IPT (2010) Senior Syllabus

ISBN:978-1-920749-93-4 (print version)
978-1-920749-92-7 (web version)

© The State of Queensland (Queensland Studies Authority) 2010

Queensland Studies Authority

154 Melbourne Street SouthBrisbane

PO Box 307 Spring Hill

QLD 4004 Australia

Phone: (07) 3864 0299

Fax: (07) 3221 2553

Email:

Website:

Contents

1.Rationale

1.1Indigenous perspectives

2.General objectives

Introduction

2.1Knowledge and application

2.2Analysis and synthesis

2.3Evaluation and communication

2.4Attitudes and values

3.Course organisation

3.1Course overview

3.2Topics

3.3Composite classes

3.4Bridging study

3.5Work program requirements

4.Topics

4.1Overview

4.2Topics

4.3Additional material

5.Learning experiences

5.1Using information technology

5.2Solving problems

5.3Extended writing

5.4Presentation

5.5Collaboration

5.6Suggested learning experiences

6.Assessment

6.1Principles of exit assessment

6.2Planning an assessment program

6.3Special provisions

6.4Authentication of student work

6.5Assessment techniques

6.6Requirements for verification folio

6.7Exit standards

6.8Determining exit levels of achievement

7.Language education

8.Quantitative concepts and skills

9.Educational equity

10.Resources

11.Glossary

1. Rationale

Information technology refers to the creation, manipulation, storage, retrieval and communication of information and to the range of technological devices and systems used to perform these functions.

Information Processing and Technology is a course of study that provides students with knowledge, skills, processes and understanding of information technology. It emphasises problem identification and solution rather than the use of specific applications, and is an intellectual discipline that involves a study of information systems, algorithms, software programming, human–computer interaction, and the social and ethical issues associated with the use of information technology.

This course should prove especially relevant to students by helping them to engage with the rapid rate of change associated with information technology and to appreciate its advantages and disadvantages. This course is designed to equip students with a repertoire of processes and concepts that may be adapted to accommodate such changes. The design and evaluation procedures are thus not restricted to specific programming languages, database environments, multimedia or presentation packages, but are designed to be applicable to a wide range of development tools. It is therefore important that an approach be employed that enables students to develop higher order processes of analysis, synthesis and evaluation, and that will best equip them to communicate their understanding of the conceptual base integral to information technology.

Information Processing and Technology touches many business and industry aspects of human life and finds itself drawing on and being applied to diverse fields of study. Students will be exposed to a variety of intellectual challenges involving distinctive approaches to problem solving, communication and a range of associated practical skills. As a result, the study of this subject will contribute, in a significant way, to the general education of students whether or not they intend to proceed to further studies or employment in the field of information technology.

With a strong focus on problem solving, Information Processing and Technology will attract students who enjoy, or who show ability for,a structured approach to problem solving. The course will allow them to design, develop and evaluate solutionsusing computers.

1.1Indigenous perspectives

This syllabus recognises Aboriginal and Torres Strait Islander peoples, their traditions, histories and experiences prior to colonisation through to the present time. To strengthen students’ appreciation and understanding of the first peoples of the land, relevant sections of the syllabus identify content and skills that can be drawn upon to encourage engagement with:

• Indigenous frameworks of knowledge and ways of learning
• Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live
• Indigenous contributions to Australian society and culture.

The Information Processing and Technology syllabus encourages awareness of the requirements for the organisation, systemic coding and management of information, including Indigenous knowledges. It therefore urges users of the syllabus to engage with Information and Processing Technology contexts and contents to which Aboriginal and Torres Strait Islander peoples contribute.

1. General objectives

Introduction

The general objectives for this subject are those that the school is required to teach and students have the opportunity to learn. The general objectives are grouped into four dimensions, i.e. the salient properties or characteristics of distinctive learning. The first three dimensions are the assessable general objectives. The fourth group of general objectives, Attitudes and values, is not directly assessed as it is achieved through teaching and learning approaches offered to students.

Progress in aspects of any dimension at times may be dependent on the characteristics and skills foregrounded and developed in another. The process of learning through each of the dimensions must be developed in increasing complexity and sophistication over a four-semester course.

Schools must assess how well students have achieved the general objectives. The standards are described in the same dimensions as the assessable general objectives.

The general objectives and dimensions for a course in this subject are:

• knowledge and application
• analysis and synthesis
• evaluation and communication
• attitudes and values

2.1Knowledge and application

This dimension involves declarative knowledge and procedural application. It requires the explanation and application of fundamental information technology concepts and procedures to a broad range of information technology problems in simple or familiar situations.

It encompasses:

• knowledge of the terminology, applications and effects of ICTs, and of the syntax and rules of programming languages and query languages
• understanding of applicable concepts, design processes, diagrammatical representations, and social and ethical issues
• application of processes and algorithms for the solution of simple and familiar problems.

By the conclusion of the course, students should:

• define and explain information technology terminology, concepts, processes and principles
• apply set processes to solve simple or familiar information technology problems.

2.2Analysis and synthesis

This dimension involves analysing problemsorsituationsin order to determine a clear definition of what is involved, and the planning and development of a solution or resolution that satisfies the relevant constraints involved.

It encompasses:

• deconstruction of a setting to analyse a problem or situation to determine their salient features and their suitability for solution using information technology
• utilisation of appropriate design methods and principles
• synthesis of solutions to problems orsituations that are unfamiliar, significant in scope or complex in nature.

By the conclusion of the course, students should:

• interpret and analyse problems and situations requiring information technology use
• design and develop solutions to unrehearsed or complex information technology problems.

2.3Evaluation and communication

This dimension involves the ability to provide supporting evidence in making judgments of issues, cases, problems, products and processes, and the ability to communicate using a range of natural and formal languages to different audiences.

It encompasses:

• use of logic and reason in a range of evaluation approaches to make judgments and recommendations
• application of metrics and protocols to test solutions, and of prescribed criteria to draw conclusions and make recommendations
• evaluation of processes for identified products and solutions
• construction of documentation using the information literacy, software or information systems development cycles
• presentation of technical ideas, design concepts, solutions and evaluations.

By the conclusion of the course, students should:

• test processes and solutions, apply prescribed criteria, reasoning or evidence to draw conclusions and make recommendations
• construct documentation and present information to convey meaning using communication conventions.

2.4Attitudes and values

Attitudes and values is the incorporation of information processing and technology into a view of the world, and a realisation of the impacts of information processing and technology on it. It includes envisioning possible, probable and preferred futures, and taking responsibility for actions and decisions while promoting ethical practices. A coursein Information Processing and Technology promotes problem solving skills, teamwork, and communication through the development of products, investigation and the completion of assessment instruments.

By the conclusion of the course, students should:

• appreciate the complex interactions between information technology and individuals, and information technology and society
• recognise and value their potential to become productive participants in the development of information technology
• develop responsible attitudes towards the use of information technology
• appreciate the value of working independently and with others.

1. Course organisation

The minimum number of hours of timetabled school time, including assessment, for a course of study developed from this syllabus is 55 hours per semester. A course of study will usually be completed over four semesters (220 hours).

3.1Course overview

A course in Information Processing and Technology consists of:

• the core from six topics
• additional material

The core uses material from each of the six topics. Itoccupies 165–180hours of course time. Additional materialcan come from the following four topics: Relational information systems, Structured query language, Software programming and Algorithms. Intelligent systems and Computer systems are also additional material. Additional material occupies the remaining hours of the course time allocation and is selected by the school.

Additional material

Additional material must reflect the intent of the syllabus as outlined in the general objectives and may expand the scope of a topicor explore the core in more detail. Additional material can be drawn from four of the six topicsin Section4.2. Additional material can also be found in Section4.3.

If additional material is determined from the four topics it should not be treated as a separate entity in the teaching process.

The syllabus promotes a wide range of additional material that is neither prescriptive nor exhaustive. Schools should take into account the particular needs and interests of the individual students and the resources available within the school when making decisions about additional material.

3.2Topics

Topics and a guide to the level of detail required in the delivery of each topic of study are detailed in Section4.

It should be recognised that the topics are not discrete and that parts of one topic may be incorporated into the study of another. Social and ethical issues, and Human–computer interaction must be integrated within other topics.

Where appropriate, topics should be investigated through the design–develop–evaluate cycle. This approach is outlined in Section5, Learning experiences.

Schools should plan a course of study offering an increasing level of challenge to students and provide opportunities for them to achieve the general objectives throughout the four-semester course. When designing a course of study schools should take into considerationthe:

• Rationale (Section1)
• General objectives (Section2)
• Topics (Section4)
• student needs and interests
• available resources.

3.3Composite classes

This syllabus enables teachers to develop a course that caters for a variety of circumstances, such as combined Year 11 and 12 classes, combined campuses, or modes of delivery involving periods of student-managed study.

The flexibility of the syllabus can support teaching and learning for composite classes by enabling teachers to:

• structure learning experiences and assessment that allow students to access the key concepts and ideas suited to their needs in each year level
• provide opportunities for multilevel group work, peer teaching and independent work on appropriate occasions.

The following guidelines may prove helpful in designing a course of study for a composite class:

• The course of study could be written in a Year A/Year B format, if the school intends to teach the same topics to both cohorts.
• A topic that will allow Year 11 students ease of entry into the course should be placed at the beginning of each year.
• Learning experiences and assessment instruments need to cater for both year levels throughout the course. Even though tasks may be similar for both year levels, it is recommended that more extended and/or complex tasks be used with Year 12 students.

3.4Bridging study

A bridging study could cater for students who enter the course later than the rest of the class. This may include students entering their first year of a composite class, or students entering significantly after the commencement of a course. Other contexts suited to bridging study are when students have had little exposure to the subject or no experience of the necessary prerequisite learning in Year 10.

The bridging study:

• might introduce key terms and concepts for independent study or supplement topics already covered in the course
• is not intended to be a substitute for teaching key terms and concepts or a topic; the intention is that the study will supplement any subsequent teaching
• is not expected to be included in a work program for approval.

Advice on designing a bridging study could be sought from the relevant QSA personnel.

3.5Work program requirements

A work program is the school’s plan of how the course will be delivered and assessed, based on the school’s interpretation of the syllabus. It allows for the special characteristics of the individual school and its students.

The school’s work program must meet all syllabus requirements and must demonstrate that there will be sufficient scope and depth of student learning to meet the general objectives and the exit standards.

The requirements for online work program approval can be accessed on the Queensland Studies Authority’s website, select Years 10–12 > Years 11–12 subjects. This information should be consulted before writing a work program. The requirements for work program approval may be updated periodically.

1. Topics

4.1Overview

There are six topics:

• Algorithms
• Relational information systems
• Software programming
• Structured Query Language
• Social and ethical issues
• Human–computer interaction

A course of study comprises core from the six topics (making up between 165 and 180 hours), and additional material making up the remaining time.

Each topichas been structured into three sections (see below). Additional material is offered for four of the topics. Intelligent systems and Computer systems are also additional material and these are found in Section4.3.

Core

Under this subheading is outlined the subject material of the topic of study which should be covered. The core gives an overview of the intent of the topic of study through a brief introduction and a listing of the subject material.

Additional material

Additional material may expand the scope of a topic of study or explore the core in more detail. Additional material can be drawn from the four core topics in Section4.2 and Section4.3.

Learning experiences

This section provides learning experiences which may be effective in achieving the general objectives of the course. The listed learning experiences may require students to work individually, in small groups or as a class. This is not an exhaustive list and further detailed learning experiences can be found in Section5.6.

4.2Topics

• algorithm:

• metrics and protocols of testing (e.g. bench testing, exception testing)
• general principles of algorithm development such as top-down design and modularity
• basic elements of algorithm:

• standard algorithm control structures:

• recursion (definition of an element in terms of itself)
• other algorithm design methods (e.g. object orientated)
• encryption
• data compression
• search techniques.

• use an algorithm design/description system or method
• define a problem clearly
• specify a problem solution
• design and describe an algorithm that solves a given problem
• design well-structured, modular algorithms.

• data, information, knowledge and wisdom, and the differences between the terms as they apply to information systems
• external, logical, conceptual and physical views of information systems
• classification systems for different types of information systems (e.g. flat, network, hierarchical, relational, object-oriented, distributed online)
• formal process of table normalisation
• fact-oriented design method such as object role modelling (ORM), entity relationship (ER) modelling, or unified modelling language (UML) including entities, relationships, constraints (e.g. uniqueness, necessity, cardinality, frequency, equality, exclusion, subset and subtype), derivation rules and assumptions
• steps of the information system development cycle for the production of an information system, i.e. identification, conceptualisation, formalisation, implementation, testing, evaluation, documentation and specification documentation
• relational perspectives of information systems, i.e. relational systems in contrast to and in comparison with other systems; relations (tables) including rows, columns, keys (primary, secondary composite and foreign), nulls and views; the creation of relational tables within a database management system
• physical and logical data independence
• system security and integrity
• the concept of data integrity and its maintenance
• metrics and protocols of testing, e.g. alpha- and beta- testing
• maintaining security and privacy in information systems
• design issues relating to information systems including data dependence, redundancy, performance, optimisation and total cost of ownership
• process-oriented analysis methods such as context diagrams or data flow diagrams (DFD) which include data source, data flow, process and data storage.