VCE IT

Units 1 and 2 Theory and Outcome Summary

Adapted from the VCAA IT Study Design Used with permission from VCAA
Copyright © VCAA

What are outcomes and key knowledge? The VCE course comprises outcomes, which are assessment tasks to assess students' knowledge and skills relating to the Areas of Study specified by the VCAA for each course.

Each outcome includes Key Knowledge (things students should know) and Key Skills (things students should be able to do). I abbreviate outcomes like so: U1O1 = unit 1 outcome 1.

If you add up the key knowledge dotpoints for each unit (e.g. unit 1), they will include all the theory required for the whole unit.

I abbreviate key knowledge dotpoints like so: U1O1 KK01 - unit 1, outcome 1, key knowledge dotpoint 1.

So, if you're asking what you need to know for your unit 1 or unit 2 exam - it includes all the key knowledge dot points listed below under each unit.

OUTCOME SUMMARY - both units

Unit 1

Unit 2

VCE IT UNIT 1 - IT in action

Jump to unit 2 outcomes

• This unit focuses on how individuals and organisations use, and can be affected by, information and communications technology (ICT) in their daily lives.
• In Areas of Study 1 and 3, students acquire and apply a range of knowledge and skills to manipulate different data types such as numeric, text, sound and images (still and moving) to create solutions that can be used to persuade, educate, inform and entertain.
• In Area of Study 3, students also explore how their lives are affected by ICT, and consider strategies for managing how ICT is applied.
• In Area of Study 2, students examine how networked information systems allow data to be exchanged locally and within a global environment, and explore how mobile devices, such as phones, are used within these networks. When creating solutions, students need an understanding of the problem-solving methodology,
• In this unit the emphasis is on the problem-solving stages of design and development.

Unit 1 Area of study 1 - From data to Information

In this area of study students develop and apply knowledge and skills in using spreadsheet software to manipulate numeric data. Students select relevant data and apply functions and techniques to manipulate the data to produce information in graphic form, which is displayed onscreen. Examples of graphical representations are column graphs, scatter diagrams and bubble charts. Spreadsheet knowledge and skills acquired in this area of study are applied in Area of Study 3. When working with given data sets, students apply the design and development stages of the problem-solving methodology. As students will not be engaged in the analysis stage, they must be provided with details of relevant requirements of the solution, such as what information the solution has to provide and the constraints on the solution. Details of this methodology are here.

Unit 1 Outcome 1 - Spreadsheets

On completion of this unit the student should be able to select data from data sets, design solutions and use a range of spreadsheet functions to develop solutions that meet specific purposes.

Key knowledge

U1O1 KK04 - techniques for identifying relevant data

Relevance means that the data is related to your information needs. Data could be irrelevant because it:

• is out of date (e.g. stock prices from several weeks ago when you want to buy/sell shares now)
• is from a place unrelated to the region you are interested in (e.g. US crime figures have little application in Australia)
• lacks the information you require (e.g. car performance figures lack data on diesels, which is what you need)
• is not on the right topic (e.g. data on iOS security when you are researching Android security)
• (others?)

To identify relevant data, check its source. Is it current and applicable to your needs? Does it have anything to contribute the topic in question?

U1O1 KK05 - purpose and functions of graphic representations

The purpose of graphic representations of data (e.g. graphs, charts, diagrams, models) is to show a lot of detailed data in a form that humans can more easily understand. 

Unnecessary detail is hidden, thereby revealing the main trends and directions that the human is actually interested in seeing.

For example, to see whether water consumption by a city is falling or not, raw figures from 300,000 water meters over several years is going to be of no value to city planners. They would not be able to digest such detail. However a single figure for average water consumption for each year will clearly and quickly convey valuable information.

For more information on data and information, see the Data/Information index page.

U1O1 KK06 - applications and capabilities of spreadsheet software

Spreadsheets are automated calculators that can be programmed to give new data based on existing data. From the simplest ability to add up huge quantities of figures to their abilities to summarise (e.g. averages), generate statistics (e.g. maximum, minimum, correlation, financial and scientific calculations) and reorganise data (e.g. sorting, categorising) spreadsheets are one of the main tools of anyone working with large data sets.

Spreadsheets are often used to forecast (predict future trends) and model (imitate the real world using numbers, such as calculating the effects of changing key values in a business plan.)

• The most basic capabilities: arithmetic (+ - * / )
• Summary statistics: SUM, AVERAGE, standard deviation, MAX, MIN
• Data access and categorisation: VLOOKUP, HLOOKUP
• Data reorganisation: Pivot tables, sorting, grouping
• Data formatting: conditional formatting, charts
• Decision making: IF, AND, OR, CASE

U1O1 KK07 - design elements that influence the appearance and effectiveness of graphic representations

Factors that contribute to the functionality and appearance of solutions.

Elements related to functionality are:

• structure,
• usability, including navigation and load time,*
• accessibility,*
• appropriateness, relevance.

Design elements related to appearance are proportion (visual hierarchy),

• orientation (direction/ aspect),
• clarity and consistency,
• colour,
• contrast.

* The study design is ambigous here. It says, "In this study the elements related to functionality are structure, usability and accessibility, including navigation and load time, appropriateness and relevance. " which makes it sound like navigation and load time both apply to usability and accessibility, which makes little sense.

Accessibility always refers to the ease of use by people with disabilities, such as poor vision, motor control, deafness, colour blindness etc.

U1O1 KK08 - design tools for representing the functionality and appearance of solutions, including graphic representations

Database design tools

Web design tools

Other design tools

Data Flow Diagrams

• Flow charts (not applicable to ITA or Software Development units 3+4)
• Nassi-Shneiderman charts (not applicable to Software Development units 3+4)
• System Flow charts
• Context diagrams
• Input - Processing - Output (IPO) charts (not strictly applicable to Software Development units 3+4)
• Pseudocode (the official design tool for IT SD)

U1O1 KK09 - spreadsheet software functions and techniques for efficiently and effectively manipulating and validating data

See above for software functions.

Manipulation (processing) techniques include:

• using different worksheets to separate key information from setup figures and bulk data sets
• using colour coding to highlight types of content (e.g. blue cells can be typed in, yellow cells contain key output items)
• using cell formatting such as text size, colour and styles to highlight main output
• using cell and range naming to make formulas more readable and avoid fill-down errors when referring to absolute cell addresses in copied formulae
• using cell protection to prevent damage to formulae
• using macros to automate tasks for unskilled users (e.g. jumping to another sheet, or inserting a new row)
• using the most efficient function for the job, e.g.
• ABS(x) is more efficient than SQRT(x*x)
• using SUM to calculate a total of many cells is much better than listing every cell with "+" between them
• using CASE instead of many nested IF statements

Validation ensures the raw data are valid - in other words the data is within reasonable limits and is of the right type. Typical validation checks for:

• the correct range (e.g. a 27 year old person enrolling in  kindergarten in not reasonable). Also can check that a value exists in a predefined list of options  (e.g. states and territories of Australia)
• the correct data type (e.g. that a number has been entered for an age, that text has been entered for a name, that an account number fits a fixed format, that an email address has one and only one @ and one or more dots.
• the data has been entered at all - an existence check. Some data (e.g. a name) may be compulsory, other data (e.g. a fax number) may not. Validation rules can be applied to reject input that lacks key data.

U1O1 Key skills

1. identify data required for particular purposes
2. select graphic representations appropriate to the purposes of creating solutions
3. select and apply appropriate design tools to represent solution designs, including the presentation of information
4. use spreadsheet software, and select and apply functions, formats, conventions, data validation and testing techniques to efficiently manipulate data and produce effective graphic representations
5. explain why the solutions, including graphic representations, are suited to the purposes.

Unit 1 AREA OF STUDY 2 - Networks

In this area of study students investigate how networked information systems allow data and information to be exchanged locally and within a global environment. Students develop an understanding of the technology and procedures, and the roles and responsibilities of people required to connect and maintain computers so that ideas, files, information, programs and resources can be shared. Students consider the advantages and disadvantages of using such networks, and explore how mobile devices are used within networks. Students develop an understanding of the ways in which the security of exchanged and stored data and information can be compromised.

Unit 1 Outcome 2 - Networks & Security

On completion of this unit the student should be able to recommend a networked information system for a specific use and explain possible security threats to this networked information system.

Key knowledge

U1O2 KK01 - ways in which people, procedures, equipment and data combine to form networked information systems

When you get a question about an information system, you should always consider the four components in your answer: people; data; equipment (which includes hardware and software); and procedures.  Without any one of them, data processing is either pointless or impossible.

See slideshows on

Networking

Network hardware

Designing networks

Data security

Network protocols (Ethernet)

U1O2 KK02 - capabilities of Wide Area Networks (WANs) and Local Area Networks (LANs)

Remember that LANs are geographically limited in size, typically within a hundred metres or so in breadth. (e.g. a college LAN)

A WAN can stretch across a city, state, country or the globe, and is typically made up of connected LANs (e.g. all the branches of the ANZ bank across Australia and New Zealand).

The internet is what you get when WANs interconnect.

U1O2 Key skills:

1. identify types of networks and state reasons for their use
2. evaluate the capabilities of different networks and communications technology
3. explain the limitations and strengths of networks to support the communication and storage of data and information using mobile devices
4. explain ways in which network professionals develop and maintain networks
5. select and recommend networks suitable for specific uses
6. explain how actions, devices and events can threaten the security of data and information communicated and stored within networks.

AREA OF STUDY 3 - ICT in a global society

In this area of study students develop an understanding about how the applications of particular information and communications technology (ICT) can cause tensions and conflicts between different stakeholders. This area of study involves consideration of contemporary issues within a selected context. Working in teams, which can be virtual, students use web authoring software to create a website that presents an overview of an issue associated with one context. With evidence acquired from both primary and secondary sources, students present on their website the viewpoints of different stakeholders, the team's opinion regarding the issue and their strategies for encouraging individuals to influence how ICT is applied in particular situations.

Students use visualising thinking tools and techniques to assist in formulating team opinions. They use spreadsheet software to manipulate acquired primary data and generate graphical representations to include on their website using the skills acquired in Area of Study 1. Students can supplement these graphical representations with related sound and images, such as recorded and video interviews.

Project plans are developed using ICT to record tasks to be completed and team member responsibilities. During the development of the website, progress is monitored and recorded. Students do not have to use dedicated project management software. Students apply the design and development stages of the problem-solving methodology when creating a website.

Unit 1 Outcome 3 - Team website analysing an IT issue

On completion of this unit the student should be able to contribute collaboratively to the design and development of a website that presents an analysis of a contemporary ICT issue and substantiates the team's point of view.

Key knowledge

U1O3 KK02 - a detailed study in one of the following contexts:

• computer gaming
• social networking
• robotics
• e-commerce
• cloud computing

The site should focus on:

• the nature of a contemporary issue associated with the context
• legal, social, environmental and ethical reasons for the issue arising
• types and capabilities of technology associated with the context
• types of key stakeholders, such as individuals, organisations and governments, and their responsibilities
• positive and negative opinions of each stakeholder on the issue

Stakeholders are those who are affected by the issue, for better or worse. They stand to gain or lose depending on how the issue turns out.

U1O3 KK08 - design elements that influence the functionality and appearance of websites that include graphical representations

U1O3 Key skills:

1. select and apply appropriate methods and techniques to acquire and reference data and information from primary and secondary sources
2. use ICT to document and monitor project plans when creating team solutions
3. analyse the causes and effects of the ICT issues using visualising thinking tools
4. synthesise information about the selected ICT issues and strategies for influencing how ICT is used for particular purposes
5. select and apply appropriate design tools to represent solutions
6. use spreadsheet and web authoring software and select and apply functions, design elements, formats and conventions, data validation and testing techniques to manipulate data and produce solutions.

Assessment tasks for this unit are selected from the following:

1. using ICT tools and techniques, produce a solution in response to an identified need
2. visual presentations such as multimedia presentations
3. oral presentations supported by a visual presentation
4. a written report using ICT
5. a test.

VCE IT UNIT 2 - IT Pathways

• This unit focuses on how individuals and organisations use ICT to meet a range of purposes.
• Students apply a range of knowledge and skills to create solutions, including those that have been produced using a programming or scripting language, to meet users' needs.
• In this unit, students apply all stages of the problem-solving methodology when creating solutions.
• In Area of Study 1 students analyse data from large repositories and manipulate selected data to create visualisations.
• In Area of Study 2 students develop skills in using programming or scripting language software and they investigate careers that involve the use of these skills.
• Working in teams is an important and effective strategy for solving problems, and this strategy is applied in Area of Study 3 when students solve problems for clients in the community.

Software tools

Unit 2 Area of study 1 –Data analysis and visualisation

In this area of study students develop knowledge and skills in using software tools to access and select authentic data from large data repositories, and in presenting the key aspects of the data in an appropriate visual form. Effective visual forms reduce the effort required by readers to interpret information and are clear, usable, relevant and attractive.

Appropriate visual forms include graphs, charts, spatial relationships, maps, histograms and network diagrams (nodes and edges).

Sources of large data repositories include the Bureau of Meteorology, World Development Indicators, Australian Bureau of Statistic, United Nations, CSIRO, OECD.

Interactivity and the inclusion of dynamic data are key features of some visualisations.

When developing these visualisations, students use one or more of the following tools: a programming language, database software, spreadsheet software, data visualisation software.

In response to design briefs students apply all stages of the problem-solving methodology.

Unit 2 Outcome 1 - Data Visualisation

On completion of this unit the student should be able to apply the problem-solving methodology and use appropriate software tools to create data visualisations that meet users' needs.

Key knowledge

U2O1 KK06 - data types and data structures relevant to selected software tools

Data structures include:

• arrays (in programming)
• tables, records and fields (databases)
• tables, worksheets (spreadsheets)

U2O1 Key skills:

1. analyse information problems
2. select appropriate sources of data and identify relevant data
3. determine the suitability of different data types and structures for creating visualisations
4. select types of visualisations that are appropriate to the data
5. select and apply appropriate tools to represent the design of the visualisations
6. apply software functions to locate and acquire data that will be input and manipulated
7. use appropriate software tools, and select and apply a range of suitable functions to efficiently develop different types of effective data visualisations
8. select appropriate techniques and apply criteria to determine the extent to which data visualisations meet users' needs.

Unit 2 AREA OF STUDY 2 - Programming and pathways

In this area of study students develop knowledge and skills in using programming or scripting language software. Flexibility exists regarding the language studied as there is no approved programming list for this area of study. If a programming language is selected in Area of Study 1, it can be used in this area of study. Students develop knowledge and skills in describing data types and data structures, and applying data representation methods. They develop knowledge and skills about methods and techniques for completing a series of small discrete tasks that use features of a programming or scripting language. Students are not required to create complete solutions to information problems; rather they focus on applying knowledge and skills related to activities within the design and development stages of the problem-solving methodology. Details of this methodology are here. Students keep an electronic record of the new knowledge and skills applied in each task, and reflect on their learning progress by evaluating the extent to which the knowledge and skills are applied. An understanding of the technical knowledge and skills associated with using programming or scripting languages is further developed through examining ICT career pathways, which focus on:

1. entry requirements to specific ICT jobs
2. the main roles and tasks involved in ICT jobs.

Unit 2 Outcome 2 - Programming folio, Careers

On completion of this unit the student should be able to design, and develop using a programming or scripting language, limited solutions, record the learning progress electronically, and explain possible career pathways that require the use of programming or scripting skills.

Key knowledge:

U2O2 KK06  - testing and debugging techniques, including construction of test data

Testing is part of the development phase of the problem solving methodology

User acceptance testing

Testing network security

U2O2 Key skills

1. represent design specifications using appropriate methods
2. apply techniques for manipulating data and information using a programming or scripting language
3. apply testing techniques using test data
4. record in an electronic journal the new knowledge and skills applicable to each programming or scripting task, and evaluate how well they were applied
5. investigate ICT careers and pathways that require the use of programming or scripting languages.

AREA OF STUDY 3 - Tools, techniques and procedures

• In this area of study students apply all stages of the problem-solving methodology to create solutions to information problems.
• No restrictions are placed on the software tool used to create these solutions for clients.
• By working in teams, which can be virtual, to solve information problems for known clients, students develop an understanding of how constraints imposed by clients (users) affect the techniques and procedures applied when creating solutions.
• Individual team members prepare designs for the solutions and collectively they consider the designs and select one, based on agreed criteria, and make adjustments, if appropriate.
• These designs are considered by the clients, who provide feedback to the teams. Any modifications suggested by the clients are incorporated into the designs.
• Each student in a team can then individually follow the final design and develop the entire solution, or each student can contribute to the completion of the team's solutions. This involves using techniques and procedures to efficiently and effectively process and manage data, information and files.
• Team members record and monitor progress through shared electronic files. Students do not have to use dedicated project management software.
• A client-based approach provides the opportunity for students to develop and apply, in real situations, knowledge and understanding about criteria for evaluating the efficiency of processing and the effectiveness of solutions, as identified in the solution designs.

Unit 2 Outcome 3 - Team solution for a client

On completion of this unit the student should be able to work collaboratively and apply the problem-solving methodology to create an ICT solution, taking into account client feedback.

Key knowledge

U2O3 Key skills

1. analyse information problems
2. prepare and follow plans that coordinate the tasks, people, resources and time required to develop solutions
3. select and apply appropriate tools and techniques to design solutions
4. liaise with the clients in order to obtain feedback on the preferred designs, and make adjustments, where necessary
5. select and apply suitable equipment, tools, functions, formats and conventions to create solutions
6. apply techniques and procedures to securely and effectively handle files
7. devise and implement an evaluation strategy.

ASSESSMENT

Assessment tasks for this unit are selected from the following:

1. using ICT tools and techniques, produce a solution in response to an identified need
2. visual presentations such as multimedia presentations
3. oral presentations supported by a visual presentation
4. an electronic learning journal, such as a blog, to record learning progress
5. a written report using ICT
6. a test.