Units 3 and 4 are designed to be taken as a sequence.
This unit focuses on why information is used in organisations and the
ways in which it is processed and managed.
Examples of organisations include small, medium and large businesses,
charitable institutions, sporting clubs and government agencies.
The key concepts of this unit are the steps in
information processing, and a methodology for solving information
problems.
In this unit students explore the information processing steps of acquisition,
input, validation, manipulation, storage, retrieval, output, communication and
disposal.
Typically, a problem-solving methodology involves the stages of
analysis, design, development, testing, documentation, implementation and
evaluation.
In Unit 3 all of these stages are required except for documentation; this
is covered in Unit 4.
In this unit students explore how organisations manage
the storage, communication and disposal of data and information in
order to minimise threats to the integrity of data and security of information,
and to optimise efficient information handling.
Students should use at least one software tool that
enhances the presentation of information so that its message is communicated
effectively.
The software tool should be selected from these types of software:
desktop publishing, web authoring, analytical and illustration graphics, and multimedia
authoring.
This software tool must be used for both Outcomes 1 and 2.
For Outcome 2 an additional software tool may also be used.
This area of study focuses on the techniques, procedures
and methods used to produce useful information.
At least one software tool that enhances the presentation of information should
be selected for study.
Students are to apply a range of processing techniques and appropriate formats and
conventions to transform data into useful information (output).
For Outcome 1, the output may be a sampler;
meaning that it highlights the main features of this software tool without solving the information problem.
For Outcome 2, this software tool is used on its own, or in conjunction with another, to solve an information
problem.
This area of study will include:
·
characteristics
of data and information;·
·
a
problem-solving methodology: analyse, design, develop, test, document,
implement and evaluate;
·
reasons
why information problems occur;
·
characteristics
of audiences;
·
problem
analysis methods;
·
techniques
for representing the design of solutions and output;
·
the
major steps associated with information processing: acquisition, input,
validation, manipulation, storage, output,
communication, retrieval and disposal;
·
interdependence
between hardware and software, and how this affects the ability to manipulate data;
·
techniques
for validating data;
·
techniques
and procedures for manipulating data and information;
·
solution
attributes to be tested;
·
testing
techniques;
·
formats,
and mandatory, preferred and optional conventions applied to information to
meet different needs;
·
factors
affecting the effectiveness of solutions and output;
·
factors
affecting the value and suitability of solutions and output;
·
procedures
used for effectively managing the production and handling of data and
information;
·
criteria
for evaluating the usefulness of software functions for particular purposes.
This area of study focuses on how organisations use a
range of procedures, techniques and equipment to manage the storage,
communication and disposal of data and information.
Organisations need to establish and apply appropriate file management
procedures and techniques in order to efficiently and effectively store,
communicate and dispose of data and information.
The organisation's legal obligations and ethical considerations also
influence the nature of the procedures and techniques.
This area of study will include:
·
how
information systems can be used to help achieve organisational goals;
·
ways
in which organisations and individuals use information;
·
procedures
and equipment for managing the storage, communication and disposal of data and information;
·
procedures
and equipment for protecting the integrity of data and the security of
information;
·
criteria
for evaluating the effectiveness of file management strategies;
·
threats
to the security of data and information stored, communicated and disposed of by
organisations;
·
possible
consequences of the violation of, or failure to follow, security measures;
·
an
overview of the legal obligations of organisations and individuals to monitor
and control the flow and access of
information;
·
ethical
considerations relating to the use of information systems by organisations and individuals;
·
types,
roles and functions of equipment used to assist in the protection of files
produced and received by organisations.
This area of study focuses on how information systems
achieve their objectives and contribute to meeting organisational goals.
An information system comprises people, equipment, procedures and data.
This unit focuses on equipment, procedures and data.
This
area of study will include:
·
types
of information system goals and objectives;
·
components
of information systems, including people, equipment, procedures and data;
·
roles
and functions of hardware and software components in an information system;
·
capabilities
and limitations of hardware and software components.
For
this unit students are required to demonstrate achievement of three outcomes.
As a set these outcomes encompass all areas of study for the unit.
On completion of this unit the student should be able to
demonstrate and explain the main capabilities of a specific
software tool and related hardware component
through the production of output, and evaluate the usefulness of these
capabilities.
In achieving this outcome the student will draw on knowledge
described in areas of study 1 and 3.
To achieve this outcome the student should demonstrate
knowledge of:
·
capabilities
and limitations of hardware and software components used to produce output, including functionality, speed of operation,
capacity of components;
·
the
roles of hardware and software components in an information system;
·
the
interdependence between the hardware and software, and how this affects the
ability to manipulate data;
· for example, an image captured by a digital camera can be cropped using photo editing software,
· a scanned text document can only be manipulated with optical character recognition (OCR) software;
·
the
major steps associated with information processing; acquisition, input,
validation, manipulation, storage, output,
communication, retrieval and disposal;
·
characteristics
of data;
·
characteristics
of information, including :
·
structure
(for example, detailed* aggregated, summarised),
·
form
(for example, text, sound, moving and still images),
·
layout and meaning of text and symbols (for example, linear and
non-linear,
· placement of icons, and presentation);
·
techniques
for manipulating data to produce output;
·
criteria
for evaluating the usefulness of software functions for particular purposes.
To
achieve this outcome the student should demonstrate the ability to
·
manipulate
data by applying the appropriate software functions, and formats and
conventions to produce output that demonstrates capabilities of the software;
·
operate
related hardware and rectify simple difficulties as they arise;
·
explain
how the capabilities of the software and hardware components enable the output
to be produced;
·
evaluate
the usefulness of these hardware and software capabilities for print and
electronic output.
On completion of this unit the student should be able to
solve an information problem, taking into account the goals and
information needs of an organisation.
In achieving this outcome the student will draw on
knowledge described in areas of study 1, 2 and 3.
To achieve this outcome the student should demonstrate
knowledge of
·
characteristics
of information, including:
·
structure
(for example, detailed, summarised),
·
form
(for example, text, sound, images,
statistics),
·
layout and meaning of text and symbols (for example,
order of text, placement of icons, formality and tone of text);
·
formats,
and mandatory, preferred and optional conventions, applied to information to
meet different needs;
·
factors
affecting the value and suitability of information produced, including:
·
its
clarity,
·
timeliness,
·
relevance,
·
completeness,
·
accuracy,
·
appropriateness for the intended audience;
·
capabilities
and limitations of hardware and software components used to produce solutions
and output, including functionality, speed of operation, capacity of
components;
·
how
information systems can be used to help achieve organisational goals;
·
ways in which organisations and individuals use
information; for example, information can be used to support strategic, tactical or
operational decisions, and to inform, persuade, educate or entertain users;
·
reasons
why information problems occur;
·
a
problem-solving methodology: analyse, design, develop, test, document,
implement and evaluate;
·
problem
analysis methods including identification of the input data and the output
needed to solve a problem, and listing
constraints on the solution;
·
techniques
for representing the design of solutions and output, including Input-Process-Output charts, hierarchy charts, screen/hard copy
layout mock-ups, flow charts, storyboards;
·
techniques
for validating data;
·
solution
attributes to be tested:
·
functionality,
·
presentation,
·
usability,
·
accessibility,
·
communication of message;
·
techniques
for navigating complex documents such as hyperlinks, buttons, icons, table of contents, index, page numbering;
·
testing
techniques including development and implementation, of test plans, and
observation and surveys of a sample of users;
·
factors
affecting the effectiveness of solutions and output including functionality,
presentation, usability, accessibility,
communication of message;
·
characteristics
of audiences, including gender, special needs, culture, age, education, status,
location;
·
the
major steps associated with information processing: acquisition, input,
validation, manipulation, storage, output,
communication, retrieval and disposal;
·
techniques
and procedures for manipulating data and information;
·
procedures
used to effectively manage the production and handling of data and information,
including regular backups, applying
virus-detection software, file naming.
To achieve this outcome the student should demonstrate
the ability to
·
identify
a problem and the audience;
·
describe
the input and output requirements, and the constraints;
·
apply
appropriate techniques to represent the design of the solution and output;
·
apply
suitable functions, formats, conventions, validation and testing techniques to
manipulate data;
·
manage
the production and handling of files;
·
justify
the solution and output in terms of their ability to meet the organisation's
goals and information needs.
On completion of this unit the student should be able to
evaluate the effectiveness of the strategies used by an organisation
to manage the storage, communication and disposal of data and information.
In achieving this outcome the student will draw on
knowledge described in areas of study 2 and 3.
To achieve this outcome the student should demonstrate
knowledge of
·
how
information systems can be used to help achieve organisational goals;
·
types
of information system goals and objectives;
·
components
of information systems, including people, equipment, procedures and data;
·
the
legal obligations of organisations and individuals to monitor and control the
flow and access of information, including key provisions of the Privacy Act
1988 and the Privacy Amendment
(Private Sector) Act 2000', the Information
Privacy Act (Vic) (IPA); the Health Records Act 2001 (Vic.); Copyright
Amendment (Digital Agenda) Act 2000',
·
ethical
considerations relating to the use of information systems by organisations and individuals;
·
procedures
for managing the storage, communication and disposal of information including
the naming and classification systems for directories/folders and files, backup
and archiving procedures, file transfer procedures;
·
threats to the security of data and information stored,
communicated and disposed of by organisations, including viruses, unauthorised
access, tampering with files, failure to follow file management procedures
(deliberate or accidental), equipment failure/damage;
·
procedures
and equipment for protecting the integrity of data and the security of
information;
·
possible
consequences of the violation of, or failure to follow, security measures
(equipment and procedures); for example,
breach of privacy of information, loss of intellectual property, loss of
income due to unavailability of information or services;
·
types,
roles and functions of equipment used to assist in the protection of files
produced and received by organisations,
including virus protection software, encryption software, biometrics, backup media, firewalls, surveillance
technology to protect the security of information;
·
criteria
for evaluating the effectiveness of file management strategies, including
integrity of data, security, ease of retrieval, currency of files.
To achieve this outcome the student should demonstrate
the ability to
·
describe
the goals and objectives of a specific information system;
·
identify
the procedures and equipment used by an organisation to manage the storage, communication and disposal of files;
·
develop
the criteria used to evaluate the effectiveness of the procedures and
equipment;
·
explain
the strengths and weaknesses of the procedures and equipment used for storing, communicating and disposing of files;
·
evaluate
the extent to which the procedures meet legal obligations;
·
describe
consequences for the organisation and/or individuals if security measures are
violated or ignored;
·
make
recommendations to improve the storage, communication or disposal of files
produced by the organisation.
Unit 3 ASSESSMENT
The award of satisfactory completion for a unit is based
on a decision that the student has demonstrated achievement of the
set of outcomes specified for the unit. This decision will be based
on the teacher's assessment of the student's overall performance on assessment
tasks designated for the unit.
The key knowledge and skills listed for each outcome
should be used as a guide to course design and the development of
learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the
achievement of outcomes. The elements of key knowledge and skills should not be
assessed separately.
Assessment of levels of
achievement
The student's level of achievement in Unit 3 will be
determined by school-assessed coursework and an end-of-year
examination.
School-assessed coursework for Unit 3 will contribute 25
per cent to the study score.
The level of achievement for Units 3 and 4 is also
assessed by an end-of-year examination, which will contribute 50 per
cent to the study score.
Teachers will provide to the Victorian Curriculum and
Assessment Authority a score representing an assessment of the student's
level of achievement.
The score must be based on the teacher's rating of
performance of each student on the tasks set out in the following
table and in accordance with an assessment guide published annually by the
Victorian
Curriculum and Assessment Authority. The assessment guide will also include
advice on the scope of the task and the criteria for assessment.
Assessment
tasks must be a part of the regular teaching and learning program and must not
unduly add to the workload associated with that program. They must be completed
mainly in class and within a limited timeframe. Where optional assessment tasks
are used, teachers must ensure that the tasks are comparable in scope and
demand.
|
Unit
3 Outcomes IP&M - 2003 |
Assessment
tasks |
Marks allocated |
|
Outcome 1 Demonstrate
and explain the main capabilities of a specific software tool and a related
hardware component through the production of output, and evaluate the
usefulness of these capabilities |
A
short, practical test, including a written response. |
20 |
|
Outcome
2 Solve
an information problem, taking into account the goals
and information needs of an organisation. |
Information technology solution in response to a
design brief and a report in one of the following modes: ·
a written report or ·
a visual presentation (presentation file, poster) |
50 |
|
Outcome
3 Evaluate
the effectiveness of the strategies used by an organisation to manage the
storage, communication and disposal of data and information. |
·
a written report or ·
a test |
30 |
|
|
Total
marks |
100 |
*
School-assessed coursework for Unit 3 contributes 25 per cent to the study
score.
This unit focuses on a range of techniques, procedures
and strategies to solve information problems efficiently and
effectively, and to manage the development, implementation and evaluation of a
new or modified information system.
In this unit students are required to demonstrate all of
the information processing steps when solving an information problem.
Students use a software tool to produce solutions and output that
enhance decision making. The software tool should be selected from these types
of software: databases, spreadsheets. When producing solutions and output,
students apply all of the problem-solving steps: analysis,
design, development, testing, documentation, implemention and evaluation.
Students explore the main principles of project
management when managing their time and resources to create a solution to an
information problem. They also apply these principles by recommending
strategies to manage the development, implementation and evaluation of a new or
modified information system.
In this unit students explore the concept of the systems
development life cycle and its use as a problem-solving methodology,
and examine in detail the phases of development, implementation and evaluation.
This area of study focuses on how information is used in
organisations and some procedures and techniques to produce and
manage information. Students will study a software tool that enables the
creation of solutions and output that will enhance decision making. This area
of study includes the main principles of project management as they apply
to solving information-processing problems.
This area of study will include:
·
characteristics
of information used in organisations;
·
types
of decisions made in organisations;
·
a
problem-solving methodology: analyse, design, develop, test, document,
implement, evaluate;
·
project
management strategies for coordinating the development of a solution;
·
problem
analysis methods;
·
techniques
for representing the design of solutions and output;
·
techniques
for validating data;
·
techniques
for efficiently processing data;
·
procedures
for effectively managing the production and handling of data and information;
·
formats
and conventions applied to information to meet different needs;
·
solution
and output attributes to be tested;
·
techniques
for testing solutions and output;
·
techniques
for testing user acceptance;
·
types
of user documentation to support the ongoing use of solutions;
·
criteria
for evaluating the efficiency of solutions and effectiveness of output.
This area of study focuses on strategies and techniques
for efficiently and effectively managing changes to information
systems. Students explore the concept of the systems development life cycle and
its use as a problem-solving methodology, and study in particular how the life
cycle phases of development, implementation and evaluation can
be managed.
This area of study will include:
·
the
systems development life cycle: analysis, design, development, implementation, evaluation;
·
social,
economic and technological impetus for change;
·
social,
economic and technological factors affecting the feasibility of alternative
hardware, software and procedural designs;
·
human,
technical and procedural requirements to be considered when implementing
changes;
·
methods
of changing over to the new or modified information system;
·
project
management tools and techniques;
·
criteria
and methods for evaluating the proposed changes to information systems.
This area of study focuses on the types and
characteristics of networked information systems, and how
they are used to achieve organisational goals.
This area of study will include:
·
how
information systems can be used to help achieve organisational goals;
·
types
of networks and data communications systems and their specifications;
·
network
topologies;
·
network
operating systems, and network architecture and components.
For
this unit students are required to demonstrate achievement of two outcomes. As
a set these outcomes encompass all areas of study for the unit.
On completion of this unit the student should be able to
propose and apply organisational and processing strategies to
produce an ongoing solution that meets the decision-making needs of an organisation.
In achieving this outcome the student will draw on
knowledge described in area of study 1.
To achieve this outcome the student should demonstrate
knowledge of
·
the
characteristics of information used in organisations, including structure (for
example, detailed, summarised), form (for
example text, statistics, still images);
·
types
of decisions made in organisations, including strategic, tactical and
operational;
·
a
problem-solving methodology to develop solutions that meet current and ongoing
needs: analyse, design, develop, test, document, implement, evaluate;
·
problem
analysis methods, including identifying the input data and the output needed to
solve a problem, and listing constraints on
the solution;
·
project
management strategies for coordinating the development of a solution and
output: identify tasks, develop timelines,
determine indicators and methods to monitor the progress of plans;
·
techniques for representing -the design of solutions and
output, including the hardware and software requirements, input requirements (for
example, data structure diagram), steps involved to produce the required
information (for example, structure chart), output requirements (for example, sketches);
·
techniques
for validating data;
·
techniques
for efficiently processing data;
·
procedures for effectively managing the production and
handling of data and information, including regular backups, applying virus-detection
software, classifying files into appropriate directories/folders;
·
formats
and conventions applied to information to meet different needs;
·
solution
and output attributes to be tested: functionality, presentation, usability,
accessibility;
·
types
of user documentation to support the ongoing use of solutions;
·
techniques
for testing the solution and output, including comparing the expected output
with the actual output, checking the
relevance and completeness of the output, performing manual calculations to check results of formulae;
·
techniques
for testing user acceptance; for example, observation and surveys of a sample
of users;
·
criteria
for evaluating the efficiency of the solution and the effectiveness of the
output.
To achieve this outcome the student should demonstrate
the ability to
·
identify
a problem;
·
describe
the input and output requirements, and constraints;
·
apply
techniques to represent the solution;
·
prepare
a project management plan that identifies tasks, timelines, indicators for
monitoring progress;
·
apply
suitable functions, formats, conventions, data validation and testing
techniques to efficiently process data and
produce effective output;
·
record
the progress of creating the solution (and output, where appropriate),
including an error log;
·
prepare
user documentation that explains how to use the solution and output;
·
manage
the production and handling of files;
·
evaluate
the solution and output in terms of ability to meet the decision-making needs
of the organisation.
On
completion of this unit the student should be able to formulate and justify
strategies for developing, implementing and
evaluating a networked information system in response to a social, economic
or technological impetus for change.
In achieving this outcome the student will draw on
knowledge described in areas of study 2 and 3.
To achieve this outcome the student should demonstrate
knowledge of
·
how
information systems can be used to help achieve organisational goals;
·
types
of networks and data communications systems and their specifications, including
local area networks (LANs) and wide area networks (WANs), and cabling and
bandwidth;
·
types
of network topologies, including star, bus;
·
network
operating systems and network architecture and components, such as network
cards, switches^ routers, servers, together
with protocols such as TCP/IP;
·
the
systems development life cycle: analysis, design, development, implementation, evaluation;
·
social,
economic and technological impetus for change* including government policy,
community values, privacy of information (social); desire for competitive edge,
telecommuting, downsizing (economic);
availability of new equipment, planned obsolescence (technological);
·
social,
economic and technological factors affecting the feasibility of alternative
hardware, software and procedures designs,
such as cost, user-friendliness of procedures or equipment, compatibility of components, inclusiveness;
·
human,
technical and procedural requirements to be considered when implementing
changes to an information system, including staff training, ongoing technical
support, acceptance by users, health and
safety of users;
·
methods
of changing over to the new or modified information system, including direct,
parallel, phased, pilot;
·
project
management tools and techniques to schedule and monitor tasks, to assign
resources, identify milestones, determine
contingency plans including the development and interpretation of Gantt
charts and PERT charts;
·
criteria
for evaluating the proposed changes to information systems; including
efficiency, effectiveness, cost,
maintainability;
·
methods
for evaluating the success of the proposed changes to information systems; for example, recording equipment breakdowns,
monitoring absentee rates, logging help desk inquiries, surveying customers.
To achieve this outcome the student should demonstrate
the ability to
·
state
the objectives of a new information system and how they relate to the social,
economic or technological impetus for change;
·
develop
criteria for selecting the computer system hardware and software;
·
develop
criteria for selecting the network hardware and software;
·
propose
any changes to existing procedures;
·
explain
the human, technical and procedural issues to be considered when implementing change;
·
justify
a method for changing over to the new or modified system, taking into account
the human and technical issues and any
changes to procedures;
·
identify
the key tasks associated with the implementation of the new or modified system,
such as-training, documentation, evaluation
criteria, ergonomic requirements;
·
develop
a project management plan to coordinate the implementation of the new or
modified system, which includes tasks,
timelines, allocation of resources;
·
explain
methods for evaluating the success of managing the implementation of the new or
modified system;
·
evaluate
the success of the information system in achieving its objectives.
The award of satisfactory completion for a unit is based
on a decision that the student has demonstrated achievement of the
set of outcomes specified for the unit. This decision will be based
on the teacher's assessment of the student's overall performance on assessment
tasks designated for the unit.
The key knowledge and skills listed for each outcome
should be used as a guide to course design and the development of
learning activities. The key knowledge and skills do not constitute a checklist
and such an approach is not necessary or desirable for determining the
achievement of outcomes. The elements of key knowledge and skills should not be
assessed separately.
The student's level of achievement in Unit 4 will be
determined by school-assessed coursework and an end-of-year
examination.
School-assessed coursework for Unit 4 will contribute 25
per cent to the study score.
The level of achievement for Units 3 and 4 is also
assessed by an end-of-year examination, which will contribute 50 per
cent to the study score.
Teachers will provide to the Victorian Curriculum and
Assessment Authority a score representing an assessment of the student's level of achievement.
The
score must be based on the teacher's rating of performance of each student on
the tasks set out in the following table
and in accordance with an assessment guide published annually by the Victorian
Curriculum and Assessment Authority. The assessment guide will also include
advice on the scope of the task and the criteria for assessment.
Assessment
tasks must be a part of the regular teaching and learning program and must not
unduly add to the workload associated with that program. They must be completed
mainly in
class and within a limited timeframe. Where optional assessment tasks are used,
teachers must
ensure that they are comparable in scope and demand.
|
Unit
4 Outcomes IP&M - 2003 |
Assessment
tasks |
Marks allocated |
Outcome 1
Propose
and apply organisational and processing strategies to produce an ongoing
solution that meets the decision-making needs of an organisation. |
Information
technology solution (including user documentation) in response to a design
brief: Students
annotate the solution to indicate how it meets the decision-making needs of
the organisation. and |
40 |
|
|
A project management report that includes the management plan, record
of progress and an error log |
20 |
Outcome 2
Formulate
and justify strategies for developing, implementing and evaluating a
networked information system in response to a social, economic or
technological impetus for change. |
·
a written report or ·
a test or ·
a visual presentation (presentation file, poster) |
40 |
|
|
Total
marks |
100 |
* School-assessed coursework for Unit 4
contributes 25 per cent to the study score.
All
outcomes in Units 3 and 4 will be examined. Aspects of some outcomes that
require the use of computers will not be examined, however the underpinning key
knowledge associated with these practical aspects is examinable.
Both
Units 3 and 4 will contribute approximately equally to the examination. The
following table identifies the approximate contribution of each outcome and
unit to the examination.
|
Unit |
Outcome |
Approximate
mark allocation (per cent) |
|
3 |
1 |
8-12% |
|
|
2 |
12-18% |
|
|
3 |
20-30% |
|
4 |
1 |
16-24% |
|
|
2 |
24-36% |
Students
will answer a series of questions in a question and answer booklet.
Questions may require students to respond to stimulus material such as design
briefs, case studies and visual images.
All questions are compulsory.
The examination will be set by a panel appointed by the
Victorian Curriculum and Assessment Authority.
The examination will be completed under the following
conditions:
·
Duration:
two hours.
·
Date:
end-of-year, on a date to be published annually by the Victorian Curriculum and
Assessment Authority.
·
Victorian
Curriculum and Assessment Authority examination rules will apply. Details of these rules are published annually in the VCE
Administrative Handbook.
·
The
examination will be marked by a panel appointed by the Victorian Curriculum and
Assessment Authority.
The examination contributes 50 per cent to the study
score.