2ITEC Overview - 2011

STAGE 2: Information Technology (2IFT20)
2IFT20
Caritas College
2011
20 Credit Subject
Course Overview
CARITAS COLLEGE
Woodforde Street Port Augusta South Australia 5700
Phone: 8648 3700 Fax: 8642 5027
info@caritasc.pp.catholic.edu.au
www.caritasc.pp.catholic.edu.au
Page 1 Stage 2 2IFT20: Course Overview 2011

Contents
Tasks
Introduction..................................................................................................................................................... 3
Learning Requirements .................................................................................................................................. 3
The Design Process ....................................................................................................................................... 4
Topics............................................................................................................................................................. 5
Assessment Scope & Requirements.............................................................................................................. 7
Summative Tasks........................................................................................................................................... 14

SUBJECT OUTLINE
Information Technology may be undertaken as a 10-credit subject or a 20-credit subject at Stage 1,
and as a 20-credit subject at Stage 2.
Information technology is a dynamic area characterised by frequent change. The use of

information technology systems has changed how tasks and jobs are undertaken, creating new
opportunities in many aspects of people’s lives. By studying Information Technology, students have
the opportunity to develop the knowledge, skills, and attitudes required to be active, informed, and
self-reliant members of society who are able to both initiate and manage change.
The study of information technology systems allows students to critically analyse the limitations and
consequences of present technologies and to consider the implications of potential technologies.
Students develop the ability to critically analyse and reflect on issues related to the increased use
of and dependence on computer-based systems in society, and the ethics associated with these
issues. They gain an understanding of the potential of information technology to support what
people do today and what they will do in the future.
Students learn how a computer-based system comprises people, software, and hardware, and
how to apply their knowledge and skills to a range of methods to collect and process data, and
transmit and produce information.
In the study of Information Technology, students actively engage in developing their own systems,
and interact with and analyse others, using the following three processes:
• evaluating
• designing
• making.
Evaluating
By evaluating, students develop their knowledge and understanding of the roles and procedures
in, and concepts of, information technology systems. Students develop the ability to understand,
analyse, critically respond to, and evaluate systems and related issues. They analyse the impacts
and consequences of the use of information technology systems.
Students use design tools to evaluate their own progress in the cyclic process of developing and
reviewing a system. They critically evaluate the system against problem specifications.
Designing
Students learn how to use their imagination and creativity to design a solution to an information
technology problem. Students learn a variety of strategies for meeting identified needs. They
validate information technology outcomes against design requirements. They develop an
awareness of the opportunities provided, and the constraints placed upon them, by the
consideration of identified requirements. They learn to draw on a wide range of thinking and
creative skills to generate, synthesise, and realise ideas. They use a variety of techniques to
communicate their thinking and design proposals.
Making
Students explore a range of information technology skills and techniques to create a system that
can be tested and evaluated. Students develop and apply specialised skills and techniques in the
use of software to achieve standards in their designed systems that approach those of the
community and industry. They plan and manage processes in ways that result in the development
of high-quality systems. They have regard for, and show social responsibility in, the use and
ownership of data. When students make systems, they see their knowledge and skills in action, and
test their ideas and thinking against reality.
In consultation with their teachers, students choose information technology topics and tasks that
interest and engage them. Teachers ensure that students have access to the knowledge necessary
for them to critically analyse information technology issues and topics. Students work with a variety
of sources of information (e.g. the Internet and written, visual, and audio sources) to research,
analyse, and create information technology applications.
The ability to develop a software system that produces information outcomes is what characterises
a student of information technology systems, compared with a person who uses information
technology as a tool. Students have the opportunity to critically evaluate the requirements of a
system, create a system, and evaluate whether or not the results produced meet system needs.
Students develop an understanding of computer-based systems and the systems’ role in supporting
efficient and effective use of technology. They learn how computers work, how people use
computers to communicate, and how to develop software solutions that meet the needs of
individuals, organisations, and communities. Students discuss issues involving information
technology in society, both for systems developers and users.
By developing sensitivity to trends and issues in information technology, teachers support students
to learn about their own culture(s) and those of others, and the effect of information technology
systems on individual and group identities.
Systems Development Life Cycle

The study of Information Technology involves the development of computer-based systems to solve
problems. A systems development life cycle is a problem-solving approach that students can use
when creating computer-based solutions. The stages are rarely linear, and many students find it
useful to view systems development as more than a simple step-by-step process. The systems
development life cycle consists of the following stages: problem definition, analysis, design,
development and validation, and evaluation.
• Problem definition explains the problem and outlines the intended outcomes of the system.
• Analysis is the identification of the data that needs to be stored and the data processing
required.
• Design is a process of developing a plan for the information system, using appropriate tools
and concepts.
• Development and validation involve building, testing, and checking the trial system.
• Evaluation is the appraisal of the performance of the system against the problem
specification.

CAPABILITIES
The aim of the SACE is to develop well-rounded, capable young people who can make the most
of their potential. The capabilities include the knowledge and skills essential for people to act in
effective and successful ways.
The five capabilities that have been identified are:
• communication
• citizenship
• personal development
• work
• learning.
The capabilities enable students to make connections in their learning within and across subjects in
a wide range of contexts.
Aspects of all the capabilities, in particular those for citizenship, learning, communication, and
work, are reflected in the learning requirements, content, assessment design criteria, and
performance standards of the subject.
The study of Information Technology can empower students to better understand and describe the
pervasive influence of information technology in society and the directions in which it is heading. As
a result, students come to appreciate the role that information technology can play in effective
decision-making.
Communication
In this subject students develop their capability for communication by, for example:
• becoming competent and confident users of the features of information technology
systems, able to create effective multimodal communication
• increasing skills of interpretation, discussion, and communication of information technology
concepts and issues
• understanding how information technology systems can enhance the ability of individuals,
organisations, and communities to communicate effectively.
Computer-mediated communication has become a vital part of the technological society. The
study of Information Technology enables students to understand new forms of communication and
participate in their creation and dissemination.
Citizenship
In this subject students develop their capability for citizenship by, for example:
• acquiring the skills to recognise and accommodate different cultural practices and values
in systems they develop
• forming an understanding of how information technology systems affect individuals,
organisations, and communities
• increasing critical understanding of the appropriate and ethical uses of information
technology, and the implications for personal, social, and ethical participation in the wider
community and as members of a global society.
Personal Development
In this subject students develop their capability for personal development by, for example:
• acquiring practical skills, knowledge, and understanding related to the design,
development, and use of computer-based systems
• forming a critical understanding of how information technology systems can be of value to
them as lifelong learners
• extending their capacity to use information technology systems to enhance their

information-gathering and decision-making skills.
Work
In this subject students develop their capability for work by, for example:
• observing and creating information technology systems in the workplace
• acquiring practical skills, knowledge, and understanding related to the design,
development, and use of computer-based systems
• forming the ability to create innovative and appropriate systems using a cyclic
problem-solving approach
• increasing skills of communication and collaboration in an information technology project
team
• building awareness of the wide range of careers that are available to competent,
confident, responsible, creative, and high-level users of information technology systems.
Information technology is a sound basis for careers in systems analysis, software engineering,
database administration, web application development, network administration, interactive game
development, and strategic planning. Information technology may also provide a useful
foundation for other professions and fields, such as business and commerce, medicine, law,
education, and engineering.
Learning
In this subject students develop their capability for learning by, for example:
• becoming competent high-level users of information technology systems for learning
purposes
• forming the ability to use a cyclic problem-solving approach
• building skills of independent learning in an information technology environment
• increasing critical understanding of how information technology systems affect the learning
of individuals, organisations, and communities.
The study of information technology systems may lead to further study in related higher education,
and enterprise and vocational education courses, such as information technology, information
systems, computer science, and networking.
LITERACY IN INFORMATION TECHNOLOGY

In the study of Information Technology, students have opportunities to develop and use literacy
skills that include the following:
• using accurate and appropriate terminology to interpret, discuss, and explain information
technology concepts and issues
• reading and writing specific code used in developing information technology systems
• using a systems development life cycle as a tool to research, design, document, and
evaluate information systems
• using appropriate language conventions of grammar, spelling, and punctuation
• presenting material in a variety of formats, including the use of visual aids when presenting
written and oral reports
• understanding and using graphs, diagrams, and statistics related to information technology
• acknowledging sources appropriately
• evaluating and creating computer-based applications that include combinations of print,
speech, images, sounds, movement, music, and animation
• using information literacy strategies to research topics and present findings.
NUMERACY IN INFORMATION TECHNOLOGY

In the study of Information Technology, students have opportunities to develop and use numeracy
skills that include the following:
• reading and interpreting, constructing, and manipulating numerical and digital information
in an information technology context
• using code that enables manipulation of numerical data in information systems

• displaying numerical and statistical data in appropriate formats
• developing information technology products within prescribed time constraints
• critically evaluating an information technology system in relation to the numerical evidence
presented
• analysing data in order to supply evidence for or against a given proposal or proposals
• using mathematical thinking (e.g. algorithms and formal logic) in problem-solving
• being alert to the reasonableness of results, and preparing validation plans for calculating
outcomes of computer-based applications
• displaying spatial skills in design and construction of visual elements of computer- based
applications.
ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND

PERSPECTIVES
In partnership with Aboriginal and Torres Strait Islander communities, and schools and school
sectors, the SACE Board of South Australia supports the development of high-quality learning and
assessment design that respects the diverse knowledge, cultures, and perspectives of Indigenous
Australians.
The SACE Board encourages teachers to include Aboriginal and Torres Strait Islander knowledge
and perspectives in the design, delivery, and assessment of teaching and learning programs by:
• providing opportunities in SACE subjects for students to learn about Aboriginal and Torres
Strait Islander histories, cultures, and contemporary experiences
• recognising and respecting the significant contribution of Aboriginal and Torres Strait
Islander peoples to Australian society
• drawing students’ attention to the value of Aboriginal and Torres Strait Islander knowledge
and perspectives from the past and the present
• promoting the use of culturally appropriate protocols when engaging with and learning
from Aboriginal and Torres Strait Islander peoples and communities.

LEARNING SCOPE AND REQUIREMENTS
LEARNING REQUIREMENTS
The learning requirements summarise the knowledge, skills, and understanding that students are
expected to develop and demonstrate through their learning.
In this subject, students are expected to:

1. use appropriate communication methods and tools to explain information technology
concepts, including how data is represented and transferred in computer-based systems
2. apply skills and concepts with computer application software to manipulate and process
data to produce outcomes involving complex processes
3. apply the systems development life cycle and other information technology knowledge,
skills, and problem-solving techniques to create and document user-friendly, reliable, and
accurate systems in response to identified problems
4. critically analyse the responsibilities of the developer of systems
5. critically analyse and discuss ethical use of current and potential computer-based
systems/technologies and their social impact on individuals and society.
These learning requirements form the basis of the:

• learning scope
• evidence of learning that students provide
• assessment design criteria
• levels of achievement described in the performance standards.
CONTENT
Stage 2 Information Technology is a 20-credit subject that consists of two core topics and five
option topics. Students study both core topics and two of the option topics.
Core Topics
• Topic 1: Information Systems
• Topic 2: Computer and Communication Systems
Option Topics
• Topic 1: Relational Databases
• Topic 2: Application Programming
• Topic 3: Multimedia Programming
• Topic 4: Website Programming
• Topic 5: Dynamic Websites

Core Topic 1: Information Systems

The information required of a computer-based application drives the development of interactive and dynamic
computer-based information systems, and is central to the study of Stage 2 Information Technology.
Students develop an understanding of an information system by considering how the elements interact and
impact on society. The application of knowledge and concepts helps the developer to build a system that
meets the needs of the user.
Focus
This section enhances students’ capabilities for communication, citizenship, and learning. They develop an
understanding of information systems and their role by considering the following key questions and concepts:
Key Questions and Concepts Considerations for Developing Teaching

and Learning Strategies
What is the purpose of an information system? Students discuss how individuals, organisations,
• A system has a set of elements that combine and communities use information systems in
to process inputs in a way that achieves many ways and combinations.
desired outcomes. Students investigate how a well-organised
information system benefits people and helps
them to find responses to their requests. This
helps to build community pride and establish
long-term ties with satisfied users. Confusion
and other problems that result from poorly
organised information are avoided.
What examples are there of common Students look at, for example, information
information systems? systems that:
• find out the cost, time, and venue of a concert
• book a car rental
• find out the prices of flights
• book a motel room.
What does an information system involve? Students identify these steps in the information
• Information systems involve gathering, systems they examine.
inputting, validating, processing, storing,
retrieving, outputting, communicating, and
disposing of data.

Design
This section enhances the students’ capabilities for communication and learning. They develop an
understanding of the way in which information systems can be represented by considering the following key
question and concepts:
Key Question and Concepts Considerations for Developing Teaching

How is an information system described? Students describe systems using these terms.
• An information system may be described in
terms of its
– aim: general purpose or function
– outcomes: specific information produced
by the system
– elements: physical entities that make up
the system, including people, manual
components, software, hardware, and
data
– procedures: how components combine to
gather and input data, amend data, and
achieve the outcomes
– constraints and resulting problems: factors
that affect the outcomes
– feedback mechanism: how the system
detects errors.

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

What is the impact of information systems on Students consider the impacts and
society? consequences of using information systems,
• Efficiency and effectiveness are relative terms particularly in rural and remote communities and
Indigenous communities.
– Effectiveness measures how many of a
system’s goals are achieved. Students learn and apply the terms efficiency,
– Efficiency measures the amount of effort reliability, and effectiveness.
required for the system to work.
What are the issues for managing the elements Students investigate the security, protection,
of an information system? backup, and recovery of data, privacy,
ownership, and social and cultural practices and
values that relate to the collection and storage
of data.
Students consider copyright and other
intellectual property rights and discuss the
human element of information systems.
What careers are there in the information The development, maintenance, and use of
technology industry? computer-based solutions or software offer a
range of career paths for students to investigate,
including database developer/administrator,
software engineer, systems analyst, technician,
and network administrator.

Core Topic 2: Computer and Communication Systems

Computer and communication systems are essential because of the way in which software and hardware
process data into information and then transfer this data/information to other locations.
Students develop an understanding of computer and communication systems concepts that underpin
computer devices and how these concepts apply to networks.
Focus
This section enhances students’ capabilities for communication and learning. They develop an
understanding of computer and communication systems by considering the following key questions and
concepts:

What is the role of data in a computer and Students examine examples of embedded
communication system? processors (i.e. chip-based technology) that are
• A computer is an electronic machine that not immediately recognisable as computer-
operates under the control of instructions based communication systems.
located in its own memory.
• These instructions are also data.
• A computer can accept data, manipulate the
data according to specified rules, and
produce, communicate, and store the results
for further reference.
• During a process, such as comparing two
numbers, parts of a computer perform specific
functions with data; the parts include the CPU,
the ALU, RAM, ROM, and registers.
What is the relationship between hardware, Students investigate:
software, and the transfer of data in computer • how a computer system processes and stores
and communication systems? data
• how the system communicates with the user
• how data is transferred across networks
• the limitations of the computer system and
network in software development.
Students develop skills that enable them to
troubleshoot errors and problems that can
occur.
What are the key concepts and terminology of Students come to appreciate and use accurate
computer and communication systems? computer terminology that helps the developer
of an information system to communicate
requirements.

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

How can a network be described? Students investigate networked computers and
• Key terminology includes LAN, WAN, nodes, other equipment that uses communication
peer-to-peer and client–server, transmission channels to share data, information, hardware,
media, and address. and software.
Students classify a network and its components.
Students learn the roles servers can play in a
network.
How can a network be managed? Students learn how a network operating system
• Key terms include network operating system, controls and coordinates the activities on a
access rights and privileges, firewall, and network.
proxy server. Students consider management and security of
programs, files, devices, and users
(workgroups), including monitoring, filtering, and
external access.
Students consider external access to networks
and the roles firewalls play in network security.
How can a user access the services of the Students learn how to access the Internet and
Internet? investigate the nature of services a user can
• Key terms include Internet service provider access on the Internet.
(ISP), point of presence (POP), backbone, Students investigate internal networks using
email, FTP, forums, messenger, newsgroups, web technology.
World Wide Web, intranet, and virtual private
network (VPN).
How is data organised for transferral over a Students investigate protocols with particular
network? reference to TCP/IP.
• Protocols can include SPX/IPX, NetBEUI,
FTP, SMTP, POP3, and TCP/IP.
• A protocol determines the nature of data
packets, including
– the construction of the packet
– the type of error checking to be used
– the data compression method, if any
– how the sending device will indicate that it
has finished sending a message
– how the receiving device will indicate that
it has received a message.
• The open systems interface model is used to
describe movement of data in a network
medium.
What are the physical aspects of transmitting Students differentiate between the terms
data over a network? medium, channel, and path.
Students investigate bandwidth and the uses of
file compression and encryption.

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

What is the impact of network technology on Students investigate examples of how network
society? technology has changed the way in which
• New technologies include telephony, voice- individuals, organisations, and communities
over-IP (VoIP), videoconference, groupware, communicate and conduct business. Examples
global positioning systems (GPS), and include Internet banking, shopping, stock
collaborative and social software. trading, virtual learning, remote access, and
community meetings.
Students discuss the potential of using new
technologies to conduct business and deliver
education.
What are the issues for managing and using Students discover the importance, and means,
networks? of implementing security, protection, and privacy
measures, and how to be culturally sensitive.
What are the ethical considerations for using Students discuss issues such as spam, flaming,
network technology? phishing, downloading, and uploading, and a
range of issues related to forums, chat rooms,
and instant messaging.

Option Topic 1: Relational Databases

A database allows large amounts of data to be stored in an organised way. Data can be interrogated to
obtain information that can be used to help decision-making processes.
Students develop an understanding of database principles by constructing a relational database that stores
data efficiently, minimises file size, reduces unnecessary data entry, and has a user-friendly design for
forms, reports, and the finished layout. Students use the problem-solving approach of the systems
development life cycle to build a system.
Focus
This section enhances students’ capabilities for communication, work, and learning. They investigate how
database management systems are used by individuals, organisations, and communities. Students consider
the following key question and concepts:

What are relational database systems used for? Students investigate information systems where
relational databases are used for information
and decision-making. For example:
• tomorrow’s appointments in a hairdressing
salon for an individual hairdresser
• the venues a band has played at this year
• the rooms booked for next weekend in a motel
• the DVDs available for rental
• the positions of sports teams on a ladder
• how often a movie will be screened in a
cinema complex
• how many staff will be needed at different
times in a video store
• on which flights special deals will be offered
and how many seats will be released
• how successful an advertising strategy is,
based on total sales generated.

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

How is data stored in a database management Students investigate databases to develop key
system? concepts such as table types, records, fields,
• Data is grouped into tables (normalisation) and relationships.
and stored in records and fields.
• Normalisation principles are Students learn to use normalisation principles.
– there is a need to minimise the duplication Students use table properties and relationships
of data in constructing and evaluating database models.
– a primary key consists of one or more
fields that uniquely identify a record in a
table
– non-key fields are dependent on the key
– non-key fields are not dependent on
another field (except a key).
How are tables related?
• Tables can be referred to as source,
transaction, or reference/lookup.
• The links between tables are identified as
one-to-one, one-to-many, or many-to-many.
• A primary key needs to be identified and
justified from other fields in the table so that
two tables can be related.
• Tables are linked by joining the primary key
from the table on the one-side to the
appropriate field, which is called the foreign
key, on the many-side.
• The solving of a many-to-many relationship
can be achieved by adding a
transaction/junction table.
• A composite key can be applied in the
transaction table to prevent a double
transaction.
How is data defined? Students learn about different types of data and
• Data is defined according to a data dictionary use a data dictionary to plan the structure and
that includes field names, types of data, sizes, properties of fields and tables.
key(s), required values, and the appropriate Students construct table relationships and use
validation rules and text messages, default diagrams to illustrate the type of relationship
values, formats, and input masks. These between the tables.
ensure integrity within a table.
Students make a master query.
• Integrity across tables is ensured by entering
data according to referential integrity
concepts.
• Table relationships define the tables, their
fields, the key fields, and the type of
relationship between the tables that the fields
link.
• A master query uses fields from all tables and
outputs data that validates the database
model.

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

How is data entered, manipulated, and Students investigate data entry processes to
presented? learn user-friendly ways of entering and
• Data entry can be achieved by, among other receiving data that also check for accuracy.
methods, pop-up or lookup lists, with sorted Students use a form/sub-form layout (portal).
data. A lookup list may include data from
more than one table. Students learn how to make queries to achieve
• Outcomes are information that is produced by
outcomes, using one or more criteria, including
using criteria (one or more) and Boolean user-entered data and Boolean operators.
operators. Students implement different types of outcomes.
• Outcomes can be made dynamic by the use
Students make both statistical queries and
of functions in criteria (e.g. today’s date) and
reports that include grouping and sorting.
input entered via a dialog box and/or by
Reports include summary and grand summary
selecting a value from a list.
statistics.
• Calculated fields are new fields created by
using existing field(s) and operand(s) or
function(s).
• Statistical information can be obtained in a
query and/or report by grouping and using
sum, count, min, max, or average.
How can outcomes be validated and the system Students substantiate records by following a
evaluated? validation plan.
• A validation plan identifies values that are Students review and evaluate a database model
used to test the number of records in each for effectiveness and efficiency.
outcome.
What is user-friendliness? Students investigate how a relational database
• User-friendliness includes features such as is accessed through a menu and its related
code (coding/macros). This is enhanced by
– the size of the form when opened setting properties of forms and controls.
– changes to the layout or arrangement of
the existing interface when another form is In developing their own database systems,
opened or closed students consider user-friendliness.
– a form-based selection list to open a data-
entry screen for the selection
– scroll bars, non-standard navigation
buttons, control tip text, status bar text,
user-friendly error messages, and online
help.

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

What are the responsibilities of a database Students investigate and apply recommended
developer? practices and conventions.
• Recommended practices and conventions
include
– retaining versions of the file and complying
with effective backup procedures so that
the file can be recovered in case of errors
in design, data deletion, corruption, or
virus infection
– using antivirus software to protect
development files.
What should be considered in the Students investigate issues such as storage,
implementation of a database? backup, privacy, accuracy and security of data,
social and cultural practices and values, and
ethics of use.
What is the impact of databases on society? Students investigate and discuss how the use of
databases has:
• changed practices, procedures, and decision-
making processes
• enhanced the speed at which information can
be produced and distributed
• increased as people become aware of their
potential for (among other uses) economic,
community, educational, marketing, and
research purposes.

Option Topic 2: Application Programming

Programming involves instructing a computer to solve a problem in a logical way with the help of a
programming language. An application program is a computer program that performs a specific role.
Students develop an understanding of programming by constructing an application program that accepts
input from, and interacts with, the user to produce outcomes. They are required to design and write code that
includes selection (branching), repetition (looping), function, and arrays, and has a user-friendly finished
layout. Students use the problem-solving approach of the systems development life cycle to build an
application program.
Focus
This section enhances students’ capabilities for communication and learning. They investigate how an
application program can be developed by considering the following key question:

What does programming involve? Students investigate programs that produce
information such as:
• the daily takings for a hairdresser, allowing for
seniors’ discounts
• the number of participants in different
seminars
• a list of students who achieved higher than
the average result in a test
• who can be selected for a sports team based
on age
• which subjects a student will study
• how participants will be placed in seminars
• how much money will be required for a
company’s payroll.

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

How is an application program designed? Students investigate and use various design
• A program is designed by considering the tools and concepts, including algorithms,
inputs and the processing required to pseudocode, desk-checks and structure charts.
generate desired outputs. Students learn how to construct an algorithm
• An algorithm is a series of steps written in that uses identified inputs and how to produce
sequence to define the solution to a problem. required outcomes.
It can be expressed in pseudocode.
Students investigate the use of procedures to
• Procedures/modules are used to break a replace repetitive code.
problem into manageable parts. A procedure
is a group of statements that logically belong Students design and write a computer program.
together and alter the state of the system.
• Structure charts indicate the order in which
the procedures of a program are executed.
• Recommended practice and efficient design
involve the use of modules (procedures and
functions).

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

How is an application program developed? Students develop programs from algorithms
• All computer programs use the control using procedures and/or user-defined functions
structures of and an understanding of control structures.
– sequence
– selection (IF–THEN–ELSE, nested IF,
CASE)
– iteration (fixed, post-test, and pre-test
loops).
How are variables used in programs? Students use variables in appropriate data
• A program uses a data structure such as structures in programs they develop.
variables and one-dimensional array(s) to
store inputs and the result of processing.
• A variable is assigned a data type, such as
integer, string, floating point, Boolean, or
currency.
• The scope of a variable can be global or local
to the module in which it is defined.
How is the design of an application program Students explore the practice of desk-checking
tested and how are errors resolved, if for errors.
necessary?
Students differentiate between types of error in
terms of their effect on the running of the
program and investigate methods to reduce the
occurrence of errors (e.g. tracing, debugging,
flagging).
How is output displayed? Students practise providing the output of a
program in a user-friendly way.
Students explore various forms of output
(e.g. text, object movement, and media
elements).

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

What are the responsibilities of an application Students learn to:
programmer? • use recommended practices and conventions
• Recommended practices and conventions • consider the forms in which a programming
include the writing of internal documentation product can be stored
and user instructions.
• develop secure computer-based applications
• Programs may be stored as source or with respect to the rights of users in areas
executable files — each form has implications such as administration, trading, shopping,
for the speed of execution, accessibility, and Internet banking, and virtual learning.
delivery to users.
What is the impact of application software on Students discuss ways in which application
society? software:
• Application software • meets the requirements of an individual, an
– can be written, customised, or re- organisation, or a community
customised for specific purposes • has impacted on individuals, organisations,
– has changed work practices, procedures, and communities
and decision-making processes • can be subject to social and cultural practices
– can be distributed commercially or as and values.
shareware or freeware, or may be
modified and distributed further under
open source conditions or a Creative
Commons licence
– is protected by copyright and, in some
cases, other intellectual property rights,
and may be subject to social and cultural
practices and values.

ASSESSMENT SCOPE & REQUIREMENTS
All Stage 2 subjects have a school-based assessment component and an external assessment component.
Teachers design a set of school-based assessments that enable students to demonstrate the knowledge,
skills, and understanding they have developed to meet the learning requirements of the subject. These
assessments provide students’ evidence of learning in the school-based assessment component.
EVIDENCE OF LEARNING
The following assessment types enable students to demonstrate their learning in Stage 2 Information
Technology:
School-based Assessment (70%)
• Assessment Type 1: Folio (20%)
• Assessment Type 2: Skills and Applications Tasks (30%)
• Assessment Type 3: Project (20%)
External Assessment (30%)
• Assessment Type 4: Examination (30%).
Students should provide evidence of their learning through eight to ten assessments, including the external
assessment component. Students undertake:
• at least three folio assessments that cover the core topics and the option topics
• one skills and applications task and one project for one option topic
• two skills and applications tasks for the other option topic
• one examination.
ASSESSMENT DESIGN CRITERIA

The assessment design criteria are based on the learning requirements and are used by:
• teachers to clarify for the student what he or she needs to learn
• teachers and assessors to design opportunities for the student to provide evidence of his or her learning at
the highest possible level of achievement.
The assessment design criteria consist of specific features that:
• students should demonstrate in their learning
• teachers and assessors look for as evidence that students have met the learning requirements.

For this subject the assessment design criteria are:

• knowledge and understanding
• analysis and evaluation
• development and validation.
The specific features of these criteria are listed below.

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

The specific features are as follows:
KU1 Use of communication methods and tools to explain concepts and justify decisions.
KU2 Explanation of the representation and transfer of data in a computer-based system.
KU3 Discussion of the interaction of elements of a system (information system, computer system,
communication system).
KU4 Application of understanding of a system to a context.
Analysis and Evaluation

AE1 Analysis of a problem and statement of desired system outcomes.
AE2 Analysis of a current or proposed system to identify the appropriate data and processing needed to
produce information that satisfies system outcomes.
AE3 Use of systems development concepts and tools to design a system.
AE4 Evaluation of the effectiveness and efficiency of a proposed or developed solution to a problem arising
in a system.
AE5 Analysis and discussion of the responsibilities of a user or developer in a given context.
AE6 Appraisal of the impact of current and potential computer-based systems and technologies on
individuals, organisations, and communities.
Development and Validation

DV1 Use of design techniques and tools, and knowledge, skills, and processes to achieve outcomes or
solve a problem.
DV2 Development and documentation of a user-friendly system.
DV3 Development of a validation plan and evidence of validation of the elements of the system.
DV4 Incorporation of recommended practices and techniques into a computer-based system.

SCHOOL-BASED ASSESSMENT
Assessment Type 1: Folio (20%)

Assessments for the folio should cover the core topics and the option topics. There should be at least three
folio assessments.
Assessments may be presented in a range of forms, including case studies, essays on issues, oral
presentations, multimedia presentations, tests, and websites.
For this assessment type, students provide evidence of their learning primarily in relation to the following
assessment design criteria:
• analysis and evaluation.
Assessment Type 2: Skills and Applications Tasks (30%)

Students undertake one skills and applications task for the option topic that includes a project. There should
be two skills and applications tasks for the other option topic.
Skills and applications tasks may be short or extended activities that are designed to enable students to
apply and use information technology concepts with appropriate terminology, and to apply skills and
concepts to manipulate and process data to produce components involving complex processes.
Types of assessment could include, for example:
• modifying an existing computer-based application
• creating an application where the design plan has been given
• adding parts to an existing or partially completed computer-based application.
Most skills and applications tasks will result in a system that accepts input, processes data, and results in an
output. Students may also be required to annotate how the outcome was achieved. A checklist may be used
to verify that a student has completed some aspects of an assessment if a printout or report is not produced.
For this assessment type, students provide evidence of their learning primarily in relation to the following
assessment design criteria:
Assessment Type 3: Project (20%)

Students undertake a project that is developed on the option topic that includes one skills and applications
task. The project must be an individual project.
The project consists of the development of a test system using representative data and includes
documentation. The solution should be portable and able to be validated on another computer. If this is not
possible, other evidence that the solution works must be produced.
Students apply the five stages of the systems development life cycle in designing and making a system:
problem definition, analysis, design, development and validation, and evaluation.
The following documentation must accompany the project:
• a problem definition
• an analysis of the problem
• a design for the solution
• a validation plan and evidence of validation of the elements of the system.
• an evaluation of the solution.
Students need to provide evidence of validation by testing the system against their validation plan.
Documentation should be a maximum of 1500 words.
For this assessment type, students provide evidence of their learning in relation to the following assessment
design criteria:

EXTERNAL ASSESSMENT
Assessment Type 4: Examination (30%)

Students undertake a 2-hour externally set and assessed examination that assesses the core topics and the
option topics. The examination consists of short-answer questions and extended-response questions.
Students may bring one unfolded A4 sheet (two sides) of handwritten notes to the examination.
For this assessment type, students provide evidence of their learning in relation to the following assessment
design criteria:
• analysis and evaluation.
PERFORMANCE STANDARDS
The performance standards describe five levels of achievement, A to E.
Each level of achievement describes the knowledge, skills, and understanding that teachers and assessors
refer to in deciding, on the basis of the evidence provided, how well a student has demonstrated his or her
learning.
During the teaching and learning program the teacher gives students feedback on, and makes decisions
about, the quality of their learning, with reference to the performance standards.
Students can also refer to the performance standards to identify the knowledge, skills, and understanding
that they have demonstrated and those specific features that they still need to demonstrate to reach their
highest possible level of achievement.
At the student’s completion of study of each school-based assessment type, the teacher makes a decision
about the quality of the student’s learning by:
• referring to the performance standards
• assigning a grade between A+ and E− for the assessment type.
At the student’s completion of study of the subject, the teacher uses a SACE Board school assessment
grade calculator to combine the grades for the school-based assessment types and determine the student’s
school-based assessment grade in the range A+ to E−. The calculator is available on the SACE website
(www.sace.sa.edu.au).
In the external assessment, assessors use the performance standards to make a decision about the quality
of students’ learning, based on the evidence provided.
The student’s school-based assessment and external assessment are combined for a final result, which is
reported as a grade between A+ and E−.

Performance Standards for Stage 2 Information Technology
Knowledge and Understanding Analysis and Evaluation Development and Validation
A Highly effective use of communication

methods and tools to explain concepts
Comprehensive and sophisticated
analysis of a problem and statement of
Accurate use of design techniques and
tools, and knowledge, skills, and
and justify decisions. desired system outcomes. processes to achieve outcomes or solve
a problem.
Comprehensive and sophisticated Correct analysis of a current or
explanation of the representation and proposed system to identify the Correct development and highly detailed
transfer of data in a computer-based appropriate data and processing needed documentation of an efficient and
system. to produce information that satisfies effective user-friendly system to address
system outcomes. a problem.
Comprehensive and sophisticated
discussion of the interaction of elements Sustained correct use of systems Highly skilled development of a well-
of a system (information system, development concepts and tools to considered validation plan and evidence
computer system, communication design a system. of accurate validation of the elements of
system). a system.
Discerning evaluation of the
Highly effective application of effectiveness and efficiency of a Highly proficient incorporation of
understanding of a system to a context. proposed or developed solution to a recommended practices and techniques
problem arising in a system. into a computer-based system.
Insightful analysis and discussion of the
responsibilities of a user or developer in
a given context.
Convincing appraisal of the impact of
current and potential computer-based
systems and technologies on
individuals, organisations, and
communities.
B Effective use of communication methods

and tools to explain concepts and justify
Comprehensive analysis of a problem
and statement of desired system
Mostly accurate use of design techniques
and tools, and knowledge, skills, and
decisions. outcomes. processes to achieve outcomes or solve
a problem.
Well-considered explanation of the Mostly correct analysis of a current or
representation and transfer of data in a proposed system to identify the Mostly correct development and detailed
computer-based system. appropriate data and processing needed documentation of an efficient and
to produce information that satisfies effective user-friendly system to address
Well-considered discussion of the system outcomes. a problem.
interaction of elements of a system
(information system, computer system, Mostly correct use of systems Skilled development of a validation plan
communication system). development concepts and tools to and evidence of mostly accurate
design a system. validation of the elements of a system.
Effective application of understanding of a
system to a context. Well-considered evaluation of the Proficient incorporation of recommended
effectiveness and efficiency of a practices and techniques into a
proposed or developed solution to a computer-based system.
problem arising in a system.
Thoughtful analysis and discussion of
the responsibilities of a user or
developer in a given context.
Mostly convincing appraisal of the
impact of current and potential
computer-based systems and
technologies on individuals,
organisations, and communities.

C Competent use of communication

methods and tools to explain concepts
Competent analysis of a problem and
statement of desired system outcomes.
Generally accurate use of design
techniques and tools, and knowledge,
and justify decisions. skills, and processes to achieve
Generally accurate analysis of a current outcomes or solve a problem.
Considered explanation of the or proposed system to identify the
representation and transfer of data in a appropriate data and processing needed Generally correct development and
computer-based system. to produce information that satisfies appropriate documentation of an
system outcomes. effective and user-friendly system to
Appropriate discussion of the interaction address a problem.
of elements of a system (information Appropriate use of systems development
system, computer system, concepts and tools to develop a system. Competent development of a validation
communication system). plan and evidence of validation of the
Considered evaluation of the elements of a system.
Competent application of understanding effectiveness and efficiency of a
of a system to a context. proposed or developed solution to a Considered incorporation of
problem arising in a system. recommended practices and techniques
into a computer-based system.
Appropriate analysis and discussion of
the responsibilities of a user or developer
in a given context.
Considered appraisal of the impact of
current and potential computer-based
systems and technologies on individuals,
D Some use of communication methods

and tools to explain concepts.
Basic description of a problem and
statement of aspects of system
Some use of basic design techniques or
tools, and knowledge, skills, or
outcomes. processes to achieve a partial outcome.
Attempted explanation of the
representation and transfer of data in a Partial description of a current or Attempted development and some
computer-based system. proposed system to identify the documentation of parts of a system to
appropriate data and processing needed address a problem.
Some discussion of aspects of the to produce information.
interaction of elements of a system Partial development of elements of a
(information system, computer system, Recognition and partial use of systems validation plan and evidence of some
communication system). development concepts and tools to validation of a system.
design a system.
Application of some understanding of a Some incorporation of one or more
system to a context. Some consideration and description of recommended practices and techniques
the effectiveness and/or efficiency of a into a computer-based system.
proposed solution to a problem arising in
a system.
Beginning discussion of the
responsibilities of a user or developer in
a given context.
Some appraisal of the impact of current
and potential computer-based systems
and technologies on individuals,
E Limited use of one or more

communication methods or tools to
Attempted description of a problem
and/or aspects of a system.
Limited use of any design techniques or
tools.
explain concepts.
Attempted description of a current Attempted development and limited
Emerging recognition of the system. documentation of a system that might
representation and transfer of data in a address a problem.
computer-based system. Identification of one or more systems
development concepts or tools used to Attempted development of a validation
Identification of one or more aspects of design a system. plan for one or more elements of a
the interaction of elements of a system system.
(information system, computer system, Attempted description of a problem
communication system). arising in a system. Emerging recognition of one or more
recommended practices and/or
Attempted application of understanding Limited discussion of any responsibilities techniques into a computer-based
of a system to a context. of a user in a simple context. system.
Limited recognition of the impact of
aspects of current computer-based
systems or technologies on individuals,

SABSSA 2011
As approved from SABSSA as at Dec 24 2010.
Assessment Type Weighting

(%)
Relational databases test
Application programming test

Folio 20
Information systems case study
Computer and communications
systems test
Application programming skills 1
Skills and applications
30 Application programming skills 2
tasks
Relational databases skills
Project 20 Relational databases project
External Assessment 30 Examination
Workshop
In order to get through all the content and maximise your chances for a high achievement, may I
recommend we setup a study period for a lesson outside school time once a week.
Days that are good for me include the following:
Wednesday, Thursday, Friday 3:30pm to 4:20pm
Other Notices
Please note: Mrs Burghof is due to give birth around 25th February, so some days may involve for me
to accomapny her to the hospital.
You may find me absent on the birth of my new child (when? Don’t know, approx date is 25th
February, but these little critters make their own mind up and choose to come out when they
want?) so, if I’ not here, go to the cupboard, and find this folder. I’ll have a weekly schedule in it
and/or listen to relief notices.
Paternity leave
I’ll be off at some stage in March. I havn’t finalised dates, but I’m hoping either day on, day off
system. If this isn’t approved, then I’ll be off for a week. Approx date 14th March, 2011.
Don’t be stressed, as you will have a lot to work on, and you can follow along in your class textbook
too. Reading is another alternative.
Burgs

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STAGE 2: Information Technology (2IFT20)

Page 1 Stage 2 2IFT20: Course Overview 2011

Page 2 Stage 2 2IFT20: Course Overview 2011

Information technology is a dynamic area characterised by frequent change. The use of

Systems Development Life Cycle

Page 4 Stage 2 2IFT20: Course Overview 2011

• extending their capacity to use information technology systems to enhance their

LITERACY IN INFORMATION TECHNOLOGY

NUMERACY IN INFORMATION TECHNOLOGY

• using code that enables manipulation of numerical data in information systems

ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGE, CULTURES, AND

Page 7 Stage 2 2IFT20: Course Overview 2011

LEARNING SCOPE AND REQUIREMENTS

In this subject, students are expected to:

These learning requirements form the basis of the:

Page 8 Stage 2 2IFT20: Course Overview 2011

Core Topic 1: Information Systems

Key Questions and Concepts Considerations for Developing Teaching

Page 9 Stage 2 2IFT20: Course Overview 2011

Key Question and Concepts Considerations for Developing Teaching

Page 10 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 11 Stage 2 2IFT20: Course Overview 2011

Core Topic 2: Computer and Communication Systems

Key Questions and Concepts Considerations for Developing Teaching

Page 12 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 13 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 14 Stage 2 2IFT20: Course Overview 2011

Option Topic 1: Relational Databases

Key Question and Concepts Considerations for Developing Teaching

Page 15 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 16 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 17 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 18 Stage 2 2IFT20: Course Overview 2011

Option Topic 2: Application Programming

Key Question and Concepts Considerations for Developing Teaching

Page 19 Stage 2 2IFT20: Course Overview 2011

Key Question and Concepts Considerations for Developing Teaching

Page 20 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 21 Stage 2 2IFT20: Course Overview 2011

Key Questions and Concepts Considerations for Developing Teaching

Page 22 Stage 2 2IFT20: Course Overview 2011

ASSESSMENT SCOPE & REQUIREMENTS

ASSESSMENT DESIGN CRITERIA

Page 23 Stage 2 2IFT20: Course Overview 2011

For this subject the assessment design criteria are:

The specific features of these criteria are listed below.

Knowledge and Understanding

Analysis and Evaluation

Development and Validation

Page 24 Stage 2 2IFT20: Course Overview 2011

Assessment Type 1: Folio (20%)

Assessment Type 2: Skills and Applications Tasks (30%)

Assessment Type 3: Project (20%)

Page 25 Stage 2 2IFT20: Course Overview 2011

• development and validation.