Data Science and Digital Solutions

This course is designed for learners who are interested in the wider implications of the use technology to individuals and to workplace environments.

Learners will apply a professional approach to:

• explore methods of data collection, management and analysis
• understand and apply project management techniques
• collaborate with others to identify a need or opportunity and to evaluate processes and products
• investigate digital system weaknesses in terms of ethical data management, privacy and cyber security
• apply a safe by design approach to development of digital solutions
• undertake a real-world case study that uses data to design a solution to user problems.

Data Science and Digital Solutions Level 3 provides learners with the opportunity to develop industry-based skills in data science and the creation of digital solutions which are highly advantageous across a range of careers. It also supports further study for those interested in vocational and university courses in STEM^† and business-related pathways.

^†STEM is an approach to learning and development that integrates the discipline areas of science, technology, engineering and mathematics.

Courses aligned to the Years 9 to 12 Curriculum Framework belong to one of the five focus areas of Discipline-based study, Transdisciplinary projects, Professional studies, Work-based learning and Personal futures.

Data Science and Digital Solutions Level 3 is a Professional studies course.

Professional studies bridge academic courses and career-related study to provide learners with a combination of academic and practical knowledge, skills and understanding to pursue a particular pathway of interest. Courses integrate exposure to professional environments, processes and practice through inquiry-based learning. Professional studies reflect professional processes and standards and provide learners with an equivalent experience to that of someone working within that profession. Professional studies enhance learners' cognitive capacity, efficacy, creativity and craftsmanship in readiness for higher education, internships, apprenticeships, or work in a designated field of interest. Professional studies courses connect with recognised professional study pathways and contextually align with key Tasmanian industry sectors.

Professional studies courses have three key features that guide teaching and learning:

• exposure to professional practice
• ideation, research, discovery and integrated learning
• production and sharing replicating a professional paradigm.

Figure 1: Professional studies diagram (developed by Years 9-12 Learning)

In this course learners will do this by:

• developing an understanding of how organisations manage, use and organise data to solve a range of information problems
• using systems development processes along with contemporary and agile project management strategies
• working individually and collaboratively with others, responding to client-driven briefs, conducting user-centred research and communicating using professional standards.

The technology landscape is dynamic and evolving with information systems playing a critical role in organisations and businesses. Technology courses help learners to understand and become innovative creators of digital solutions. Data Science and Digital Solutions Level 3 provides opportunities for innovative and enterprising individuals to respond to emerging digital transformation through the analysis, creation, implementation, testing and management of information systems.

Data Science and Digital Solutions Level 3 as a Professional studies course will connect learners to industry by enabling them to be well-informed, analytical consumers of digital information and technology and to become confident creators of systems solutions. This course focuses on two technologies-based skill sets:

• Data science: which combines techniques and concepts from many learning areas including mathematics, computer science, psychology, art and ethics.
• Digital solutions: which are a result of transforming data to meet a need or opportunity.

Through studies in Data Science and Digital Solutions Level 3, learners will:

• develop an understanding of the importance of data and information
• understand how data is processed and communicated through hardware and software applications to solve a range of information problems
• investigate information systems past, current and emerging
• engage in an exploration of the Information Technology (IT) profession
• explore the wide-ranging career opportunities that exist both within this and other sectors such as public health, energy, defence, food and agribusiness, advanced manufacturing, community organisations, building and construction and the cultural and tourism industry.

Through authentic project work using a systems development process, learners studying Data Science and Digital Solutions Level 3 will gain a broad range of skills including project management, collaboration, communication and critical and creative thinking. Learners consider organisational or business needs and opportunities through the lens of both human-human and human-computer interactions. They evaluate solutions from the perspective of user experience, considering security, social context, legal and ethical requirements and sustainability.

The study of Data Science and Digital Solutions Level 3 enables learners to develop an understanding of the impact of digital transformation on society both locally and globally. It also provides opportunities for learners to develop skills that will prepare them for a variety of post-school opportunities. Skills in data science and digital solutions are highly sought-after and will be an asset to learners transitioning to further study. This course supports learners on a wide range of tertiary and vocational pathways as well as being complimentary to a range of STEM^† careers and studies.

The purpose of Years 9 to 12 Education is to enable all learners to achieve their potential through Years 9–12 and beyond in further study, training or employment.

Years 9–12 Education enables personal empowerment, cultural transmission, preparation for citizenship and preparation for work.

This course is built on the principles of access, agency, excellence, balance, support and achievement as part of a range of programs that enables learners to access a diverse and flexible range of learning opportunities suited to their level of readiness, interests and aspirations.

^†STEM is an approach to learning and development that integrates the discipline areas of science, technology, engineering and mathematics.

On successful completion of this course, learners will be able to:

1. analyse and apply a digital problem-solving process in response to a need or opportunity
2. appraise and employ components of information systems to achieve digital solutions
3. select and apply data interpretation techniques to inform the design of user-centred solutions
4. communicate ideas, concepts and design solutions using a range of communication strategies and conventions
5. initiate, implement and monitor personal and project management strategies
6. analyse the role digital technologies and innovation play in societal and organisational change
7. analyse the role of information security in an organisation and identify ways to manage cyber security risks
8. analyse the social, ethical, legal and sustainability issues related to the design and implementation of digital solutions

Pathways into the Data Science and Digital Solutions 3 course enable learning continuity from Digital Technologies Level 2. It is suitable for learners who have completed the Years 9-10 band of the Australian Curriculum: Technologies – Digital Technologies. It may also suit those who have prior digital technologies experience.

Complementary courses in Years 11 and 12 include those in the areas of computer science, accounting, business studies, economics, legal studies and appropriate courses from the learning areas of English, mathematics and science.

Data Science and Digital Solutions Level 3 provides a useful background to learners considering a wide range of future pathways including tertiary and vocational studies. Examples of possible future areas of study or employment include, but are not limited to, information technology, business, health, law, commerce, engineering, education, arts and sciences.

The general capabilities addressed specifically in this course are:

• Critical and creative thinking
• Digital literacy
• Ethical understanding
• Numeracy
• Personal and social capability.

The cross-curriculum priorities enabled through this course are:

• Sustainability.

This course has a complexity level of 3.

For a full description of courses at a complexity level of 3, please refer to the Levels of Complexity - Tasmanian Senior Secondary Education document.

This course has a size value of 15. Upon successful completion of this course (i.e., a Preliminary Achievement (PA) award or higher), a learner will gain 15 credit points at Level 3 towards the Participation Standard of the Tasmanian Certificate of Education (TCE).

This course consists of three 50-hour modules.

Module 1: People, data and digital systems

Module 2: Data-driven design

Module 3: From problem to solution

Access

Learners undertaking this course must be able to interact confidently with a contemporary personal computer system in an appropriate learning environment.
This course requires learners to collaborate with others. Collaborators could include peers, community members, teachers or industry professionals.

Previously submitted work cannot be used in meeting the requirements of Data Science and Digital Solutions Level 3. Therefore, a learner cannot use work including, but not limited to, an independent study, folio, project or assignment that has already been presented for assessment for a previously or concurrently studied TASC accredited or recognised senior secondary course.

Resource requirements

Learners require access to the following resources to be able to demonstrate the learning outcomes of the course:

• appropriate laptop, notebook or desktop computer
• a printer
• internet access
• a range of software tools that may include database software, local web servers, content management systems and developer tools.

In many cases the actual software will be identified by the learner as part of their learning. In some cases, this may require:

• learners to have the technical ability and permission to install software onto a computer
• separate computing environment such as dedicated devices, virtual machines or cloud computing services. This computing environment may need to operate under a modified network security policy.

Module 1: People, data and digital systems

Learners explore digital transformation and how data-driven innovation is challenging and changing society, business and industry. They will explore innovation and enterprise, disruptive technologies and new and emerging digital careers. Learners will develop confidence in collecting, storing, processing, analysing and communicating data.

Module 1 learning outcomes

The following learning outcomes are a focus for this module:

1. analyse and apply a problem-solving process in response to a need or opportunity
2. appraise and employ components of information systems to achieve digital solutions
3. select and apply data interpretation techniques to inform the design of user centred solutions
4. communicate ideas, concepts and design solutions using a range of communication strategies and conventions
5. initiate, implement and monitor personal and project management strategies
6. analyse the role digital technologies and innovation play in societal and organisational change.

Module 1 content

Data is any information in a form capable of being communicated, analysed or processed, whether by an individual or by computer or other automated means. As such, data is an important driver of growth in modern economies. Learners will develop techniques for data collection, management, analysis and visualisation and develop strategies for agile and contemporary project management.

Key knowledge

Data Science

Learners will develop an understanding of:

• the components of networked digital systems
• the nature, function and interrelationship of data, hardware and software systems
• the difference between data and information
• the difference between qualitative and quantitative data
• the fundamental techniques for data analysis and visualisation
• the factors that affect the quality of information
• the characteristics of data and information and the need for organisation and manipulation to facilitate its effective use
• the importance and process of collecting, storing and communicating data and information
• the procedures for backup and data storage and best practice, that is 3-2-1 backup strategy
• spreadsheet and database concepts
• data management, including relational database concepts and Structured Query Language (SQL):
  
  • data modelling and documentation
  • data integrity and factors influencing data integrity
  • data organisation
  • database creation and manipulation.

Innovation, Digital Technologies and Transformation in Organisations

Learners will undertake:

• exploration of the societal and ethical issues associated with the use of data analytics
• identification of the challenges and impacts of data science on society and business; for example:
  
  • sport, manufacturing
  • healthcare
  • education
  • banking, e-business and finance
  • news and media
  • family and home entertainment and news
  • government and politics
• investigations into:
  • the role of innovation and enterprise in driving the development of new solutions or product ideas
  • the impact of current and emerging technologies, such as automation
  • cyberbullying and the decline of physical human interactions and interpersonal skills
• exploration of emerging trends in digital and information systems and the importance of innovation to organisations
• investigations into the role of disruptive technologies in digital transformation; for example:
  
  • Artificial Intelligence (AI)
  • machine learning
  • blockchain
  • quantum computing
  • virtual reality (VR)
  • augmented reality (AR)
• exploration of new opportunities for industry, businesses and organisations enabled by emerging technologies
• identification of the impact of digital technologies on employment in areas such as new jobs, the changing nature of work, retraining or reskilling
• exploration of occupations with digital roles, including the roles and the responsibilities of people working within these occupations
• exploration of trends relating to digital careers and emerging opportunities.

Key skills

Learners will be able to:

• select and use appropriate hardware and software tools when developing information systems solutions
• implement occupational health and safety practices
• use techniques for collecting data to determine user needs and requirements, such as interviews and surveys
• use strategies to process data to locate key patterns and predictions using data analytical tools
• apply a range of data processing techniques to analyse and extract information to be effectively used for data driven decision-making in organisations
• design, maintain, adapt and produce relational databases and digital solution
• create information through the use and analysis of data
• conduct research
• work collaboratively.

Module 1 work requirements summary

This module includes the following work requirements:

• one product consisting of a multimodal presentation examining a topic relating to the role digital technologies play in societal or organisational change
• one project using a problem-solving process when responding to a problem or identified need.

See Appendix 3 for the full specifications of the work requirements of this course.

Module 1 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 6.

Module 2: Data-driven design

Learners will build on the knowledge and skills covered in module 1. The focus centres on solving user problems through the analysis of data and application of a problem-solving process. Additionally, learners explore information security in organisations and how cyber security risks can be managed. They will consider how data and networked systems can be protected from digital attacks. Explore the common types of security threats within an organisation and how people, processes and technology work together to create an effective defence.

Module 2 learning outcomes

The following learning outcomes are a focus for this module:

1. analyse and apply a problem-solving process in response to a need or opportunity
2. appraise and employ components of information systems to achieve digital solutions
3. select and apply data interpretation techniques to inform the design of user centred solutions
4. communicate ideas, concepts and design solutions using a range of communication strategies and conventions
5. initiate, implement and monitor personal and project management strategies
7. analyse the role of information security in an organisation and identify ways to manage cyber security risks.

Module 2 content

Learners will review the components and characteristics of information systems. They will investigate existing, new and emerging technologies to evaluate the suitability of the components for particular tasks. Learners will consider system weaknesses and begin to explore system development by unpacking a simplified systems development process. They will apply the knowledge and skills required to:

• problem solve
• understand and create digital solutions
• effectively project manage
• identify the intra-personal and inter-personal competences needed to effectively collaborate.

Learners will begin formulating an approach to the final project to ensure that they have 40 hours of project time for module 3 work requirement 1 prior to submission of the external assessment.

Key knowledge

Learners will develop an understanding of digital systems, information and cybersecurity and how to design digital solutions in the following ways:

Digital systems:

• the components, characteristics and functions of information systems, including hardware, software and communication, that allow effective solutions to be achieved
• how existing, new and emerging technologies are used to develop hardware and software solutions
• the role of information and data in contemporary organisations including an understanding of big data.

Information and cyber security:

• foundational cyber security concepts, such as information privacy and security, web application security, risk management
• the CIA triad information security model: confidentiality, integrity and availability
• fundamentals of computer networking including:
  
  • communication models and protocols underpinning the transfer of data in local networks and the internet
  • role of components at different layers
  • network topology for security and performance
  • bandwidth
  • performance management
• internal and external network threats and security solutions to network threats
  • external network threats:
    • social engineering (phishing)
    • denial of service, including distributed denial of service
    • back door
    • Internet Protocol (IP) spoofing
    • SQL injection
    • man-in-the-middle
    • cross-site scripting
    • types of malware
    • physical network threats
    • zero-day vulnerabilities
  • internal network threats:
    • lost or stolen devices
    • misuse by employees
  • security solutions to network threats:
    • analysis of log files
    • anti-malware
    • firewall filtering
    • access control lists
    • intrusion prevention systems
    • virtual private networks
    • user training
    • Information and Communications Technology (ICT) code of conduct
    • physical security
• cryptography
• ethical hacking
• ethical issues arising from data and information security practices
• an awareness of the Australian Privacy Principles accessed from the Australian Government, Office of the Australian Information Commissioner (OAIC).

Designing digital solutions:

• processes for iterative problem-solving; for example, a simplified systems development cycle being:
  • understanding the problem
  • planning
  • designing
  • implementation
  • testing, evaluating and strategies for maintaining
• strategies to collaborate with others.

Key skills

Learners will develop, consolidate and apply skills related to digital systems, information and cybersecurity and design of digital solutions in the following ways:

Digital Systems:

• use of digital technologies for a range of purposes
• investigate and analyse a problem and produce a specification
• use data management skills.

Information and Cyber security:

• compare the characteristics of a local area network (LAN), a wide area network (WAN) and a virtual private network (VPN)
• compare the characteristics and purpose of intranets and the internet
• interpret and create network diagrams
• assess cyber security issues within a digital environment to apply appropriate responses.

Designing Digital Solutions:

• communicate with end users and others including peers
• design an effective solution
• select and use appropriate application software
• test and implement an effective ICT related system
• use effective project management strategies including agile use design tools and techniques to document specifications and solution development
• select and use appropriate project management software
• evaluate the development, implementation and management of projects
• evaluate solutions and their own performance.

Module 2 work requirements summary

This module includes the following work requirements:

• one extended response on information and cyber security
• one product consisting of a data-driven design solution or prototype pitch.
  See Appendix 3 for the full specifications of the work requirements of this course.

Module 2 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 7.

Module 3: From problem to solution

Learners will apply theoretical knowledge and practically demonstrate critical and creative thinking. This builds on learning and skills developed in modules 1 and 2, as they respond innovatively to a real-world case study. The case study will emphasise a professional approach, requiring learners to exhibit collaboration, communication and project management skills and account for ethical frameworks, privacy and information security. Project based work requirements in this module are developed in conjunction with the delivery of key knowledge and skills and contribute to a folio of work.

Module 3 learning outcomes

The following learning outcomes are a focus for this module:

1. analyse and apply a problem-solving process in response to a need or opportunity
2. appraise and employ components of information systems to achieve digital solutions
3. select and apply data interpretation techniques to inform the design of user centred solutions
4. communicate ideas, concepts and design solutions using a range of communication strategies and conventions
5. initiate, implement and monitor personal and project management strategies
8. analyse the social, ethical, legal and sustainability issues related to the design and implementation of digital solutions.

Module 3 content

Learners will ideate to identify a problem, need, opportunity or situation that has an achievable innovative solution and create a design specification. They will replicate a professional paradigm by identifying other people to collaborate with. This may include clients, potential end-users, industry professionals and people with relevant specialised knowledge. Learners will communicate with others and manage their projects in ways that align to professionally accepted practices.

Learners will pitch their concept before undertaking a systems design process to create and evaluate a data informed digital solution.

Key knowledge

Learners will consolidate and extend their understanding of:

• functions and capabilities of digital systems used by individuals and organisations
• functional and non-functional requirements of solutions, constraints and scope
• ethical, legal and environmental consideration and impacts
• principles for ethical design, including Safety by Design principles^Ɨ and Universal Design principles^‡
• strategic planning in a professional and socially responsible manner
• interrelationships between the development and use of digital solutions, for individuals and societies in relation to the legal and ethical implications of software design, data management and cyber threats.

Key skills

Learners will consolidate and enhance their skills by:

• investigating a problem, need or opportunity and identify potential users and purpose
• developing user stories
• proposing a range of methods to collect data for analysis
• analysing and document solution requirements to develop an innovative solution
• applying Universal Design principles^‡
• applying relevant Universal Design concepts^‡ including inclusive design, personalisation and cultural appropriateness
• selecting and use appropriate design tools for generating solution designs
• developing an innovative solution using appropriate digital systems
• documenting the development of the solutions
• identifying and discuss potential legal and ethical issues affecting the development of an innovative solution
• applying evaluation criteria and evaluate the efficiency and effectiveness of an innovative solution to meet a need or opportunity
• documenting, monitoring and modifying project plans
• demonstrating the ability to work independently and collaboratively with others in both physical and virtual environments.

^† The Safety by Design Vision for Young People is available at: www.esafety.gov.au/about-us/safety-by-design/principles-and-background
^‡ Universal Design Australia https://universaldesignaustralia.net.au/

Module 3 work requirements

This module includes the following work requirement:

• one folio consisting of an extended digital solutions project, including a:
  • project proposal (internally assessed)
  • reflective journal (internally assessed)
  • learner project (externally assessed).

See Appendix 3 for the full specifications of the work requirements of this course.

Module 3 assessment

This module has a focus on criteria 1, 2, 3, 4, 5 and 8.

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate endpoint of study. Although assessment as part of the learning program is continuous, much of it is formative and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to the Office of TASC will focus on what both teacher and learner understand to reflect endpoint achievement.

The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.

A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.

Providers offering this course must participate in quality assurance processes specified by the Office of TASC to ensure provider validity and comparability of standards across all awards. To learn more, see the Office of TASC's quality assurance processes and assessment information.

Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to the Office of TASC.

The Office of TASC will supervise the external assessment of designated criteria which will be indicated by an asterisk (*). The ratings obtained from the external assessments will be used in addition to internal ratings from the provider to determine the final award.

The following processes will be facilitated by the Office of TASC to ensure there is:

• a match between the standards of achievement specified in the course and the skills and knowledge demonstrated by learners
• community confidence in the integrity and meaning of the qualification.

Process

The Office of TASC gives course providers feedback about any systematic differences in the relationship of their internal and external assessments and, where appropriate, seeks further evidence through audit and requires corrective action in the future.

Additionally, the Office of TASC may select to undertake scheduled audits of this course (Provider Standards 1, 2, 3 & 4) and work requirements.

The external assessment for this course will comprise:

• one folio assessing criteria1, 2, 3, 4 and 8.

For further information, see the current external assessment specifications and guidelines for this course available in the Supporting documents below.

The assessment for Data Science and Digital Solutions Level 3 will be based on the degree to which the learner can:

1. apply a systematic process to analyse problems and produce a digital solution*
2. explain and apply knowledge and understanding of information systems to provide effective digital solutions*
3. select and apply data interpretation techniques to inform the design of user centred solutions*
4. communicates for technical and non-technical audiences*
5. apply and monitor personal and project management processes skills
6. explain the interrelationships between innovation, digital technologies and transformation in organisations
7. explain the role of information security in an organisation
8. explain the ethical, legal and sustainability considerations that impact the design and implementation of digital solutions*.

*denotes criteria that are both internally and externally assessed.

Data Science and Digital Solutions Level 3 (with the award of):

EXCEPTIONAL ACHIEVEMENT

HIGH ACHIEVEMENT

COMMENDABLE ACHIEVEMENT

SATISFACTORY ACHIEVEMENT

PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of TASC from 13 ratings (8 from the internal assessment, 5 from external assessment).

The minimum requirements for an award in this course are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
10 ‘A’ ratings, 3 ‘B’ ratings (3 ‘A’ ratings, 2 ‘B’ rating from external assessment)

HIGH ACHIEVEMENT (HA)
5 ‘A’ ratings, 5 ‘B’ ratings, 3 ‘C’ ratings (1 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating from external assessment)

COMMENDABLE ACHIEVEMENT (CA)
6 ‘B’ ratings, 6 ‘C’ ratings (2 ‘B’ ratings, 3 ‘C’ ratings from external assessment)

SATISFACTORY ACHIEVEMENT (SA)
11 ‘C’ ratings (3 ‘C’ ratings from external assessment)

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

A learner who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.

Version 1

Accredited on 3 March 2023 for use from 1 January 2024 to 31 December 2028. This course replaces Information Systems and Digital Technologies (ITS315118) which expires on 31 December 2023.

Data Science and Digital Solutions Level 3 aligns with the ACSF Level 4 Learning core skills in the following ways:

• Support: works independently and initiates and uses support from a range of established resources.
• Context: range of contexts; including some that are unfamiliar and/or unpredictable; some specialisation in less familiar/known contexts
• Text complexity: complex texts; embedded information; includes specialised vocabulary; includes abstraction and symbolism.
• Task complexity: complex task organisation and analysis involving the application of a number of steps; processes include extracting, extrapolating, inferencing, reflecting and abstracting.

Data Science and Digital Solutions Level 3 also is a progression from the F-10 Australian Curriculum: Technologies.

This course continues to develop learner understanding and skills across the two strands of the F-10 Australian Curriculum: Technologies drawing from the Digital Technologies content:

• knowledge and understanding
• process and production.

Note: The Australian Curriculum: Technologies is written on the basis that all learners will study the Digital Technologies from Foundation to the end of Year 8.

Mathematical skills expected of learners studying Data Science and Digital Solutions

This course component requires learners to use the mathematical skills they developed through the F-10 Australian Curriculum: Mathematics.

Digital Literacy Skills Framework (Department of Education, Skills and Employment)

This course meets and exceeds the performance features identified at Level 3.

The work requirements of a course are processes, products or performances that provide a significant demonstration of achievement that is measurable against the course’s standards. Work requirements need not be the sole form of assessment for a module.

Module 1 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Digital transformation

Mode or format: research investigation

Description: Learners will discuss:

• the role of information and data in contemporary organisation
• trends relating to digital careers and emerging opportunities
• new opportunities for industry, businesses and organisations enabled by emerging technologies
• the impact of digital transformation within a nominated industry or organisation.

Opportunities for excursions or incursions to communicate with people working in relevant information technology roles are encouraged to connect learners with real-life contexts.

Size: multimodal presentation of 4 – 7 minutes with script

Timing: none specified

Relevant criteria: 4, 5 and 6

Work requirement 2 of 2

Title of work requirement: Data problem solving cycle

Mode or format: project

Description: Learners experience a systematic problem-solving process by responding to simple problems or identified needs provided by the teacher.

Learners respond to a real-world scenario including solution requirements, constraints, scope and designs that will enable them to:

• acquire and reference data from primary and secondary sources 
• analyse the data
• develop digital solutions using spreadsheet, database and data visualisation software tools
• present findings in a format specified by or negotiated with, the teacher.

The given scenario should indicate the data libraries that learners are required to acquire and analyse data.

Size: recommend maximum of 10 hours on task

Timing: Learners may have the opportunity to undertake multiple minor projects throughout module 1.

Relevant criteria: 1, 2, 3, 4 and 5

Module 2 work requirements specifications

Work requirement 1 of 2

Title of work requirement: Information and cyber security

Mode or format: extended response

Description: Learners discuss data and organisational security challenges and solutions. Learners will:

• discuss the data security threats organisations face and identify strategies organisations can use to mitigate risk
• include an overview of the impact of cloud computing.

Size: a written response such as a report or essay will be between 800 – 1 200 words in total or a multimodal presentation of 4 – 7 minutes

External agencies: Opportunities for excursions or incursions to communicate with people working in relevant information technology (IT) roles are encouraged. This will enable learners to connect with real-life contexts.

Relevant criteria: 2, 3, 4 and 7

Work requirement 2 of 2

Title of work requirement: Data-driven systems solution and journal

Mode or format: folio: product and journal

Description Learners will use and document a systematic problem-solving process to design and develop a working solution. The systems task should be small, enable learners to analyse data and assess security risks and be of interest to the learner.

Learners will maintain a production journal detailing their problem-solving and project management processes to accompany their designed solution.

Size: recommend maximum of 15 hours on task

External agencies: opportunities for industry excursion or incursion to connect to others with specialist knowledge or expertise

Relevant criteria: 1, 2, 3, 4, 5 and 7

Module 3 work requirements specifications

Work requirement 1 of 1

Title of work requirement: Digital solutions project

Mode or format

Part 1: Project proposal (internal only)
Part 2: Project folio (external)
Part 3: Reflective journal (internal only)

Description: Learners individually undertake a project that requires them to relate conceptual knowledge and skills acquired from the study of all modules. Learners must be encouraged to select an extended digital solutions project topic that links with an area of genuine interest to them. Learners must submit a proposal to be signed off by the provider before commencing the extended project.

The provider must discuss the proposed focus of the task with the learner, considering the requirements of the assessment and the ability and interests of the individual learner. The provider must be satisfied that the suggested focus has the potential for the individual learner to:

• analyse the problem and derive a design specification
• develop and test a protype
• develop, realise and test a final physical system
• evaluate the final system against the design specification and suggest improvements.

PART 1: Project proposal (internally assessed)

The project proposal must include:

• an identified research problem – the problem should be manageable and have sufficient complexity to enable the student to achieve at the highest level.
• background research to inform problem analysis
• an outline of the different aspects of project management that will be undertaken; for example, risk management plan or risk register, Gantt chart, critical path analysis diagrams, PERT charts, communication plan, testing plan
• a stakeholder engagement plan
• a pitch or give a presentation.

PART 2: Project folio (internally and externally assessed)

Documentation of iterative systems development process including:

• a research essay of 1500 - 2000 words in length, addressing:
  • feasibility study
  • systems analysis of the systems development process.

PART 3: Reflective journal (internally assessed)

The reflective journal serves an important function, it assists with ongoing support and supervision and is a formal record enabling authentication of the learner’s work.
The journal should be maintained in electronic form. All items in the journal must be dated and legible.

The reflective journal will demonstrate how the learner:

• monitored the effectiveness of the plans for their inquiry using appropriate strategies; for example, developing criteria to measure effective implementation, checking progress according to a timeline, providing progress reports on action taken and decisions made during the process
• addressed problems encountered
• analysed how perspectives were shaped by the sources of information they used
• evaluated the effectiveness of the collaborative strategies they used in planning and implementing their inquiry
• evaluated the effectiveness of the inquiry including their research sources, methods, findings and plans and by revising their plans as problems arose.

Size: Folio maximum of 40 A4 equivalent pages. This includes research, the research essay, evidence of planning, concept sketches with annotations, photographs, charts and diagrams. It will be no larger than 500 megabytes in total size.

Timing: Approximately 40 hours of dedicated class time including internal and external components. Learners should be advised to rein in the scope of their project rather than choosing expansive and overly ambitious topics. It is vital that learners are advised to produce a fully resolved digital solution such that each stage of the problem-solving process is fully addressed for the context of the project.

External agencies: opportunities for industry excursion or incursion to connect to others with specialist knowledge or expertise

Relevant criteria:

Internally: 1, 2, 3, 4, 5 and 8
Externally: 1, 2, 3, 4 and 8

Relationship to external assessment: this work requirement has an externally assessed component. This is comprised of Part 2: Project folio, as outlined in the description. This folio must be completed to meet TASC’s published external assessment submission dates.

Learning across the curriculum content, including the cross-curriculum priorities and general capabilities, assists students to achieve the broad learning outcomes defined in the Alice Springs (Mparntwe) Education Declaration (December 2019).

General capabilities

The general capabilities play a significant role in the Australian Curriculum in equipping young Australians to live and work successfully in the twenty-first century.

In the Australian Curriculum, capability encompasses knowledge, skills, behaviours and dispositions. Students develop capability when they apply knowledge and skills confidently, effectively and appropriately in complex and changing circumstances, in their learning at school and in their lives outside school.

The general capabilities include:

• Critical and creative thinking
• Digital literacy
• Ethical understanding
• Intercultural understanding
• Literacy
• Numeracy
• Personal and social capability.

Cross-curriculum priorities

Cross-curriculum priorities enable students to develop understanding about and address the contemporary issues they face, for their own benefit and for the benefit of Australia as a whole. The priorities provide national, regional and global dimensions which will enrich the curriculum through development of considered and focused content that fits naturally within learning areas. Incorporation of the priorities will encourage conversations between students, teachers and the wider community.

The cross-curriculum priorities include:

• Aboriginal and Torres Strait Islander histories and cultures
• Asia and Australia’s engagement with Asia
• Sustainability.