VCE IT Units 1 and 2

2007-2010

KEY KNOWLEDGE FOR OUTCOMES

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) from certain areas of study, and Key Skills (things students should be able to do).

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.

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.

VCE IT UNIT 1 - IT in action

Jump to unit 2 outcomes

Area of study 1 - IT techniques

Unit 1 Outcome 1

Students use web authoring or multimedia authoring software to create on-screen information products.

On completion of this unit the student should be able to transform an existing printed information product into an on-screen information product to meet a specific audience need, evaluate the success of this information product, and explain its likely impact on the audience's skills or work practices.

Key knowledge

• characteristics of audiences;
• purposes of information;
• factors affecting the quality of information products;
• a problem-solving methodology involving analysis, design, development, testing, implementation and evaluation;
• design tools for representing solutions and information products;
• design elements that influence the appearance of information presented on-screen;
• characteristics of high-quality user interfaces and effective information architecture of on-screen information;
• formats and conventions applied to information in order to achieve its purpose;
• techniques for manipulating data and information;
• types of file formats and their suitability for printed and on-screen information products;
• file management considerations including naming and classification systems for files, folders and directories, backups, file transfer procedures, communication;
• criteria for evaluating the effectiveness of solutions and on-screen information products;
• techniques for testing solutions and on-screen information products;
• effects of ICT on the skills and work practices of individuals.

Key skills

• analyse requirements needed to produce on-screen information products that meet identified needs;
• select and apply appropriate design tools and techniques to represent the information architecture of on-screen information products;
• apply design elements to enhance the appearance of on-screen information products and the functionality of solutions;
• use web authoring or multimedia authoring software and select and apply appropriate functions, formats and conventions to process data and produce on-screen information products;
• apply testing techniques to confirm whether the on-screen information products operate as intended;
• apply techniques and procedures to manage the production and handling of electronic files;
• evaluate on-screen information products, incorporating feedback gathered from specified audiences;
• explain how the changed form of information products is likely to affect the skills or work practices of specified audiences.

   

Unit 1 AREA OF STUDY 2 - Data management

Unit 1 Outcome 2

Key Knowledge

• a problem-solving methodology involving analysis, design, development, testing and implementation;
• purposes of databases and their applications;
• structure of a database, including fields, records and tables;
• capabilities and limitations of database management software to manipulate data;
• design tools for representing input forms and reports;
• tools for representing the structure of databases;
• data types and data formats;
• data sources and methods of data acquisition;
• characteristics of effective data collection tools and user interfaces for the purposes of entering data;
• techniques for structuring databases to meet different needs;
• techniques for manipulating data;
• techniques for validating data;
• techniques for searching, sorting and filtering sets of data that meet specific criteria;
• formats and conventions applied to create effective reports;
• roles, functions and characteristics of hardware components used to input, store, communicate and output data and information.

Key skills

• explain the purposes of databases and their applications;
• analyse information problems in order to identify the reports required from databases and the data needed to produce the reports;
• use appropriate techniques to describe data types and database structures;
• identify and collect data from appropriate sources, using data collection tools designed to facilitate efficient data entry;
• apply suitable functions to validate and process data efficiently;
• construct simple queries to locate data that match specific criteria;
• apply formats and conventions to create effective reports;
• explain how the software and hardware components interact to enable the input and storage of data.

AREA OF STUDY 3 - ICT issues

This area of study involves consideration of contemporary issues associated with the areas of:

• Privacy of information
• Ownership of information
• Data mining and record matching
• Digital divide
• E-commerce
• Internet ethics
• Electronic monitoring
• Artificial Intelligence
• Robotics
• Environment
• Games and entertainment.

Using web authoring or multimedia authoring software. Project plans record tasks and team member responsibilities.

Outcome 3

On completion of this unit the student should be able to contribute collaboratively to the creation of an on-screen information product that presents an analysis of a contemporary ICT issue and substantiates a point of view.

Key knowledge

• applications of ICT in a range of settings;
• how data is processed by the technology related to contemporary issues;
• legal, social, economic and ethical factors contributing to contemporary issues;
• personal and/or professional responsibilities of stakeholders;
• positive and negative concerns of an issue for each stakeholder;
• visualising thinking tools for supporting reasoning and decision-making when analysing issues
• and ethical dilemmas;
• information search strategies and methods of referencing source data and information;
• techniques for manipulating data and information;
• formats and conventions applied to information in order to achieve its purpose;
• strategies for coordinating the technical and human resources required to create solutions and
• information products;
• strategies for influencing how ICT is used for particular purposes.

Key skills

• select and apply appropriate tools and techniques to acquire and reference data and information from a variety of sources;
• prepare plans that identify tasks and responsibilities of a team, and timelines and indicators for monitoring progress;
• explain the nature of the selected issues, including identification of the stakeholders;
• explain the relationships between the selected issues and their associated technology;
• analyse the causes and effects of the issues using visualising thinking tools;
• synthesise information regarding the selected issues in order to fairly and accurately report stakeholders' viewpoints;
• substantiate, with evidence, team viewpoints regarding the issues;
• use web authoring or multimedia authoring software and select and apply suitable functions, formats and conventions to process data and produce on-screen information products.

VCE IT UNIT 2

IT Unit 2 : IT pathways

Area of study 1 – Programming and pathways

ICT career pathways will focus on:

• information system providers, such as systems analysts, programmers, technical writers, and information system users, such as graphic designers, reporters, teachers;
• entry requirements to specific ICT jobs;
• the main roles and tasks involved in ICT jobs;
• career opportunities and pathways.
  

Unit 2 Outcome 1

On completion of this unit the student should be able to demonstrate progression in the ability to use a programming or scripting language, record the learning progress electronically, and explain possible career pathways that require the use of the software skills.

Key knowledge

• techniques for manipulating data and information;
• naming conventions for files and objects;
• data types and methods of representing and storing text, sound and images;
• methods of representing software design;
• techniques for checking that solutions meet specifications;
• testing and debugging techniques;
• characteristics of logically constructed electronic journals;
• roles and responsibilities of people who develop and support ICT within organisations;
• ICT career opportunities and pathways.
  

Key skills

• interpret and represent design specifications using appropriate tools;
• apply techniques for manipulating data and information using a programming or scripting language;
• apply testing techniques using test data;
• select tasks to compile a folio that demonstrates progression in the application of the appropriate software tool;
• record in an electronic journal the new knowledge and skills applicable to each programming or scripting task, and evaluate how well they were applied;
• investigate ICT careers and pathways that require the use of programming or scripting languages.

Unit 2 AREA OF STUDY 2 - Networks

Unit 2 Outcome 2

On completion of this unit the student should be able to represent a networked information system within an organisation, and describe the way a specified set of data flows through the system, where it is stored, and where it is processed.

Key knowledge

• reasons for organisations using networked information systems;
• types of information systems and networks;
• an overview of types of transmission media;
• an overview of network topologies;
• functions and characteristics of hardware and software components of networks;
• strategies for securing data and information stored and communicated within and between networks;
• tools for representing data flows, including data flow diagrams;
• tools for representing the logical design and physical design of a networked information system, including context diagrams and simplified network diagrams;
• design elements that influence the appearance of information presented on-screen;
• techniques for manipulating data and information when creating visual representations.
  

Key skills

• identify types of networks within organisations and briefly explain why they are used in those settings;
• use web authoring or multimedia authoring software and, where appropriate, image editing software, and select and apply suitable functions and design elements to visually represent the equipment and the key sources of data used in networked information systems;
• document the logical designs of networked information systems;
• annotate visual representations (physical designs) of networks to show storage points, processing points and security points and, where appropriate, animate the representations to show data flows.

AREA OF STUDY 3 - Tools, techniques and procedures

Students apply a problem-solving methodology to create solutions and information products, and use techniques and procedures to efficiently and effectively process and manage data, information and files. Students undertake all of the stages of the problem ­solving methodology except for documentation.

Individual team members prepare designs for the solutions and information products. Collectively, they consider the designs and select one, based on agreed criteria, and make adjustments, if appropriate. These designs are considered by 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 create the entire solution and information product, or each student can contribute to the completion of the team's solutions and information products. Teachers can require all teams of students to solve an information problem for the same client, or teams can select their client.

A client can be:

• an individual such as a teacher or a librarian;
• an organisation such as a sporting club, a charitable organisation, a small business, for example, a farm, a retail outlet, a medical centre.

Team members record and monitor progress through shared electronic files.

One or more of the following software tools should be used to solve the information problems:

• a programming or scripting language;
• multimedia authoring or web authoring software, supported by image editing, if required.

Outcome 3

On completion of this unit the student should be able to work collaboratively to design a solution and an information product for a client, taking into account client feedback, solve the information problem, and evaluate the efficiency and effectiveness of the solution and product.

Key knowledge

• role of end-users in shaping how ICT is used to create solutions and information products;
• a problem-solving methodology involving analysis, design, development, testing, implementation and evaluation;
• strategies for acquiring feedback from clients;
• nature of constraints on solutions and information products;
• design elements that influence the appearance of information products and the functionality of solutions;
• design tools for representing solutions and information products;
• formats and conventions applied to the presentation of information in order to achieve its purpose;
• techniques for manipulating data and information;
• procedures for effectively managing the production and handling of data and information;
• testing techniques;
• criteria for evaluating the efficiency and effectiveness of solutions and information products;
• strategies for coordinating the tasks, people and time required to create solutions and information products.

Key skills

• analyse information problems, including identification of the constraints on solutions and information products;
• select relevant design features that suit the needs of the clients;
• select and apply appropriate tools and techniques to represent the appearance of the products and the production of the solutions;
• liaise with the clients in order to obtain feedback on the preferred designs, and make adjustments, where necessary;
• prepare and follow plans that coordinate the tasks, people and time required to produce solutions and information products;
• use a programming or scripting language, or web authoring or multimedia authoring software and select and apply suitable functions, formats and conventions to produce solutions and information products;
• apply techniques and procedures to manage the production and handling of files;
• select and apply testing techniques;
• apply criteria to evaluate the efficiency and effectiveness of solutions and information products;
• work effectively as a team member.