done to protect
data and information from being compromised. There are two methods of encryption:
symmetric and asymmetric. Symmetric encryption involves the use of a single key for the
encryption and decryption of data. Asymmetric encryption involves the use of a public key for
the encryption of data and information and a private key for the decryption of the data and
information.

Errors (programming) Issues that arise that prevent a software solution from functioning as expected. Within
software development, errors can be categorised as:
 syntax errors: errors in code that prevent a solution from being compiled and executed
as a result of a programming language’s syntax not being followed correctly
 logic errors: errors in code that result in the solution generating incorrect output, such as
calculations or evaluating conditions
 run-time errors: errors that arise during program execution that result in the solution
crashing if not handled correctly. Examples include overflow, index out of range, type
mismatch and divide by zero errors.

Ethics Issues that arise that challenge moral standards, principles or expectations and that can
impact individuals and/or organisations.

Format The physical appearance in which data and information can be presented. These include
images, graphs, tables, text and web pages. Formats specify characteristics such as
presentation style or arrangement, shape and size.

Ideation A process for generating and developing ideas that follows a cycle from starting with a
concept through to developing a design. Ideas can be expressed as text, images and
drawings, and in verbal form. Ideation tools can include mood boards, brainstorming, mind
maps, sketches and annotations.

Identity and access The process of ensuring that the members of an organisation can access only the data,
management modules and systems required to perform their designated duties. When implemented
effectively, this ensures that:
 individuals cannot access data, modules or systems beyond their needs
 staff are not granted administrator or high-level privileges (unless necessary)
 there is a decreased exposure to risk and security breaches for the organisation.

Industry frameworks Guidelines developed to ensure organisations and governments follow strategies for
protecting the security of their data and information with networks and maintain the highest
ethical standards. For the purposes of this study, the following frameworks are relevant:
 Australia’s Artificial Intelligence (AI) Ethics Principles
 Essential Eight
 Information Security Manual (ISM).

Infographics Graphical representations of complex data or information that provide an overview of a topic
or area of interest. They rely on combining visual elements to communicate data patterns or
trends quickly and clearly or information as data visualisations. These include complementary
colour schemes, easy-to-read text fonts, headings, multiple graphs, simple charts and
statistics.

Legal requirements Key legislation (acts) that individuals, organisations and governments are expected to comply
with in relation to intellectual property and the privacy of data and information. For the
purposes of this study, the following acts are relevant:
 Copyright Act 1968 (Cwlth)
 Health Records Act 2001 (Vic)
 Privacy Act 1988 (Cwlth), including Privacy Amendment (Enhancing Privacy Protection)
Act 2012 and Privacy Amendment (Notifiable Data Breaches) Act 2017
 Privacy and Data Protection Act 2014 (Vic).

Naming conventions A set of guidelines for providing consistency in the naming of entities during the development
of digital solutions. These include program names, function names, interface controls, variable
names, table names and file names. Naming conventions can minimise the effort needed to
read and understand the solution or code.

Primary data Data that is collected by researchers directly from sources using methods such as surveys,
interviews and observations. The data is raw and has not been processed or summarised.

Project management Detailed proposal for managing projects considering requirements and constraints. Features of
project management include identification of tasks, sequencing, time allocation, dependencies,
milestones and critical path.
Pseudocode A series of English-like statements used to represent an algorithm that will solve a problem.
Though there is no standard to pseudocode, there are a number of conventions, including:

 the use of START/BEGIN and FINISH/END to indicate the beginning and end of a
program
 IF…ELSE and SELECT to represent decisions/selections
 REPEAT…UNTIL, WHILE…DO and FOR…NEXT to represent loops/iteration/repetition.
Secondary data Data that has been previously collected, summarised or analysed by someone other than the

researcher. These can be large amounts of data and stored in repositories or data sets, and
could also include reports and articles.

Security controls Hardware, software, physical equipment, procedures and electronic measures used to assist
in the protection of individuals, systems, networks, organisations and data that is collected,
communicated and stored.

Security threats The actions, devices and events that threaten the integrity and security of data and information
stored within, and communicated between, digital systems. The threats can be:

 accidental: deletion or overwriting of data, misdelivery of information and unintended

equipment damage
 deliberate: insider threats, unauthorised access, theft of data or physical devices,
malware, denial of service attacks and social engineering
 events-based: natural disasters and environmental factors, power or network outages,
hardware failures and data corruption.
Software requirements The intended purpose and environment of a software solution. It documents the key activities
specification (SRS) associated with the analysis stage of the problem-solving methodology. Features of an SRS
should include a description of the functional and non-functional requirements, constraints,
scope, user characteristics and technical environments.

Systems thinking A holistic approach to the identification and solving of problems. Systems thinking involves
analysing the interactions and interrelationships between components of individual information
systems (data, processes, people and digital systems) to identify how they are influencing the
functioning of the whole system.

User experience (UX) The consideration of how users perceive and respond when interacting with a digital system.
Characteristics of UX include affordance, interoperability, security (authentication and data
protection) and usability.

Validation The checking of data for its reasonableness and completeness by manual or electronic means.
Validation of data includes:

 existence or presence checking, which verifies that a required field has a value entered
and is not empty or blank
 type checking, which confirms that data entered is of a particular type
 range checking, which involves ensuring that data entered falls within a certain range.

Validation may occur as the data is input or once it has been stored.

Verification The checking of data for accuracy and consistency that occurs after data acquisition/entry and
throughout the process of manipulation and analysis. This can include proofreading,
confirming the data against other sources and checking that the data visualised is consistent
with the data acquired/collected.

Units 1 to 4: Problem-solving methodology

The problem-solving methodology comprises the four stages of: analysis, design, development and
evaluation. For each of these stages there is a typical set of activities, as shown in Figure 1 below. Specific
details of the scope of the problem-solving methodology stages are provided in the Problem-solving
methodology specifications and the introduction to the relevant areas of study. Note: when creating
solutions, this methodology can be applied as a single stage-by-stage problem-solving process or applied to
each iteration of an agile problem-solving process.

Figure 1: Problem-solving methodology for creating digital solutions

Units 1 to 4: Problem-solving methodology specifications

Unit application

Stage and activities Description AC DA SD

1 2 3 4 3 4

Analysis: involves determining what is required to solve a problem. This involves acquiring and analysing data, and then identifying the solution requirements, constraints and scope.

Solution requirements can be described as functional and non-functional.

Determine the functional requirements of the solution. These describe what the software solution should do. This involves specific
   
Solution details such as input required, output developed and functions of the solution, including data manipulation and validation.
requirements Determine the non-functional requirements. These describe the quality attributes of the solution, including usability, reliability,
   
portability, robustness and maintainability.

Use tools to assist in determining solution requirements, including context diagrams, data flow diagrams and use case diagrams. 

Solution constraints can be described as the conditions or limitations that must be considered when designing a solution.
Solution Determine the constraints of the solution. These include economic (cost and time), technical (speed of processing, capacity,
constraints availability of equipment, compatibility, security), social (level of expertise of users), legal (intellectual property, ownership of data,    
privacy of data), and usability (accessibility, usefulness, ease of use).

Solution scope describes the boundaries or parameters of the solution.

Solution scope
Identify what will be and/or what will not be addressed by the solution.    

Collect data using a range of techniques to determine and clarify user needs, solution requirements, constraints and scope.   

Collect primary and secondary data and prepare data for identifying trends, patterns and relationships.  
Skills
underpinning the Critically analyse the sources of data and information to determine reliability, validity and relevance.    
Analysis stage
Draft and evaluate questions to critically analyse requirements, problems, needs or opportunities.    

Develop strategies for asking follow-up questions to further clarify the data and information collected.   

© VCAA Page Page 19

19
VCE Applied Computing Study Design 2025

Unit application

Stage and activities Description AC DA SD

1 2 3 4 3 4

Design: involves determining how the solution requirements will function and appear. It involves designing the functionality, appearance and user interface of the solution and developing
evaluation criteria to determine the efficiency and effectiveness of the software solutions.

Solution design focuses on the development of design ideas into preferred designs using design principles and a range of relevant design tools.

Design how the solution will function and appear by identifying the specific data required and how it will be named, structured,
   
validated and manipulated.

Use ideation techniques and tools for generating design ideas, including mood boards, brainstorming, mind maps, sketches and
 
annotations.

Solution design Use design tools to demonstrate structure and functionality, including data dictionaries, input–process–output (IPO) charts, object
   
descriptions, flowcharts and pseudocode.

Use design tools to show the relationships between the components of a solution, including annotated diagrams, mock-ups,
   
storyboards, sitemaps, queries, context diagrams, data flow diagrams and use case diagrams.

Use design tools to design the visual components of a solution (user interface, graphic representations or data visualisations),
including layout diagrams, annotated diagrams and mock-ups. This includes identifying the position and size of text, images and    
graphics, font types and styles, colours and text enhancements.

Investigate existing and possible solutions.   

Skills Generate design ideas and develop connections between ideas using text and diagrams.   
underpinning the
Design stage Produce detailed designs with annotations, including appearance and functionality of the solution, based on design ideas.   

Determine possible contingencies when developing solution designs to mitigate issues.   

Evaluation criteria Evaluation criteria measure the efficiency and effectiveness of designs and the entire solution.

Develop evaluation criteria to determine the degree to which solution designs meet requirements.   

Note that the same evaluation criteria are used in the Evaluation stage to determine the degree to which the solution meets requirements. In the Evaluation stage,

the evaluation criteria measure the efficiency and effectiveness of the solution.

Modify and refine the evaluation criteria as the solution develops.  

Unit application

Stage and activities Description AC DA SD

1 2 3 4 3 4

Development: involves transforming the requirements and designs into a working software solution. It involves the manipulation and validation of data, testing to ensure the software
solution meets requirements and generating documentation to support the use of the solution.

Manipulation involves applying a range of functions and techniques using software tools.

Develop the solution to meet specifications using appropriate algorithms, features of programming languages or software functions
     
Manipulation and techniques.

Apply appropriate formats and conventions to enhance the appearance of solutions.     

Perform calculations using descriptive statistics and identify trends, patterns and relationships.   

Validation checks the reasonableness of data being input. Validation can be both manual and electronic.

Use validation techniques to check data entry for reasonableness and completeness of data, including existence check, range check
    
and type check.
Validation
Use verification techniques after data entry to ensure that data entered matches the source data, including proofreading, confirming

the data against other sources and checking that the data visualised is consistent with the data acquired/collected.

Note that the effectiveness of validation is determined through the testing activity below.

Testing checks whether solutions meet all the requirements, function as expected and are usable by intended users.

Conduct debugging techniques to ensure solutions meet requirements.   

Develop a testing strategy to ensure that the solution works as intended, including features to be tested, test data and expected
Testing      
results.

Conduct tests, record the actual results and compare the actual results of the tests against the expected results.      

Correct identified errors.      

Documentation is used to explain the structure and behaviour of a solution.

Documentation Write internal documentation to support the functioning, maintenance and upgrading of the solution.   

Write documentation to support the development of solutions. 

Skills Determine possible contingencies when developing solutions to mitigate issues.   

underpinning the
Modify and evolve designs as the solution develops.   
Development
stage Modify and refine the evaluation criteria as the solution develops.   

Unit application

Stage and activities Description AC DA SD

1 2 3 4 3 4

Evaluation: involves determining the degree to which the software solution has met requirements. It involves developing a strategy to evaluate the software solution after implementation
and evaluating the software solution against the evaluation criteria to see how well it meets requirements.

Evaluation strategies focus on how the solution will be evaluated, including evaluation criteria, time frame and responsibility.

Propose a strategy to evaluate the extent to which the solution meets identified problems, needs or opportunities, or solves the
Evaluation  
identified problem after the solution has been developed and implemented.
strategy
Specify a timeline for evaluation, the data to be collected, methods and techniques for data collection, who is responsible for
 
collection and how the data relates to the evaluation criteria.

Solution evaluation determines whether a solution has met requirements.

Solution
evaluation Use the evaluation criteria to determine how the solution has met requirements, needs or opportunities. Discuss in terms of efficiency
  
and effectiveness of the solution.

Critically evaluate the analysis process and discuss how it assisted in meeting the requirements, problems, needs or opportunities.  
Skills
Critically evaluate the design process and discuss how it assisted in meeting the requirements, needs or opportunities.  
underpinning the
Evaluation stage Identify and discuss any improvements that could be made to the solution by approaching the problem-solving methodology process
 
differently.

Unit 1: Applied computing

In this unit students are introduced to the stages of the problem-solving methodology. Students focus on how
data can be used within software tools such as databases and spreadsheets to create data visualisations,
and the use of an object-oriented programming (OOP) language to develop a working software solution.

In Area of Study 1, as an introduction to data analytics, students respond to teacher-provided solution

requirements, designs and data to develop data visualisations. They develop a solution that includes a
database, spreadsheet(s) and data visualisations. In Area of Study 2, students respond to solution
requirements to design and develop a working software solution using an OOP language. They develop
techniques for debugging and testing their software solution to ensure that it works as intended.

Software tools
The following table indicates the software tools that students are required to both study and use in this unit.

Area of Study 1 Database software, spreadsheet software and data visualisation software
An appropriate tool for running Structured Query Language (SQL) queries

Area of Study 2 An appropriate OOP language

A prescribed list of software tools and functions, and outcome-specific requirements, will be published
annually by the VCAA in the VCAA Bulletin. Schools are to select software tools that fulfil these
requirements.

Area of Study 1
Data analysis
In this area of study, students use software tools to create data visualisations in response to teacher-
provided solution requirements, designs and data. The software tools are used for the interpretation and
manipulation of data to draw conclusions and create data visualisations that represent their findings. Data
visualisations could include charts, graphs, histograms, maps, network diagrams, spatial relationships,
infographics and dashboards. No restrictions are placed on the software tools used to create data
visualisations and dashboards.

Students examine the features of different design tools to represent the functionality and appearance of
software solutions. They interpret given designs and develop a database, spreadsheet(s) and data
visualisations using the data provided. Students focus on the appropriate functions and techniques to
manipulate and validate data and to make use of suitable formats and conventions.

Students apply computational thinking skills when extracting meaning from data and apply design thinking
skills and knowledge to develop data visualisations.

Outcome 1
On completion of this unit the student should be able to interpret teacher-provided solution requirements and
designs, analyse data and develop data visualisations to present findings.
To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 types and purposes of qualitative and quantitative data, such as:

 interviews and surveys to gather insights/perspectives on a topical issue

 sensor data to monitor a person’s health
 census and demographic data for statistical analysis
 data collected over a period of time
 data generated by artificial intelligence

 characteristics of data types relevant to the selected software tools, such as:

 text (character, string)

 numeric (integer, floating point, date/time)
 Boolean

 factors affecting the quality of data and information, such as:

 accuracy
 bias
 integrity
 relevance
 reliability

 characteristics of data and information, such as:

 size
 structure
 relevance
 accessibility
 clarity
 context

 techniques for applying the Australian Privacy Principles (APPs) in the Privacy Act 1988 (Cwlth) relating
to the use, management and communication of data and information, such as:

 non-identification of individuals (APP 2)

 information only being held for its primary purpose (APP 6)
 security measures used to protect personal information (APP 11)

 ethical issues arising from the management and communication of data and information, such as:

 lack of transparency
 use of inaccurate or incomplete data
 ownership and control of data
 misuse of personal data and information
 repurposing and sharing of data by artificial intelligence systems

 referencing primary and secondary data and information using the American Psychological Association
(APA) referencing system to acknowledge intellectual property
 characteristics of functional and non-functional requirements, constraints and scope
 design tools for representing the functionality and appearance of databases, spreadsheets and data
visualisations, such as:

 input-process-output (IPO) charts

 annotated diagrams

 mock-ups
 query designs

 structural characteristics of relational database management systems (RDBMS), such as:

 tables
 queries
 relationships using primary and foreign keys

 structural characteristics of spreadsheets, such as:

 rows and columns

 cells

 software functions and techniques for efficiently and effectively manipulating, validating and testing data
to develop databases, spreadsheets and data visualisations, such as:

 formulas and functions

 charts and graphs
 use of SQL to generate queries

 use of spreadsheets to calculate descriptive statistics for analysis, such as:

 average
 median
 count/frequency
 standard deviation

 purposes of data visualisations for educating, entertaining, informing and persuading audiences
 types of data visualisations, such as:

 infographics (long-form)
 series of posters of infographics
 dashboards

 components of data visualisations, such as:

 text and graphics

 tables
 charts and graphs

 formats and conventions suitable for databases, spreadsheets and data visualisations, such as:

 consistent naming conventions for databases (database name, table name, column name, primary
key, foreign key)
 consistent naming conventions for spreadsheets (worksheet names, header labels for rows, header
labels for columns)
 use of colours, fonts, images and icons.

Key skills
 interpret solution requirements, constraints and scope
 interpret designs using appropriate design tools to represent the functionality and appearance of
databases, spreadsheets and data visualisations
 explore data and information from primary and secondary sources, taking into account legal and ethical
considerations
 use the APA referencing system to acknowledge intellectual property

 conduct statistical analysis to identify trends and patterns

 select and apply functions, formats, conventions, data validation and testing techniques to efficiently
manipulate data and create data visualisations.

Area of Study 2
Programming
In this area of study, students use an appropriate OOP language to create a working software solution in
response to teacher-provided solution requirements. Students apply the problem-solving stages of design
and development to develop the software solution. Details of the relevant problem-solving methodology
specifications are on pages 18–23.

Students use a range of design tools to represent the software solution. They develop their working software
solution using a range of features of the selected OOP language. The solution should include the use of data
structures, naming conventions, internal documentation and validation. Students can choose whether to
develop a graphical user interface for the software solution. They apply testing and debugging techniques to
ensure the software solution works as intended.

Students apply computational and design thinking skills when preparing solution designs and transforming
them into a working solution.

Outcome 2
On completion of this unit the student should be able to interpret teacher-provided solution requirements to
design and develop a software solution using an object-oriented programming language.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 emerging trends in programming languages and artificial intelligence-based (AI) code generators for the
development of software solutions, such as:

 low-code development approaches

 readability and/or maintainability improvements

 characteristics of data types, such as:

 text (character, string)

 numeric (integer, floating point, date/time)
 Boolean

 types of data structures, such as:

 one-dimensional arrays
 lists
 records (varying data types, field index)

 characteristics of functional and non-functional requirements, constraints and scope

 design tools for representing the functionality and appearance of solution designs, such as:

 mock-ups
 input-process-output (IPO) charts

 flowcharts/pseudocode

 key legal requirements relating to intellectual property and copyright while designing and developing
software
 principles of OOP, such as:

 abstraction
 encapsulation

 features of a programming language, such as:

 variables, and initialising, accessing and storing data in variables

 control structures (sequence, selection and iteration/repetition)
 arithmetic, logical and conditional operators
 procedures, functions and methods

 naming conventions for solution elements, such as:

 Hungarian notation
 camel casing

 purposes of internal documentation, such as:

 explaining data and code structures

 code maintenance

 validation techniques for data, such as:

 existence checking
 type checking
 range checking

 debugging and testing techniques for checking software solutions function correctly, such as:

 test tables to compare expected and actual output

 construction of relevant test data
 breakpoints
 debugging output statements.

Key skills
 interpret solution requirements to develop a software solution
 select and use appropriate design tools to represent solution designs
 use a range of data types and data structures
 develop a software solution using appropriate features of an OOP language
 document the functioning of a software solution through internal documentation
 design and apply suitable validation, debugging and testing techniques.

Assessment
The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of
outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks
that provide a range of opportunities for students to demonstrate the key knowledge and key skills in the
outcomes.

of the regular teaching and learning program and should be completed mainly in class and within a limited
time frame.

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in
Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the
areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

Outcome 1

 A folio of exercises to demonstrate the learning of database, spreadsheet and data visualisation
software tools.
 A solution including the use of database, spreadsheet and data visualisation software tools in response
to teacher-provided solution requirements and designs.
 A personal portfolio to showcase the development of databases, spreadsheets and data visualisations.

Outcome 2

 A folio of exercises to demonstrate the learning of an object-oriented programming language.

 A software solution that includes the designs, solution and a testing table in response to teacher-
provided solution requirements.
 The creation and maintenance of code repositories to track the progression of students’ learning, using
platforms such as GitHub.
 A software solution developed in response to a teacher-provided problem-solving challenge, presented
as a hackathon.

Where teachers allow students to choose between tasks, they must ensure that the tasks set are of
comparable scope and demand.

Unit 2: Applied computing

In this unit students focus on developing an innovative solution to a problem, need or opportunity that they
have identified, and develop an understanding of network environments, cyber security risks, threats to
networks and strategies to reduce the risks to data and information.

In Area of Study 1, students work collaboratively and select a topic of interest involving an emerging trend for
further study to create an innovative solution. The innovative solution can be presented as a proof of
concept, a prototype or a product. Students engage in all areas of the problem-solving methodology while
developing this solution. In Area of Study 2, as an introduction to cyber security, students investigate
networks and the threats, vulnerabilities and risks to data and information. They propose and justify
strategies to protect the security of data and information within a network.

Software tools
The following table indicates the software tools that students are required to both study and use in this unit.

Area of Study 1 Any software tools used to design and develop an innovative solution, such as a
programming language, spreadsheet software, presentation software or tool for planning a
project

Area of Study 1
Innovative solutions
In this area of study, students work collaboratively to design and develop an innovative solution to an
identified problem, need or opportunity. They apply all stages of the problem-solving methodology to
investigate the use of digital devices and emerging digital technologies and their applications. Details of the
problem-solving methodology specifications are on pages 18–23.

The innovative solution may take the form of a proof of concept, prototype or product. The final form of the
innovative solution can be decided by the students in consultation with their teacher, because the complexity
of the innovative solution to address the problem, need or opportunity may not allow for either a working
prototype or product to be developed. Since the emphasis is on a collaborative project, students should
negotiate a problem, need or opportunity to research and then design and develop their innovative solution.

As the technological landscape continues to rapidly evolve, the potential topics that students can explore will
change. For example, students could choose one of the following topics to explore in greater detail:

 artificial intelligence, machine learning or neural networks, such as:

 generating dashboards through the writing and refinement of prompts

 using TensorFlow (open source machine learning framework) to analyse and predict trends in data
sequences
 building and training image classification models, for example, to distinguish crown-of-thorns
starfish from those starfish that live in harmony with coral reefs

 assistive and wearable technologies or Internet of Things (IoT), such as:

 communication aids for individuals with speech or motor impairments

 proximity sensors for individuals with visual impairments to help navigate their surroundings
 smart braille displays that convert digital text to tactile braille output

 smart devices in healthcare, such as:

 fall detection systems that automatically send alerts to caregivers or emergency services
 automated pill dispensers for individuals with dementia

 drones, microcontrollers, nanosatellites and robotic devices, such as:

 drones or nanosatellites that use microcontroller sensors to collect hygrometry data, which is either
stored on an SD card or telemetered (radio transmission) to a receiving ground station
(laptop/computer)

 games development or multimedia programming, such as:

 narrative-driven games that tell compelling stories related to cyberbullying, climate change or
Aboriginal and Torres Strait Islander Peoples
 simulation games that challenge players to construct and manage eco-friendly cities
 multimedia programming that guides individuals through a fitness regime or mindfulness exercises

 mixed realities, such as augmented or virtual reality, to develop programs that use avatars to deliver
educational content, or that create a virtual relaxation space with serene landscapes, soothing sounds
and guided mindfulness exercises
 blockchain, such as:

 solving problems in food supply chains

 a game to demonstrate how blockchain technology would work in a particular industry, such as the
pharmaceutical industry

 innovative uses for emerging technologies, such as:

 artificial intelligence-based (AI) code generators to build an AI-based debugger that assists in
identifying and fixing errors in code

 any other innovative digital solution.

A project plan is prepared to support an organised approach to problem solving. Students use software to
record the identification and sequencing of tasks, time allocation, milestones, dependencies and critical path.
They record and monitor the progress of their innovative solution throughout the stages of the problem-
solving methodology. Students do not have to use dedicated project management software.

Students apply computational, design and systems thinking skills when developing solution designs and
transforming them into a proof of concept, prototype or product.

Outcome 1
On completion of this unit the student should be able to, in collaboration with other students, identify a
problem, need or opportunity to analyse, design, develop and evaluate an innovative solution.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 the role of curiosity, ingenuity and the United Nations’ Sustainable Development Goals to inspire and
drive innovation
 functions and capabilities of digital systems used by individuals and organisations, such as:

 assistive technologies
 financial services
 global positioning system (GPS) devices
 robotics
 traffic management

 the impact of emerging technologies, such as:

 automation
 cyberbullying
 productivity
 economic issues (deskilling, job loss, misuse)
 the decline of physical human interactions and interpersonal skills

 characteristics of creative and innovative solutions, such as:

 originality
 effectiveness
 user-centred
 disruptiveness

 solution specifications, such as:

 functional and non-functional requirements

 constraints
 scope

 methods for collecting data to determine user needs and requirements, such as:

 interviews
 surveys

 design tools and techniques for representing solution designs, such as:

 mock-ups
 pseudocode
 sitemaps
 storyboards

 techniques for developing innovative solutions, such as:

 empathising with the end-user

 ideating for exploring multiple perspectives for a problem
 generating a divergence of possible design ideas
 developing the preferred design idea

 techniques for documenting the development of solutions, task delegation and monitoring project
progress, such as:

 Gantt charts
 project journals
 version control

 techniques for testing and evaluating innovative solutions, such as:

 user testing
 expert review

 how emerging technologies are affected by key legislation and frameworks, such as:

 Australia’s Artificial Intelligence (AI) Ethics Principles

 Copyright Act 1968 (Cwlth)
 Health Records Act 2001 (HPP 1, 2, 5)
 Privacy Act 1988 (Cwlth) (APP 1, 2, 6)
 Privacy and Data Protection Act 2014 (IPP 1, 2, 5, 8)

 ethical issues arising from the development of emerging technologies, such as:

 cyber security threats

 biometric systems collecting and storing data
 job displacement

 ethical issues arising from the use of artificial intelligence, such as:

 creating content that is biased, discriminatory or otherwise harmful

 creating content that could be used for cyber attacks
 generating content from existing copyright materials

 evaluation criteria and techniques for evaluating the efficiency and effectiveness of innovative solutions.

Key skills
 investigate a problem, need or opportunity and identify potential users and purpose
 propose and apply a range of methods to collect data for analysis
 analyse and document solution requirements to develop an innovative solution
 select and use appropriate design tools for generating solution designs
 develop an innovative solution using appropriate digital systems
 document the development of an innovative solution
 design and apply suitable testing techniques
 identify and discuss potential legal and ethical issues affecting the development of an innovative
solution
 apply evaluation criteria and evaluate the efficiency and effectiveness of an innovative solution to meet
a problem, need or opportunity.

Area of Study 2
Cyber security
The awareness of cyber security incidents and how to be protected from them is more important than ever,
especially with the proliferation of mobile devices and online services. In this area of study, students
investigate emerging trends in cyber security and how networks enable data and information to be
exchanged locally and globally. Students examine the hardware and software components and procedures
required to connect, maintain and protect wired, wireless and mobile communications technologies. They
apply this knowledge to develop an understanding of cyber security issues when investigating security
threats to data and information on networks. Students examine network vulnerabilities and the strategies for
reducing risks and mitigating threats to networks, taking into account key legal and ethical requirements.
Frameworks such as Australia’s Artificial Intelligence (AI) Ethics Principles and the Essential Eight enable

students to follow current industry practice when considering the use of artificial intelligence and strategies
for protecting the security of data and information within networks.

Students apply computational, design and systems thinking skills when analysing networks and proposing
strategies for reducing security risks.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case study to
examine a cyber security incident or a network vulnerability, evaluate the threats to a network, and propose
strategies to protect the security of data and information on the network.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 emerging trends in cyber security, such as:

 security measures (multi-factor authentication)

 regulatory compliance
 artificial intelligence-based (AI) threat detection
 Zero Trust Architecture
 use of cryptography for protection strategies

 functions and characteristics of key hardware and software components of networks required for
communicating and storing data and information, such as:

 routers for connecting multiple networks

 switches for connecting multiple devices in a network
 firewalls for monitoring and controlling incoming and outgoing network traffic
 data storage and backup systems
 network security software (firewall software, antivirus software, Darktrace AI) for protecting
networks from threats and vulnerabilities
 technical underpinnings of intrusion detection systems (IDS) and intrusion prevention systems
(IPS)

 strengths and limitations of wired, wireless and mobile communications technology, measured in
terms of:

 cost
 data storage options
 reliability
 security

 technical underpinnings of intranets, the internet and virtual private networks

 applications and capabilities of Local Area Networks (LANs), Wide Area Networks (WANs) and Wireless
Personal Area Networks (WPANs)
 risks of using networks in a global environment, such as:

 cyber security threats

 data privacy
 legal compliance
 unauthorised network access

 technical underpinnings of malware that can intentionally threaten the security of networks, such as:

 spyware
 viruses
 worms
 ransomware

 security threats to data and information on networks, such as:

 denial of service attacks

 improper credential management
 malicious software
 outdated versions of software
 weak passwords

 practices for reducing risks and mitigating threats to networks, such as:

 application of firmware
 multifactor authentication
 backup strategies
 operating system updates
 software malware updates
 staff procedures

 cryptographic techniques to protect data and networks, such as:

 ciphers (Caesar cipher, Vigenère cipher, polyalphabetic cipher)

 symmetric encryption (AES)
 asymmetric encryption (ECDH, ECDSA, RSA)

 emergence of artificial intelligence in providing network security mechanisms, such as:

 machine learning algorithms that analyse network traffic patterns

 provision of real-time monitoring and notification

 the role of ethical hacking, such as identifying vulnerabilities and weaknesses in networks
 key legislation and industry frameworks that affect how organisations ethically control the security and
communication of data and information:

 Essential Eight
 Health Records Act 2001 (HPP 2, 4, 5)
 Information Security Manual (ISM) (Guidelines for Networking: Encryption; Segmentation and
segregation; Network access controls; Confidentiality and integrity of wireless network traffic;
Wireless network footprint)
 Privacy Act 1988 (Cwlth) (APP 1, 6, 11)
 Privacy and Data Protection Act 2014 (IPP 2, 4, 5).

Key skills
 identify and examine a cyber security incident or a network vulnerability
 identify and describe the key components of networks
 describe the capabilities of different networks
 identify and evaluate the impact of network vulnerabilities and threats to the security of data and
information
 identify and discuss possible legal and ethical issues arising from ineffective security strategies
 propose and justify strategies to protect the security of data and information within a network.

The areas of study, including the key knowledge and key skills listed for the outcomes, should be used for
course design and the development of learning activities and assessment tasks. Assessment must be a part
of the regular teaching and learning program and should be completed mainly in class and within a limited
time frame.

All assessments at Units 1 and 2 are school-based. Procedures for assessment of levels of achievement in
Units 1 and 2 are a matter for school decision.

For this unit students are required to demonstrate two outcomes. As a set these outcomes encompass the
areas of study in the unit.

Suitable tasks for assessment in this unit may be selected from the following:

Outcome 1

 An innovative solution that includes an analysis, designs, the development of a proof of

concept/prototype/product and an evaluation.
 A presentation (oral, multimedia, visual) of an innovative solution.
 A written report that documents the development of an innovative solution.
 An annotated visual report that documents the development of an innovative solution.

Outcome 2

 A teacher-provided case study with structured questions that investigates a cyber security incident and
how it could be prevented in the future.
 A teacher-provided case study with structured questions that investigates a network, its vulnerabilities
and how these could be mitigated.

Where teachers allow students to choose between tasks, they must ensure that the tasks set are of
comparable scope and demand.

Unit 3: Data analytics

In this unit students apply the problem-solving methodology to analyse data using software tools such as
database, spreadsheet and data visualisation software to create data visualisations. Students develop an
understanding of the analysis, design and development stages of the problem-solving methodology.

In Area of Study 1, students respond to teacher-provided solution requirements and designs to develop data
visualisations. They apply specific functions of database and spreadsheet software tools to manipulate,
cleanse and analyse data. Students then use a data visualisation software tool to develop data visualisations
that present their findings. In Area of Study 2, students propose a research question, prepare a project plan,
collect, analyse and prepare data, and design infographics and/or dynamic data visualisations. Area of Study
2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.

Software tools
The following table indicates the software tools that students are required to both study and use in this unit.

Area of Study 1 Database software, spreadsheet software and data visualisation software
An appropriate tool for running Structured Query Language (SQL) queries

The following table indicates the software tools that students are required to use, but are not required to
study, in this unit.

Area of Study 2 An appropriate tool for documenting and modifying project plans
Appropriate tools for ideation and generating designs

Area of Study 1
Data analytics
In this area of study, students identify, select and extract authentic data from large repositories. They
manipulate the data to present findings as data visualisations in response to teacher-provided solution
requirements and designs. Students use database, spreadsheet and data visualisation software tools to
undertake the problem-solving activities of manipulation, validation and testing in the development stage.

The software solutions involve importing data from files into a database where data is organised using
queries. Data from these queries is then imported into a spreadsheet for further refinement to identify trends,
relationships and patterns before presenting findings as data visualisations. This will prepare students for
creating infographics and/or dynamic data visualisations in Unit 4, Area of Study 1. Students are not required
to manually calculate statistics. They are expected to use relevant spreadsheet functions to calculate values.
Validation and testing techniques are applied to ensure the reasonableness and completeness of the data
used to develop data visualisations. Students justify the use of functions, formats and conventions in the
development of their data visualisations.

Students apply computational thinking skills when interpreting solution requirements and designs, and when
developing them into data visualisations.

Outcome 1
On completion of this unit the student should be able to interpret teacher-provided solution requirements and
designs, extract data from large repositories, manipulate and cleanse data, conduct statistical analysis and
develop data visualisations to display findings.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 emerging trends in data analytics using artificial intelligence, including:

 integration of artificial intelligence features into software tools

 generating data visualisations through the writing and refinement of prompts
 machine learning and statistical modelling for making predictions, decisions and recommendations

 characteristics of functional and non-functional requirements, constraints and scope

 characteristics of data types, including:

 text (character, string)

 numeric (integer, floating point, date/time)
 Boolean

 structural characteristics of relational database management systems (RDBMS), including:

 data types and field sizes

 data in tables
 relationships using primary and foreign key fields
 use of SQL to generate queries

 design tools for representing databases and spreadsheets, including:

 data dictionaries
 query designs
 layout diagrams
 input-process-output (IPO) charts

 techniques for identifying, selecting, extracting and validating authentic data stored in large repositories,
including:

 downloading datasets in a range of formats

 the use of SQL functions to retrieve, filter, sort and link dataset values (SELECT, FROM, WHERE,
ORDER BY, INNER JOIN)
 the use of Boolean operators (AND, NOT, OR) for WHERE statements
 existence checking, type checking and range checking

 methods for referencing data sources using the American Psychological Association (APA) referencing
system
 techniques for effectively and efficiently manipulating and cleansing data, including:

 formulas and functions to perform calculations

 sorting, filtering and reformatting
 identifying and fixing errors

 techniques to statistically analyse data to identify trends, relationships and patterns, including:

 descriptive statistics (average, median, minimum, maximum, range, standard deviation,

count/frequency, sum)
 Pearson’s correlation co-efficient (r)
 the shape and skew of data

 purposes of data visualisations, including:

 exploratory data analysis

 presentation of information
 providing interactive experiences for users to explore data

 types of data visualisations, including:

 infographics (series or long-form, static)

 dashboards (interactive, static or live data)
 dynamic data visualisations (interactive, live data)

 design tools for representing data visualisations, including:

 mock-ups
 storyboards

 formats and conventions applied to data visualisations to improve their effectiveness for intended users,
including:

 use of colours, fonts, images and icons

 visual hierarchy and clarity of message

 techniques for testing databases and spreadsheets, including:

 testing formula and query results

 testing validation
 test cases comparing expected and actual results in testing tables

 techniques for testing data visualisations, including:

 visual inspection of the appearance of the data visualisation

 confirming that charts and graphs are representative of the data being visualised.

Key skills
 interpret solution requirements and designs
 identify, select, extract and validate relevant data from large repositories using database software
 use the APA referencing system to acknowledge intellectual property
 manipulate and cleanse data using spreadsheet software
 conduct statistical analysis to identify trends, relationships and patterns
 select, justify and apply functions, formats and conventions to create effective data visualisations
 develop and apply suitable testing techniques to software tools used.

Area of Study 2
Data analytics: analysis and design
In this area of study, students independently determine and propose a research question and collect and
analyse data from both primary and secondary sources. This is the first part of the School-assessed Task,
involving analysis and design, with the second part undertaken in Unit 4, Area of Study 1.

Students prepare a project plan that includes both student-determined and teacher-provided milestones in a
Gantt chart that includes all stages of the problem-solving methodology covered in Unit 3, Area of Study 2
and in Unit 4, Area of Study 1. Details of the relevant problem-solving methodology specifications are on
pages 18–23. Throughout Unit 3, Area of Study 2 and Unit 4, Area of Study 1, students monitor and modify
their project plans as required. They do not have to use dedicated project management software.

A range of methods is used to collect data to determine solution requirements, constraints and scope.
Primary and secondary data is then collected to address the research question using appropriate methods
and considering legal requirements. The scope of the research question should be sufficiently detailed to not
require a simple yes or no answer, but rather an exploration of the data collected.

Students generate and document two to three design ideas for creating the infographics and/or dynamic data
visualisations using ideation tools. Evaluation criteria are developed by the students to determine which of
the ideas will be used as the basis of the preferred design. These ideas are then fully developed into detailed
designs using a range of design tools addressing the appearance, usability and functionality of the solution.
These evaluation criteria will be used in Unit 4, Area of Study 1 to evaluate the efficiency and effectiveness
of the infographics and/or dynamic data visualisations.

Students apply computational thinking skills when determining data requirements associated with a research
question and apply design thinking skills when designing infographics and/or dynamic data visualisations.

Outcome 2
On completion of this unit the student should be able to propose a research question, formulate a project
plan, collect and prepare data, and generate design ideas and a preferred design for creating infographics
and/or dynamic data visualisations.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 features of a research question, including:

 clarity
 measurability of data requirements
 feasibility
 originality

 features of project management to develop a project plan using Gantt charts, including:

 identification of tasks
 sequencing of tasks
 time allocation
 dependencies
 milestones

 critical path
 monitoring and documenting the progress of projects

 characteristics of functional and non-functional requirements, constraints and scope, including data to
address the research question
 methods for collecting primary data, including:

 surveys
 interviews
 observations

 methods for collecting secondary data, including:

 querying of data stored in large repositories

 online searches

 characteristics of data types and data structures relevant to manipulating collected data
 suitability of quantitative and qualitative data for manipulation to prepare for data visualisations,
including:

 coding of qualitative data

 identifying trends, relationships and patterns

 characteristics of data integrity, including:

 accuracy
 authenticity
 correctness
 reasonableness
 relevance
 timeliness

 procedures and techniques for the ethical collection of primary data, including:

 using participant information statements and/or consent forms

 de-identifying personal data

 key legal requirements for the protection of intellectual property and the collection, communication and
security of data and information, including:

 Copyright Act 1968 (Cwlth)

 Health Records Act 2001 (HPP 1, 2, 4)
 Privacy Act 1988 (Cwlth) (APP 3, 4, 5, 6, 11)
 Privacy and Data Protection Act 2014 (IPP 1, 2, 4, 10)

 methods for referencing secondary sources using the APA referencing system to acknowledge
intellectual property, including:

 use of citations
 creation of reference lists

 procedures and techniques for managing data, including:

 archiving
 backups (full, incremental, differential)
 disposal

 ideation techniques and tools for generating design ideas, including:

 mood boards

 brainstorming
 mind maps
 sketches
 annotations

 design principles that influence the appearance and functionality of infographics and dynamic data
visualisations, including:

 alignment
 balance
 contrast
 image use
 space
 text and table formatting
 usability
 navigation
 interactivity

 criteria for evaluating design ideas and the efficiency and effectiveness of infographics and dynamic
data visualisations
 design tools for generating solution designs from design ideas, including:

 storyboards
 mock-ups
 input-process-output (IPO) charts
 query designs.

Key skills
 propose a research question
 create, monitor and modify project plans using software
 analyse and document solution requirements, constraints and scope of infographics and/or dynamic
data visualisations
 apply techniques for searching, collecting, referencing and managing data sets
 generate design ideas using appropriate ideation techniques and tools
 develop evaluation criteria for design ideas and the efficiency and effectiveness of infographics and
dynamic data visualisations
 produce detailed designs using appropriate design principles and tools.

School-based assessment
Satisfactory completion
The award of satisfactory completion for a unit is based on whether the student has demonstrated the set of
outcomes specified for the unit. Teachers should use a variety of learning activities and assessment tasks to
provide a range of opportunities for students to demonstrate the key knowledge and key skills in the
outcomes.

The areas of study and key knowledge and key skills listed for the outcomes should be used for course
design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and a
School-assessed Task.

School-assessed Coursework tasks must be a part of the regular teaching and learning program and must
not unduly add to the workload associated with that program. They must be completed mainly in class and
within a limited time frame.

Where teachers provide a range of options for the same School-assessed Coursework task, they should
ensure that the options are of comparable scope and demand.

The types and range of forms of School-assessed Coursework for the outcomes are prescribed within the
study design. The VCAA publishes Support materials for this study, which include advice on the design of
assessment tasks and the assessment of student work for a level of achievement.

Teachers will provide to the VCAA a numerical score representing an assessment of the student’s level of
achievement. The score must be based on the teacher’s assessment of the performance of each student on
the tasks set out in the following table.

Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 3 In response to teacher-provided solution
Outcome 1 requirements and designs:
Interpret teacher-provided solution  extract and reference data from large
requirements and designs, extract data from repositories into a database
large repositories, manipulate and cleanse  query data using databases and SQL
data, conduct statistical analysis and develop 100  use spreadsheet functions to manipulate data
data visualisations to display findings.
 statistically analyse data in spreadsheets
 develop data visualisations.
Task time allocated should be at least 6–10
lessons.

Total marks 100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2 and in Unit 4, Outcome 1 will be assessed through
a School-assessed Task. Details of the School-assessed Task for Units 3 and 4 are provided on page 51 of
this study design.

External assessment

The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination (see page 52),
which will contribute 50 per cent to the study score.

Unit 4: Data analytics

In this unit students focus on determining the findings of a research question by developing infographics
and/or dynamic data visualisations based on large complex data sets, consider data breaches and
investigate the security strategies used by an organisation to protect data and information from cyber
security threats.

In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop
their preferred designs prepared in Unit 3, Area of Study 2 into infographics and/or dynamic data
visualisations. They evaluate the infographics and/or dynamic data visualisations and assess the project
plan. Area of Study 1 forms the second part of the School-assessed Task (SAT). In Area of Study 2,
students analyse a case study that investigates the impact of a data breach on an organisation. They
examine the cyber security threats to data and information, evaluate security strategies and recommend
improved strategies for protecting data and information.

Software tools
The following table indicates the software tools that students are required to both study and use in this unit.

Area of Study 1 Database software, spreadsheet software and data visualisation software
An appropriate tool for running Structured Query Language (SQL) queries

The following table indicates the software tool that students are required to use, but are not required to
study, in this unit.

Area of Study 1 An appropriate tool for documenting and modifying project plans

Area of Study 1
Data analytics: development and evaluation
In this area of study, students develop the design they prepared in Unit 3, Area of Study 2 into infographics
and/or dynamic data visualisations that address a research question by applying the problem-solving
methodology stages of development and evaluation. Details of the problem-solving methodology
specifications are on pages 18–23.

Effective designs and clarity of messages are key features of infographics and dynamic data visualisations,
which are designed to present findings intended for a target audience. Students import data from files into a
database and then into a spreadsheet for refinement. They analyse the data using descriptive statistics in
spreadsheets and use data visualisation software to transform the preferred designs into infographics and/or
dynamic data visualisations.

Students monitor and record the progress of their projects using the project plan developed in Unit 3, Area of
Study 2. Details could include actual versus expected durations, achievement of milestones and annotations
to explain progress.

Students evaluate the quality of their infographics and/or dynamic data visualisations using the evaluation
criteria developed in Unit 3, Area of Study 2 and assess the effectiveness of their project plan in the
completion of their project.

Students apply computational thinking skills when developing their ideas into infographics and/or dynamic
data visualisations.

Outcome 1
On completion of this unit the student should be able to develop and evaluate infographics and/or dynamic
data visualisations that meet requirements and assess the effectiveness of the project plan.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 effective and efficient methods to manipulate data using software tools, including:

 use of templates
 software functions
 use of artificial intelligence tools to represent data and information

 techniques for analysing data to refine findings for data visualisations, including:

 descriptive statistics (average, median, minimum, maximum, range, standard deviation,

count/frequency, sum)
 Pearson’s correlation co-efficient (r)
 the shape and skew of data

 techniques for implementing data security, including:

 using security controls

 developing an implementation plan
 using a checklist to ensure controls are successfully implemented

 characteristics of information for target audiences, including:

 age appropriateness
 commonality of language
 culture and gender inclusiveness

 techniques for developing infographics and dynamic data visualisations, including:

 organising the hierarchy of information

 pagination
 clarifying data refresh requirements

 formats and conventions applied to infographics and dynamic data visualisations to improve their
effectiveness for intended users, including:

 use of colours, fonts, images and icons

 visual hierarchy and clarity of message

 techniques for improving data quality by validating and verifying data, including:

 existence checking
 type checking
 range checking
 checking end-to-end data integrity from collection to visualisation

 proofreading

 techniques for testing that data visualisations work as intended, including:

 visual inspection of the appearance of the data visualisation

 confirming that charts and graphs are representative of the data being visualised

 features of evaluation strategies, including:

 criteria
 time frame
 responsibility

 techniques for applying evaluation criteria

 techniques for recording the progress of projects, including:

 adjustments to tasks
 adjustments to time frames
 annotations to project plans
 monitoring and documenting progress using logs/journals

 techniques for assessing the effectiveness of a project plan, including:

 reviewing the number of changes made to the project plan during the project
 the reason changes were necessary
 the impact of changes on the completion of the project.

Key skills
 monitor, modify and annotate project plans as necessary
 conduct statistical analysis to identify trends, relationships and patterns
 implement procedures for securing data
 apply formats and conventions to develop infographics and/or dynamic data visualisations using
software
 select and apply data validation, verification and testing techniques
 evaluate the efficiency and effectiveness of infographics and/or dynamic data visualisations
 assess the effectiveness of the project plan.

Area of Study 2
Cyber security: data security
Major data breaches involving large Australian companies and businesses have increased over the last few
years. These have impacted millions of Australians. In this area of study, students investigate emerging
trends in cyber security and focus on data and information security and its importance to organisations.
Students investigate security strategies used by an organisation to manage the collection, communication
and security of data and information in its networked environment. They examine the threats to this data and
information, and evaluate the methods an organisation uses to protect its data and information. Students
consider the consequences for an organisation that fails to protect its data and information. They
recommend strategies to reduce the threats to data and information, taking into account the key legal
requirements and any ethical issues faced by the organisation, including those posed by the use of artificial
intelligence.

Students apply systems thinking skills when investigating data and information security strategies within an
organisation, and when recommending strategies to reduce threats.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case study to analyse
the impact of a data breach on an organisation, identify and evaluate threats, evaluate current security
strategies and make recommendations to improve security strategies.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 emerging trends in cyber security, including:

 the use of artificial intelligence to protect data

 authentication procedures
 threat detection and response
 analytics of user behaviour
 privacy protection

 goals and objectives of medium and large organisations

 the importance of data and information security to organisations, including:

 safeguarding business operations

 mitigating financial loss and reputational damage
 compliance with legal obligations

 types of threats to the integrity and security of data and information used by organisations, including:

 accidental
 deliberate
 events-based

 characteristics of data integrity, including:

 accuracy
 authenticity
 correctness
 reasonableness
 relevance
 timeliness

 consequences of diminished data integrity, including:

 loss of reputation
 poor decision-making
 financial loss
 legal issues
 impacted operations

 criteria for evaluating the effectiveness of data and information security strategies, including:

 confidentiality
 integrity
 availability

 key legislation that affects how organisations control the collection, communication and security of their
data and information, including:

 Health Records Act 2001 (HPP 1, 2, 4, 5)

 Privacy Act 1988 (Cwlth) (APP 1, 3, 4, 5, 6, 7, 11)
 Privacy and Data Protection Act 2014 (IPP 1, 2, 4, 5, 10)

 key legislation that instructs an organisation to notify impacted individuals and organisations in the event
of an eligible data breach likely to result in serious harm, including:

 Privacy Amendment (Notifiable Data Breaches) Act 2017 (Sections 26WE, 26WF, 26WH, 26WK,
26WL, 26WR)

 ethical issues arising from the implementation of data and information security practices, including:

 data collection and use

 identity theft
 lack of transparency in the event of a cyber security incident

 applications of cryptographic techniques to protect data at rest and in transit, including:

 use of ciphers
 symmetric and asymmetric keys
 use of hashing functions

 features of disaster recovery plans, including:

 evacuation
 backing up
 restoration
 communication
 testing

 security controls for preventing and tracking unauthorised access to data and information and
minimising data loss.

Key skills
 analyse a data breach and describe its impact on an organisation
 identify and evaluate the threats to the security of data and information
 examine and describe an organisation’s current data and information security strategies
 propose and apply criteria to evaluate the effectiveness of current data and information security
strategies
 identify and discuss possible legal and ethical consequences of ineffective data and information security
strategies
 evaluate the disaster recovery plan for an organisation
 recommend and justify improvements to current data and information security strategies.

The areas of study and key knowledge and key skills listed for the outcomes should be used for course
design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework and a
School-assessed Task.

Where teachers provide a range of options for the same School-assessed Coursework task, they should
ensure that the options are of comparable scope and demand.

Contribution to final assessment

School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 4 The student’s performance will be assessed
Outcome 2 using one of the following:
Respond to a teacher-provided case study to  structured questions
analyse the impact of a data breach on an  a report in written format
organisation, identify and evaluate threats,
 a report in multimedia format.
evaluate current security strategies and make 100
recommendations to improve security strategies. The case study scenario needs to enable:
 an analysis of the breach
 an evaluation of the threats
 recommendations to improve security
strategies.

Task time allocated should be 100–120

minutes.

Total marks 100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2 and in Unit 4, Outcome 1 will be assessed through
a School-assessed Task.

The School-assessed Task contributes 30 per cent to the study score.

Outcomes Assessment tasks

Unit 3 A documented research question and a project plan (Gantt chart) indicating
Outcome 2 tasks, times, milestones, dependencies and the critical path
Propose a research question, formulate a project AND
plan, collect and prepare data, and generate
An analysis that defines the requirements, constraints and scope of
design ideas and a preferred design for creating
infographics and/or dynamic data visualisations
infographics and/or dynamic data visualisations.
AND
A collection of complex data sets that has been referenced
AND
A folio of design ideas and evaluation criteria
AND
Detailed design specifications of the preferred design.
Time allocated should be at least 8–10 weeks of class time.

Unit 4 Infographics and/or dynamic data visualisations that present findings in

Outcome 1 response to a research question
Develop and evaluate infographics and/or AND
dynamic data visualisations that meet  an evaluation of the efficiency and effectiveness of infographics
requirements and assess the effectiveness of the and/or dynamic data visualisations
project plan.
 an assessment of the effectiveness of the project plan (Gantt chart) in
monitoring project progress
in one of the following:
 a written report
 an annotated visual plan.
Time allocated should be at least 8 weeks of class time.

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination.

End-of-year examination

Contribution to final assessment

The examination will contribute 50 per cent to the study score.

Description
The examination will be set by a panel appointed by the VCAA. All the key knowledge and key skills that
underpin the outcomes in Units 3 and 4 are examinable.

Conditions
The examination will be completed under the following conditions:

 Duration: 2 hours
 Date: end-of-year, on a date to be published annually by the VCAA
 VCAA examination rules will apply. Details of these rules are published annually in the VCE
Administrative Handbook.
 The examination will be marked by assessors appointed by the VCAA.

Further advice
The VCAA publishes specifications for all VCE examinations on the VCAA website. Examination
specifications include details about the sections of the examination, their weighting, the question format(s)
and any other essential information. The specifications are published in the first year of implementation of
the revised Unit 3 and 4 sequence, together with any sample material.

Unit 3: Software development

In this unit students apply the problem-solving methodology to develop working software modules using an
object-oriented programming (OOP) language. Students develop an understanding of the analysis, design
and development stages of the problem-solving methodology.

In Area of Study 1, students respond to teacher-provided solution requirements and designs to develop a
set of working software modules through the use of an OOP language. Students examine a set of
requirements and a range of software design tools in order to apply specific features of an OOP language
to create working software modules. In Area of Study 2, students analyse an identified problem, need or
opportunity, prepare a project plan, develop a software requirements specification and design a software
solution. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4,
Area of Study 1.

Software tools
The following table indicates the software tools that students are required to both study and use in this unit.

Area of Study 1 An appropriate OOP language

Area of Study 2 Unified Modelling Language (UML) tools to create use case diagrams

The following table indicates the software tools that students are required to use, but are not required to
study, in this unit.

Area of Study 2 An appropriate tool for documenting and modifying project plans
Appropriate tools for ideation and generating designs

Area of Study 1
Software development: programming
In this area of study, students interpret the requirements and designs for developing working software
modules. Students use a common OOP language and undertake the problem-solving activities of
manipulation (programming), validation, testing and documentation in the development stage.

The working software modules should focus on a range of features within the OOP language. Students are
expected to fully develop the working software modules in accordance with the given requirements and
designs. This includes the development of a graphical user interface for at least two of the four modules. The
working software modules will prepare students for creating a complete software solution in Unit 4, Area of
Study 1. Validation is applied within relevant modules to ensure input data can be accepted and processed.
Debugging and testing techniques are applied to all software modules to ensure they operate as intended
and internal documentation is written to explain the functionality of each module. Students justify the use of
the selected features of the OOP language and algorithms in the development of their working software
modules.

Students apply computational thinking skills when interpreting given solution requirements and designs, and
when developing them into the working software modules.

Outcome 1
On completion of this unit the student should be able to interpret teacher-provided solution requirements and
designs and use appropriate features of an object-oriented programming language to develop working
software modules.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 emerging trends in programming using artificial intelligence, including:

 using prompts to generate code

 automated debugging and testing of modules
 code optimisation
 responsible and ethical use of artificial intelligence tools

 characteristics of functional and non-functional requirements, constraints and scope

 design tools for representing modules, including:

 data dictionaries
 mock-ups
 object descriptions
 input-process-output (IPO) charts
 pseudocode

 characteristics of data types, including:

 text (character, string)

 numeric (integer, floating point, date/time)
 Boolean

 characteristics of data structures, including:

 one-dimensional arrays
 two-dimensional arrays
 records (varying data types, field index)

 characteristics of data sources (plain text (TXT), delimited (CSV) and XML files), including:

 structure
 reasons for use

 principles of OOP, including:

 abstraction
 encapsulation
 generalisation
 inheritance

 features of a programming language, including:

 local and global variables, and constants

 data types
 instructions and control structures (sequence, selection, iteration/repetition)
 arithmetic, logical and conditional operators
 graphical user interfaces (GUIs)
 functions and methods
 classes and objects

 purposes and features of naming conventions for solution elements (variables, interface controls, code
structures), including:

 Hungarian notation
 camel casing
 snake casing

 validation techniques for data, including:

 existence checking
 type checking
 range checking

 purposes of internal documentation, including:

 explaining and justifying data and code structures

 code maintenance
 placeholder comments for future development (stubs)

 algorithms for sorting and searching, including:

 selection sort
 quick sort
 binary search
 linear search

 types of errors, including:

 syntax
 logic
 runtime (overflow, index out of range, type mismatch, divide by zero)

 debugging and testing techniques for checking modules function correctly, including:

 use of breakpoints
 use of debugging statements
 construction of relevant test data
 test cases comparing expected and actual output in testing tables.

Key skills
 interpret solution requirements and designs
 use a range of data types, data structures and data sources
 use and justify appropriate features of an OOP language to develop working software modules
 develop and apply suitable naming conventions and validation techniques within modules
 document the functioning of modules using internal documentation
 develop and apply suitable debugging and testing techniques using appropriate test data.

Area of Study 2
Software development: analysis and design
In this area of study, students prepare for the development of a software solution that meets a student-
identified problem, need or opportunity. This is the first part of the School-assessed Task, involving analysis
and design, with the second part undertaken in Unit 4, Area of Study 1.

Students are expected to independently identify a problem, need or opportunity for developing a software
solution from within their community. They prepare a project plan that includes both student-determined and
teacher-provided milestones in a Gantt chart that includes all stages of the problem-solving methodology
covered in Unit 3, Area of Study 2 and in Unit 4, Area of Study 1. Details of the relevant problem-solving
methodology specifications are on pages 18–23. Throughout Unit 3, Area of Study 2 and Unit 4, Area of
Study 1, students monitor and modify their project plans as required. They do not have to use dedicated
project management software.

A range of methods are used to collect data for analysis. Analysis tools and techniques are used to depict
the relationships between users, data and systems and to document the solution requirements, constraints
and scope as part of a software requirements specification.

Students generate and document two to three design ideas for creating their solution using ideation tools.
Evaluation criteria are developed by the students to determine which of the ideas will be used as the basis of
the preferred design. These ideas are then fully developed into detailed designs using a range of design
tools, addressing the appearance, structure and functionality of the solution. The same evaluation criteria are
then used in Unit 4, Area of Study 1 to evaluate the efficiency and effectiveness of the software solution.

Students apply computational thinking skills when analysing a problem, need or opportunity and apply
design thinking skills when designing the solution.

Outcome 2
On completion of this unit the student should be able to document a problem, need or opportunity, formulate
a project plan, document an analysis, and generate design ideas and a preferred design for creating a
software solution.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 reasons why individuals and organisations undertake software development projects, including:

 increasing productivity and efficiency

 reducing costs
 identifying opportunities to address gaps in the market
 meeting organisational objectives or needs

 features of a brief that documents a problem, need or opportunity, including:

 problem/need/opportunity outline
 proposed users
 programming languages to be used
 feasibility
 originality

 features of project management using Gantt charts, including:

 identification of tasks
 sequencing of tasks
 time allocation
 dependencies
 milestones
 critical path
 monitoring and documenting the progress of projects

 methods for collecting data to determine needs and requirements, including:

 interviews
 observations
 surveys
 reports

 characteristics of functional and non-functional requirements

 constraints that influence solution development, including:

 economic
 legal
 social
 technical considerations

 characteristics of solution scope, including:

 version/solution boundaries

 analytical tools for depicting the relationships between users, data and systems, including:

 context diagrams (Level 0) with the components of a system, and entities and data flows
 data flow diagrams (Level 1) with the components of processes, entities, data stores and data flows
 use case diagrams with the components of a system boundary, actors, associations, relationships
(includes and extends) and use cases

 purpose and features of software requirements specifications, including:

 defining requirements
 constraints
 scope
 user characteristics
 technical environments
 analytical tools depicting existing processes and systems

 key legal requirements relating to the intellectual property and ownership and privacy of data used,
including:

 Copyright Act 1968 (Cwlth)

 Privacy Act 1988 (Cwlth) (APP 1, 3, 6, 8, 9, 11)
 Privacy and Data Protection Act 2014 (IPP 1, 2, 4, 5, 7, 9, 10)

 file management techniques, including:

 the use of naming conventions

 version control
 backups (full, incremental, differential)
 security
 disposal

 ideation techniques and tools for generating design ideas, including:

 mood boards
 brainstorming
 mind maps
 sketches
 annotations

 criteria for evaluating design ideas and the efficiency and effectiveness of solutions
 design tools for generating solution designs from design ideas, including:

 data dictionaries
 mock-ups
 object descriptions
 input-process-output (IPO) charts
 pseudocode

 characteristics of user experience (UX) and how these affect software design, including:

 affordance
 interoperability
 security (authentication and data protection)
 usability

 design principles that influence the appearance and functionality of the user interface/s of the software
solution, including:

 alignment
 balance
 contrast
 space
 text formatting
 usability
 navigation.

Key skills
 document a problem, need or opportunity using a brief
 create, monitor and modify project plans using software
 select and use a range of methods to collect data
 apply analysis tools to determine solution requirements, constraints and scope
 document an analysis as a software requirements specification
 generate design ideas using appropriate ideation techniques and tools
 develop evaluation criteria for design ideas and the efficiency and effectiveness of the software solution
 produce detailed designs using appropriate design principles and tools.

The areas of study and key knowledge and key skills listed for the outcomes should be used for course
design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 3 will be determined by School-assessed Coursework and a
School-assessed Task.

Where teachers provide a range of options for the same School-assessed Coursework task, they should
ensure that the options are of comparable scope and demand.

Contribution to final assessment

School-assessed Coursework for Unit 3 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 3 In response to teacher-provided solution requirements
Outcome 1 and designs, develop four working modules with
Interpret teacher-provided solution increasing complexity of programming skills.
requirements and designs and use  Module 1: Simple calculations using arithmetic,
appropriate features of an object-oriented logical and conditional operators
programming language to develop
 Module 2: Reading and writing files
working software modules.
 Module 3: Sorting and searching with functions or
100
methods
 Module 4: Classes and objects

At least two modules must include a GUI.

All modules must include testing.

Task time allocated should be at least 8–14 lessons.

Total marks 100

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination (see page 68),
which will contribute 50 per cent to the study score.

Unit 4: Software development

In this unit, students focus on how the needs of individuals and organisations are met through the
development of software solutions using an object-oriented programming (OOP) language and consider the
cyber security risks to organisations as a result of insecure software development practices.

In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop
their preferred design generated in Unit 3, Area of Study 2 into a working software solution. They test and
evaluate the solution and assess the project plan. Unit 4, Area of Study 1 forms the second part of the
School-assessed Task (SAT). In Area of Study 2, students examine the current software development
practices of an organisation and the risks associated with insecure software development environments and
practices. Students evaluate the current security practices and make recommendations to ensure software
development environments and practices are secure.

Software tools
The following table indicates the software tool that students are required to both study and use in this unit.

Area of Study 1 An appropriate OOP language

The following table indicates the software tools that students are required to use, but are not required to
study, in this unit.

Area of Study 1 An appropriate tool for documenting and modifying project plans
Programming tools and/or integrated development environments to facilitate programming
and testing of solutions

Area of Study 1
Software development: development and evaluation
In this area of study, students develop the solution they designed in Unit 3, Area of Study 2 into a software
solution that meets their identified problem, need or opportunity by applying the problem-solving stages of
development and evaluation. Details of the problem-solving methodology specifications are on pages 18–23.

Appropriate features of an OOP language are used to develop an efficient and effective software solution.
Validation, debugging and testing techniques are used to ensure the software solution meets requirements.

Students prepare a beta testing strategy that focuses on the core features of their software solution. The
tests must be undertaken by at least two potential users, with the results recorded. Potential users could be
other students acting as real users of the solution. Students recommend necessary adjustments to their
solution based on the results of their beta tests.

Students continue to monitor and record the progress of their projects using the project plan developed in
Unit 3, Area of Study 2. Details could include actual versus expected durations, achievement of milestones

and annotations to explain progress. Students evaluate the quality of their software solution using the
evaluation criteria developed in Unit 3, Area of Study 2 and assess the effectiveness of their project plan in
developing their project.

Students apply computational thinking skills when developing their design ideas into a software solution.

Outcome 1
On completion of this unit the student should be able to develop and evaluate a software solution that meets
requirements and assess the effectiveness of the project plan.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 1.

Key knowledge
 characteristics of efficient and effective solutions, including:

 user-centred design
 clear and concise code
 detailed internal documentation

 characteristics of data types, data structures and data sources for input, storage and output
 features of a programming language, including:

 local and global variables and constants

 established and innovative approaches to software development, including:

 the use of code repositories

 application programming interfaces (APIs) and libraries
 artificial intelligence-based (AI) assistants

 validation techniques, including:

 existence checking
 type checking
 range checking

 debugging and alpha testing techniques for checking that solutions meet requirements and function
correctly, including the use of:

 breakpoints
 commenting out code
 relevant test data
 test cases comparing expected and actual output in testing tables

 strategies for conducting beta testing, including:

 construction of a testing plan and test scenarios

 observation of testing scenarios
 documentation of test results

 features of evaluation strategies, including:

 evaluation criteria
 time frame
 responsibility

 techniques for applying evaluation criteria

 factors that influence the effectiveness of project plans, including:

 scope creep
 personnel changes
 technical issues

 techniques for recording the progress of projects, including:

 adjustments to tasks
 adjustments to time frames
 annotations to project plans
 monitoring and documenting progress using logs/journals

 techniques for assessing the effectiveness of a project plan, including:

 reviewing the number of changes made to the project plan during the project
 the reason changes were necessary
 the impact of changes on the completion of the project.

Key skills
 monitor, modify and annotate project plans as necessary
 develop a software solution and write internal documentation
 use and apply appropriate data types, data structures and data sources
 develop and apply suitable naming conventions and validation techniques
 select and apply debugging and alpha testing techniques
 prepare and conduct beta testing using appropriate techniques, capture results and recommend
modifications to the software solution to address identified issues
 evaluate the efficiency and effectiveness of the software solution
 assess the effectiveness of the project plan.

Area of Study 2
Cyber security: secure software development practices
The secure development of software is crucial within the modern technology and development landscape.
Insecure software development environments are problematic for organisations that develop software,
regardless of whether solution development occurs internally or is conducted by a secondary organisation. In
this area of study, students focus on the security risks to organisations as a result of insecure software
development environments and practices. Students analyse and evaluate the security of current software
development practices, examine the vulnerabilities and risks using threat-modelling principles and consider

the consequences of identified issues. Students should consider how these risks may be minimised or
mitigated before recommending strategies to improve current practices, taking into account the key legal
requirements and ethical issues faced by organisations. Frameworks such as the Essential Eight and the
Information Security Manual are also taken into account for students to follow current industry practice when
considering strategies for improvements.

Students apply systems thinking skills when analysing and evaluating software development security
strategies within an organisation, and when recommending strategies to improve current practices.

Outcome 2
On completion of this unit the student should be able to respond to a teacher-provided case study to analyse
an organisation’s software development practices, identify and evaluate current security controls and threats
to software development practices, and make recommendations to improve practices.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge
 goals and objectives of medium and large organisations
 advantages and disadvantages of developing software in-house or externally
 types of vulnerabilities and risks within insecure development environments, including:

 use of application programming interfaces (APIs)

 malware
 unpatched software
 poor identity and access management practices
 man-in-the-middle attacks
 insider threats
 cyber security incidents
 risks present from software acquired by third parties
 ineffective code review practices
 combined development, testing and production environments

 security controls used to protect software development practices and data stored within applications,
including:

 version control and code repositories

 robust identity and access management
 encryption
 code review
 regular updates and patches to software
 separated development, testing and production environments

 threat modelling principles, including:

 defining security requirements

 identifying and mitigating threats
 confirming threats have been mitigated

 criteria for evaluating the security of software development practices within an organisation
 key legislation and industry frameworks that affect how organisations develop software and control the
security and communication of data, including the:

 Copyright Act 1968 (Cwlth)

 Essential Eight

 Information Security Manual (ISM) (Guidelines for Software Development: Development, testing
and production environments; Secure software design and development; Application security
testing)
 Privacy Act 1988 (Cwlth) (APP 1, 6, 8, 9, 11)
 Privacy and Data Protection Act 2014 (IPP 1, 2, 4, 5, 9)

 ethical issues that arise when developing software, including:

 ineffective security practices

 use of artificial intelligence during development
 intellectual property
 copyright issues

 mitigation measures to reduce or eliminate threats, vulnerabilities and risks within organisations and
development environments
 strategies for improving the security of software development practices, including:

 onboarding/induction practices and developer training focused on secure development

 development of risk management plans.

Key skills
 analyse and describe an organisation’s software development practices
 propose and apply criteria to evaluate the effectiveness of the current software development practices
 identify and describe vulnerabilities and risks based on current practices
 identify and discuss the possible legal and ethical consequences to an organisation for ineffective
software development practices, and how these could be resolved
 recommend and justify improvements to organisations and their development environments to enhance
secure software development practices.

The areas of study and key knowledge and key skills listed for the outcomes should be used for course
design and the development of learning activities and assessment tasks.

Assessment of levels of achievement

The student’s level of achievement in Unit 4 will be determined by School-assessed Coursework and a
School-assessed Task.

Where teachers provide a range of options for the same School-assessed Coursework task, they should
ensure that the options are of comparable scope and demand.

Contribution to final assessment

School-assessed Coursework for Unit 4 will contribute 10 per cent to the study score.

Outcomes Marks allocated Assessment tasks

Unit 4 The student’s performance will be assessed
Outcome 2 using one of the following:
Respond to a teacher-provided case study to analyse  structured questions
an organisation’s software development practices,
 a report in written format
identify and evaluate current security controls and
threats to software development practices, and make  a report in multimedia format.
100
recommendations to improve practices. The case study scenario needs to enable:
 an analysis of the organisation’s software
development practices
 an evaluation of the current security
controls and threats
 recommendations to improve practices.

Task time allocated should be 100–120 minutes.

Total marks 100

School-assessed Task
The student’s level of achievement in Unit 3, Outcome 2 and in Unit 4, Outcome 1 will be assessed through
a School-assessed Task.

The School-assessed Task contributes 30 per cent to the study score.

Outcomes Assessment tasks

Unit 3 A brief outlining the proposed solution and a project plan (Gantt chart)
Outcome 2 indicating tasks, times, milestones, dependencies and the critical path
Document a problem, need or opportunity, AND
formulate a project plan, document an analysis,
Analytical tools that depict the interactions between systems, users, data
and generate design ideas and a preferred design
and networks
for creating a software solution.
AND
An analysis that defines the requirements, constraints and scope of a
solution in the form of a software requirements specification
AND
A folio of design ideas and evaluation criteria
AND
Detailed design specifications of the preferred design.
Time allocated should be at least 8–10 weeks of class time.
Unit 4 A software solution that meets the software requirements specification
Outcome 1
AND
Develop and evaluate a software solution that
Preparation and conduction of beta testing
meets requirements and assess the effectiveness
of the project plan. AND
 an evaluation of the efficiency and effectiveness of the software
solution
 an assessment of the effectiveness of the project plan (Gantt chart) in
monitoring project progress
in one of the following:
 a written report
 an annotated visual plan.
Time allocated should be at least 8 weeks of class time.

External assessment
The level of achievement for Units 3 and 4 is also assessed by an end-of-year examination.

End-of-year examination

Contribution to final assessment

The examination will contribute 50 per cent to the study score.

Description
The examination will be set by a panel appointed by the VCAA. All the key knowledge and key skills that
underpin the outcomes in Units 3 and 4 are examinable.

Conditions
The examination will be completed under the following conditions:

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