Computer Science

The course consists of three major content areas plus a Computing Option which relies on knowledge from those content areas.

AREA 1: PROBLEM SOLVING AND PROGRAMMING
This content area includes algorithm design and problem solving, efficiency and reliability, the Software Development Life Cycle, principles of programming practice and style including documentation, Object-oriented programming in the Java language and Human Computer Interaction and interface design.

AREA 2: COMPUTING FUNDAMENTALS AND COMPUTER LIMITATIONS
This content area includes representation of data at machine level, and data types, formal logic and logic laws and principles of machine code.

AREA 3: SOCIAL/ETHICAL ISSUES AND PROFESSIONAL RESPONSIBILITY
This content area include social and ethical issues associated with the computing profession and career pathways and the role of professional bodies.

AREA 4: COMPUTING OPTION
In the Computing Option learners pursue an area of interest in more depth. This can include development of a software application to meet a client need, or application of CS principles to a new programming environment or tool.

Computer Science involves the study of the processes underlying the storage, transformation and transfer of data. It includes both the theoretical study of algorithms and the practical problems involved in implementing them, usually via a programming language.

Computer Science can be a starting point for further education in Information and Communications Technology (ICT) or engineering or a preparation for the vast range of careers that require efficient and effective use of ICT and computational thinking. Predicted ICT skills shortages, both within Australia and globally, suggest that professionals with a computer science background will be in demand. In addition, computer science skills are a major driver of economic growth and productivity (ACS/DAE, Australia’s Digital Pulse Developing the digital workforce to drive growth in the future 2016, Australian Computer Society/Deloitte Access Economics, Sydney, NSW).

Computer Science aims to develop learners’:

• ability to identify, analyse and design algorithms (sets of instructions to complete a task)
• understanding of programming concepts in a formal computer programming language
• skill in the design, documentation, analysis, testing and evaluation of computer programs
• understanding of Boolean logic, binary data, representation of data types and their relationship to underlying digital hardware
• familiarity with high and low-level programming languages
• awareness of the social, ethical and professional aspects of computer science.

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

It is expected that learners entering this course would have well-developed ICT, numeracy and literacy skills. Experience in problem solving, including logical and critical thinking, would be advantageous.

Learners wishing to pursue a computing career could use this as a starting point to study a degree at University, or VET Certificate IV, or Diploma, including combined Diploma/Degree courses. These courses may focus on multimedia and the internet, artificial intelligence, mobile and ubiquitous computing, systems and networks, computer security, distributed systems, software engineering or programming languages. Learners entering the workforce should expect to undergo further education and training.

Recent research shows many people in ICT careers are working in industries outside of ICT itself (ACS/DAE 2016, p. 3). An increasing number of careers involve computer science, and students may find this course useful in other fields such as: law; medical research; engineering; logistics; military; tourism; commerce, and management.

All learners will require access to computers with the following minimum requirements:

• access to the internet, including web and email
• access to a computer on which they can install and run applications
• Java Development Kit and an appropriate environment for creating, editing and running programs
• word processing facilities
• cloud or local file storage
• printing.

This course has a complexity level of 3.

At Level 3, the learner is expected to acquire a combination of theoretical and/or technical and factual knowledge and skills and use judgment when varying procedures to deal with unusual or unexpected aspects that may arise. Some skills in organising self and others are expected. Level 3 is a standard suitable to prepare learners for further study at tertiary level. VET competencies at this level are often those characteristic of an AQF Certificate III.

This course has a size value of 15.

All content areas of Computer Science are compulsory.  While the order of study is not prescribed, learners will negotiate with providers to ensure that relevant sections of the three major content areas (Problem Solving and Programming, Computer Fundamentals and Computer Limitations, and Social/Ethical Issues and Professional Responsibility) have been undertaken prior to beginning the Computing Option. It is not envisaged that the following components be taught as isolated topics but rather as an integrated body of knowledge.

 All listed content is compulsory.

AREA 1: PROBLEM SOLVING AND PROGRAMMING (70 HOURS)

Algorithms and programming solutions to a variety of problems are designed and expressed in a variety of forms. Students will develop skills in understanding the problem, exploring problem solving strategies, design and creation of a solution. Algorithms that require mathematical solutions, such as those involving summation and searching, are investigated.

A fundamental understanding of the Software Development Life Cycle (design, code, test, evaluate and refine) is required. Practical activities need to provide experience for learners in all stages of this cycle and to develop an understanding of the importance of analysis and design before beginning to code.  Programs should adhere to established programming styles and significant programs should have formal documentation.

ALGORITHM DESIGN AND PROBLEM SOLVING

This includes

• exploration of a range of problems - some problems cannot be reduced to an algorithm as they have no clear rules, some problems have clear rules but are difficult to put into algorithms because they have many possible responses to rules (e.g. the game of Go). Other problems are those for which rules are still to be discovered such as natural language processing and how to cure certain diseases. The course focuses on problems that can be represented algorithmically. This section should provide a link between Computer Science and other disciplines
• exploration of forms of problem solving – algebraic, algorithmic, trial and error
• the specific requirements of a problem are determined from problem definitions given in a variety of forms
• examination of different solutions to the same problem (critical evaluation, most efficient, reliable)
• problem deconstruction/decomposition – problems need to be broken down into a number of well-defined steps
• visualisation of solution – use of diagrams to illustrate the solution
• expression of the solution to the problem – use an initially/when model for event-driven solutions.

PROGRAMMING

Learners learn the fundamentals of Object-oriented programming and event driven programming.

Learners write a variety of Java applets/applications using the following Java features

• primitive types (promotion and casting)
• arithmetic and logic operators (+, -, *, / , %, &&, !, ||), order of operations, and some mathematical functions -such as (Math.pow(), Math.random())
• classes and information hiding * graphics (drawing, filling)
• pre-defined objects, including arrays and strings, and modifying and creating objects
• control-flow (selection using if else/switch, iteration using for/while)
• methods,  parameters and scope
• GUIs (widgets including buttons, text fields, labels)
• events and listeners using the AWT library.

A key component of programming will be an emphasis on good programming practice. Programs need to adhere to a defined set of standards including good variable name choice, commenting, and indenting.  Learners will be introduced to examples of programming style guides, and the reasons why organisations often require their programmers to comply with a specific style.

A key element of this topic is designing applets and, optionally, applications for genuine solutions. Fundamental notions of HCI (Human Computer Interaction) are introduced.

Learners are encouraged to develop applications, but it is recognised that applet development may be more suitable for beginning programmers.

TESTING AND EVALUATION

In this section

• a structured approach to testing is followed. Testing plans are written from program specifications in the absence of a program
• tracing as a means of debugging programs is introduced, including both hand and automated tracing
• self-review, peer review and external review (including by end users) is used to evaluate applets and applications and identify future refinements.

DOCUMENTATION

Programs of significant size should be accompanied by both technical and user documentation. Technical documentation includes internal comments of programs. User documentation provides a description of the program’s purpose, operating instruction and appropriate online help.

Programming style guides could include (but are not limited to) the original Oracle Java Code Conventions, the Google Java Style Guide and others such as the JavaRanch Style Guide.

The general value of programming style is conveyed in publications such as Stanford’s introductory programming style guide and the Harvard CS50 Style Guide (which is not designed for Java but outlines the reasons for style decisions). Documentation can take different forms but it is recommended that, where appropriate, technical documentation within programs be undertaken in accordance with the Javadoc “documentation comments” format.

AREA 2: COMPUTER FUNDAMENTALS AND COMPUTER LIMITATIONS (40 HOURS)

 In order to come to an understanding of the limitations and possibilities for the use of computer technology into the future, learners need to understand computer architectures, and the role of the operating system.

Areas to be covered:

• binary number system for whole number and fraction and conversions to decimal and hexadecimal
• basic binary arithmetic (addition only)
• two's complement representation and arithmetic (addition and subtraction only)
• representation of primitive data types (integer, char, boolean, float)
• representation of non-numeric data using hexadecimal where appropriate (e.g. characters, colours, instructions)
• implications of representation of floating point numbers for accuracy of calculations
• representation of arrays as well as sound and picture files
• Boolean operators (AND, OR, NOT)
• logic gates, basic computer circuits and the flip-flop
• using truth tables, Karnaugh maps and simplifications using the specified list of logic laws to design logic circuits
• computer architecture – the fundamental components of a computer in the von Neumann architecture and the relevant historical context
• machine code and its relationship to high level languages such as Java
• the machine cycle required to add two numbers (fetch, decode, execute)
• operating systems and the role of the JVM
• newer technologies and their relationship to basic computer architecture.

AREA 3: SOCIAL / ETHICAL ISSUES AND PROFESSIONAL RESPONSIBILITY (10 HOURS)

Computer professionals have specialised knowledge and often have positions with authority. For this reason, they may have a significant impact on society. There is a duty to exercise that power responsibly.

Areas to be covered:

• career pathways, skills and education required
• the role of professional associations and codes of ethics
• responsibilities of the computing professional in the workplace
• responsibilities of those in positions of authority
• examples and consequences of technological errors, such as software bugs
• the consequences of good and bad user interface design, and the obligation to design for all users (for example, http://www.australia.gov.au/accessibility.)

AREA 4: COMPUTING OPTION (30 HOURS)

The skills gained in Computer Science are used to explore an area of interest in more depth. The option chosen must enable learners to demonstrate problem solving skills, research, and technical communication skills. In addition, learners must adhere to ethical and professional standards as they are prescribed in the course. The option product will be used to assess both Criteria 8 and 9 and either Criterion 1 or 6, along with at least one of the remaining criteria.

Providers may wish to direct the nature of the Computing Option based on the interests, needs and skills of individual learners. 

Suggested topics include (but are not limited to):

• production of a Java applet or application for a client following the software development lifecycle
• Object-oriented programming in other languages
• game development in a suitable environment
• exploration of network programming
• programming for mobile devices
• Media Computation
• cryptography, compression and security
• artificial intelligence and machine learning
• human-computer interaction
• computer forensics
• ethical and legal aspects of computer science
• application of computer science principles to another field (e.g. life sciences, psychology, law)
• big data and data science
• exploration of Java libraries
• exploration of alternative Java programming environments (e.g. Greenfoot, Robocode)
• programming LEGO® robots using LeJOS
• programming of embedded systems and microcontrollers
• digital electronics.

Note that the topic chosen must provide the learner with opportunity for the assessment of the Criteria stated above.

AREA 1: WORK REQUIREMENTS

The equivalent of:

• Assessment tasks (10 programming tasks). Program development with accompanying explanation of specific aspects of the Java language.
• Assessment task – Algorithms (approximately 2 hours)
• Assessment task - SDLC (approximately 2 hours)

Fully documented programs (2 programs). These may form part of the Java language assessment tasks.

AREA 2: WORK REQUIREMENTS

The equivalent of:

• Assessment task - Logic laws, truth tables and Karnaugh maps (approximately 2 hours)
• Assessment task - Number representation(approximately 2 hours)
• Assessment task - Data representation (approximately 2 hours)
• Assessment task - TOY machine (approximately 2 hours)

These assessment tasks would typically include one or more problems to be solved, along with explanation of some aspect of the topic.

AREA 3: WORK REQUIREMENTS

The equivalent of:

• Assessment task - Social issues, professionalism and ethics (1000 words)

AREA 4: WORK REQUIREMENTS

Option Product: documented program, or report on investigation (4000 words or equivalent).

Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point 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 TASC will focus on what both teacher and learner understand to reflect end-point 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 TASC to ensure provider validity and comparability of standards across all awards. For further information, see TASC's quality assurance and assessment processes.

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

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 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.

The external assessment for this course will comprise:

• a written examination assessing criteria: 1, 2, 3, 4 and 5.

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

The assessment for Computer Science Level 3 will be based on the degree to which the learner can:

* = denotes criteria that are both internally and externally assessed

Computer Science Level 3 (with the award of):

This is the range of awards that learner can achieve. The full range is five awards:

EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT

The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 14 ratings (9 from the internal assessment, 5 from external assessment).

The minimum requirements for an award in Computer Science Level 3 are as follows:

EXCEPTIONAL ACHIEVEMENT (EA)
12 ‘A’, 2 ‘B’ ratings (4 ‘A’, 1 ‘B’ from external assessment)

HIGH ACHIEVEMENT (HA)
6 ‘A’, 6 ‘B’, 2 ‘C’ ratings (2 ‘A’, 2 ‘B’, 1 ‘C’ from external assessment)

COMMENDABLE ACHIEVEMENT (CA)|
8 ‘B’, 5 ‘C’ ratings (2 ‘B’, 2’C’ ratings from external assessment)

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

PRELIMINARY ACHIEVEMENT (PA)
6 ‘C’ ratings

The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.

Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.

Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.

A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.

The accreditation period for this course has been renewed from 1 January 2019 until 31 December 2021.

During the accreditation period required amendments can be considered via established processes.

Should outcomes of the Years 9-12 Review process find this course unsuitable for inclusion in the Tasmanian senior secondary curriculum, its accreditation may be cancelled. Any such cancellation would not occur during an academic year.

Version 1 – Accredited on 30 July 2017 for use from 1 January 2018. This course replaces Computer Science (ITC315113) that expired on 31/12/2017.

Accreditation renewed on 22 November 2018 for the period 1 January 2019 until 31 December 2021.

REFERENCES

ACS/DAE, Australia’s Digital Pulse Developing the digital workforce to drive growth in the future 2016, Australian Computer Society/Deloitte Access Economics, Sydney, NSW.  
Viewed Oct 2016, http://www2.deloitte.com/content/dam/Deloitte/au/Documents/Economics/deloitte-au-economics-digital-pulse-2016-acs-110316.pdf