Snr ipt 10_syll

Queensland
Studies Authority
Information Processing and
Technology (IPT)
Senior Syllabus 2010

ISBN: 978-1-920749-93-4 (print version)
978-1-920749-92-7 (web version)
© The State of Queensland (Queensland Studies Authority) 2010
Queensland Studies Authority
154 Melbourne Street South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
Phone: (07) 3864 0299
Fax: (07) 3221 2553
Email: office@qsa.qld.edu.au
Website: www.qsa.qld.edu.au

Contents
1. Rationale .................................................................................. 1
1.1 Indigenous perspectives ............................................................................ 1
2. General objectives .................................................................. 2
Introduction......................................................................................................... 2
2.1 Knowledge and application ........................................................................ 2
2.2 Analysis and synthesis............................................................................... 3
2.3 Evaluation and communication .................................................................. 3
2.4 Attitudes and values................................................................................... 4
3. Course organisation................................................................ 5
3.1 Course overview ........................................................................................ 5
3.2 Topics ........................................................................................................ 6
3.3 Composite classes..................................................................................... 6
3.4 Bridging study ............................................................................................ 7
3.5 Work program requirements ...................................................................... 7
4. Topics....................................................................................... 8
4.1 Overview.................................................................................................... 8
4.2 Topics ........................................................................................................ 9
4.3 Additional material ................................................................................... 17
5. Learning experiences............................................................ 19
5.1 Using information technology................................................................... 20
5.2 Solving problems ..................................................................................... 21
5.3 Extended writing ...................................................................................... 21
5.4 Presentation............................................................................................. 21
5.5 Collaboration............................................................................................ 22
5.6 Suggested learning experiences.............................................................. 22
6. Assessment ........................................................................... 25
6.1 Principles of exit assessment................................................................... 25
6.2 Planning an assessment program............................................................ 27
6.3 Special provisions.................................................................................... 28
6.4 Authentication of student work................................................................. 28
6.5 Assessment techniques ........................................................................... 30
6.6 Requirements for verification folio............................................................ 36
6.7 Exit standards .......................................................................................... 37

6.8 Determining exit levels of achievement.................................................... 37
7. Language education.............................................................. 41
8. Quantitative concepts and skills.......................................... 42
9. Educational equity................................................................. 43
10. Resources .............................................................................. 44
11. Glossary................................................................................. 47

Queensland Studies Authority June 2010 | 1
1. Rationale
Information technology refers to the creation, manipulation, storage, retrieval and
communication of information and to the range of technological devices and systems used
to perform these functions.
Information Processing and Technology is a course of study that provides students with
knowledge, skills, processes and understanding of information technology. It emphasises
problem identification and solution rather than the use of specific applications, and is an
intellectual discipline that involves a study of information systems, algorithms, software
programming, human–computer interaction, and the social and ethical issues associated
with the use of information technology.
This course should prove especially relevant to students by helping them to engage with
the rapid rate of change associated with information technology and to appreciate its
advantages and disadvantages. This course is designed to equip students with a repertoire
of processes and concepts that may be adapted to accommodate such changes. The
design and evaluation procedures are thus not restricted to specific programming
languages, database environments, multimedia or presentation packages, but are designed
to be applicable to a wide range of development tools. It is therefore important that an
approach be employed that enables students to develop higher order processes of
analysis, synthesis and evaluation, and that will best equip them to communicate their
understanding of the conceptual base integral to information technology.
Information Processing and Technology touches many business and industry aspects of
human life and finds itself drawing on and being applied to diverse fields of study. Students
will be exposed to a variety of intellectual challenges involving distinctive approaches to
problem solving, communication and a range of associated practical skills. As a result, the
study of this subject will contribute, in a significant way, to the general education of
students whether or not they intend to proceed to further studies or employment in the field
of information technology.
With a strong focus on problem solving, Information Processing and Technology will attract
students who enjoy, or who show ability for, a structured approach to problem solving. The
course will allow them to design, develop and evaluate solutions using computers.
1.1 Indigenous perspectives
This syllabus recognises Aboriginal and Torres Strait Islander peoples, their traditions,
histories and experiences prior to colonisation through to the present time. To strengthen
students’ appreciation and understanding of the first peoples of the land, relevant sections
of the syllabus identify content and skills that can be drawn upon to encourage engagement
with:
 Indigenous frameworks of knowledge and ways of learning
 Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live
 Indigenous contributions to Australian society and culture.
The Information Processing and Technology syllabus encourages awareness of the
requirements for the organisation, systemic coding and management of information,
including Indigenous knowledges. It therefore urges users of the syllabus to engage with
Information and Processing Technology contexts and contents to which Aboriginal and
Torres Strait Islander peoples contribute.

2 | Information Processing and Technology Senior Syllabus 2010
2. General objectives
Introduction
The general objectives for this subject are those that the school is required to teach and
students have the opportunity to learn. The general objectives are grouped into four
dimensions, i.e. the salient properties or characteristics of distinctive learning. The first
three dimensions are the assessable general objectives. The fourth group of general
objectives, Attitudes and values, is not directly assessed as it is achieved through teaching
and learning approaches offered to students.
Progress in aspects of any dimension at times may be dependent on the characteristics
and skills foregrounded and developed in another. The process of learning through each of
the dimensions must be developed in increasing complexity and sophistication over a four-
semester course.
Schools must assess how well students have achieved the general objectives. The
standards are described in the same dimensions as the assessable general objectives.
The general objectives and dimensions for a course in this subject are:
 knowledge and application
 analysis and synthesis
 evaluation and communication
 attitudes and values
2.1 Knowledge and application
This dimension involves declarative knowledge and procedural application. It requires the
explanation and application of fundamental information technology concepts and
procedures to a broad range of information technology problems in simple or familiar
situations.
It encompasses:
 knowledge of the terminology, applications and effects of ICTs, and of the syntax and
rules of programming languages and query languages
 understanding of applicable concepts, design processes, diagrammatical
representations, and social and ethical issues
 application of processes and algorithms for the solution of simple and familiar problems.
By the conclusion of the course, students should:
 define and explain information technology terminology, concepts, processes and
principles
 apply set processes to solve simple or familiar information technology problems.

2.2 Analysis and synthesis
This dimension involves analysing problems or situations in order to determine a clear
definition of what is involved, and the planning and development of a solution or resolution
that satisfies the relevant constraints involved.
It encompasses:
 deconstruction of a setting to analyse a problem or situation to determine their salient
features and their suitability for solution using information technology
 utilisation of appropriate design methods and principles
 synthesis of solutions to problems or situations that are unfamiliar, significant in scope or
complex in nature.
 interpret and analyse problems and situations requiring information technology use
 design and develop solutions to unrehearsed or complex information technology
problems.
2.3 Evaluation and communication
This dimension involves the ability to provide supporting evidence in making judgments of
issues, cases, problems, products and processes, and the ability to communicate using a
range of natural and formal languages to different audiences.
It encompasses:
 use of logic and reason in a range of evaluation approaches to make judgments and
recommendations
 application of metrics and protocols to test solutions, and of prescribed criteria to draw
conclusions and make recommendations
 evaluation of processes for identified products and solutions
 construction of documentation using the information literacy, software or information
systems development cycles
 presentation of technical ideas, design concepts, solutions and evaluations.
 test processes and solutions, apply prescribed criteria, reasoning or evidence to draw
conclusions and make recommendations
 construct documentation and present information to convey meaning using
communication conventions.

2.4 Attitudes and values
Attitudes and values is the incorporation of information processing and technology into a
view of the world, and a realisation of the impacts of information processing and technology
on it. It includes envisioning possible, probable and preferred futures, and taking
responsibility for actions and decisions while promoting ethical practices. A course in
Information Processing and Technology promotes problem solving skills, teamwork, and
communication through the development of products, investigation and the completion of
assessment instruments.
 appreciate the complex interactions between information technology and individuals,
and information technology and society
 recognise and value their potential to become productive participants in the
development of information technology
 develop responsible attitudes towards the use of information technology
 appreciate the value of working independently and with others.

3. Course organisation
The minimum number of hours of timetabled school time, including assessment, for a
course of study developed from this syllabus is 55 hours per semester. A course of study
will usually be completed over four semesters (220 hours).
3.1 Course overview
A course in Information Processing and Technology consists of:
 the core from six topics
 additional material
The core uses material from each of the six topics. It occupies 165–180 hours of course
time. Additional material can come from the following four topics: Relational information
systems, Structured query language, Software programming and Algorithms. Intelligent
systems and Computer systems are also additional material. Additional material occupies
the remaining hours of the course time allocation and is selected by the school.
Additional material
Additional material must reflect the intent of the syllabus as outlined in the general
objectives and may expand the scope of a topic or explore the core in more detail.
Additional material can be drawn from four of the six topics in Section 4.2. Additional
material can also be found in Section 4.3.
If additional material is determined from the four topics it should not be treated as a
separate entity in the teaching process.

The syllabus promotes a wide range of additional material that is neither prescriptive nor
exhaustive. Schools should take into account the particular needs and interests of the
individual students and the resources available within the school when making decisions
about additional material.
3.2 Topics
Topics and a guide to the level of detail required in the delivery of each topic of study are
detailed in Section 4.
It should be recognised that the topics are not discrete and that parts of one topic may be
incorporated into the study of another. Social and ethical issues, and Human–computer
interaction must be integrated within other topics.
Where appropriate, topics should be investigated through the design–develop–evaluate
cycle. This approach is outlined in Section 5, Learning experiences.
Schools should plan a course of study offering an increasing level of challenge to students
and provide opportunities for them to achieve the general objectives throughout the four-
semester course. When designing a course of study schools should take into consideration
the:
 Rationale (Section 1)
 General objectives (Section 2)
 Topics (Section 4)
 student needs and interests
 available resources.
3.3 Composite classes
This syllabus enables teachers to develop a course that caters for a variety of
circumstances, such as combined Year 11 and 12 classes, combined campuses, or modes
of delivery involving periods of student-managed study.
The flexibility of the syllabus can support teaching and learning for composite classes by
enabling teachers to:
 structure learning experiences and assessment that allow students to access the key
concepts and ideas suited to their needs in each year level
 provide opportunities for multilevel group work, peer teaching and independent work on
appropriate occasions.
The following guidelines may prove helpful in designing a course of study for a composite
class:
 The course of study could be written in a Year A/Year B format, if the school intends to
teach the same topics to both cohorts.
 A topic that will allow Year 11 students ease of entry into the course should be placed at
the beginning of each year.
 Learning experiences and assessment instruments need to cater for both year levels
throughout the course. Even though tasks may be similar for both year levels, it is
recommended that more extended and/or complex tasks be used with Year 12 students.

3.4 Bridging study
A bridging study could cater for students who enter the course later than the rest of the
class. This may include students entering their first year of a composite class, or students
entering significantly after the commencement of a course. Other contexts suited to
bridging study are when students have had little exposure to the subject or no experience
of the necessary prerequisite learning in Year 10.
The bridging study:
 might introduce key terms and concepts for independent study or supplement topics
already covered in the course
 is not intended to be a substitute for teaching key terms and concepts or a topic; the
intention is that the study will supplement any subsequent teaching
 is not expected to be included in a work program for approval.
Advice on designing a bridging study could be sought from the relevant QSA personnel.
3.5 Work program requirements
A work program is the school’s plan of how the course will be delivered and assessed,
based on the school’s interpretation of the syllabus. It allows for the special characteristics
of the individual school and its students.
The school’s work program must meet all syllabus requirements and must demonstrate that
there will be sufficient scope and depth of student learning to meet the general objectives
and the exit standards.
The requirements for online work program approval can be accessed on the Queensland
Studies Authority’s website, <www.qsa.qld.edu.au> select Years 10–12 > Years 11–12
subjects. This information should be consulted before writing a work program. The
requirements for work program approval may be updated periodically.

4. Topics
4.1 Overview
There are six topics:
 Algorithms
 Relational information systems
 Software programming
 Structured Query Language
 Social and ethical issues
 Human–computer interaction
A course of study comprises core from the six topics (making up between 165 and 180
hours), and additional material making up the remaining time.
Each topic has been structured into three sections (see below). Additional material is
offered for four of the topics. Intelligent systems and Computer systems are also additional
material and these are found in Section 4.3.
Core
Under this subheading is outlined the subject material of the topic of study which should be
covered. The core gives an overview of the intent of the topic of study through a brief
introduction and a listing of the subject material.
Additional material
Additional material may expand the scope of a topic of study or explore the core in more
detail. Additional material can be drawn from the four core topics in Section 4.2 and
Section 4.3.
Learning experiences
This section provides learning experiences which may be effective in achieving the general
objectives of the course. The listed learning experiences may require students to work
individually, in small groups or as a class. This is not an exhaustive list and further detailed
learning experiences can be found in Section 5.6.

4.2 Topics
4.2.1 Algorithms
For this topic, a number of procedural or algorithmic design systems are available. No
particular system is specified in this syllabus, but students should acquire skills in at least
one formal representational system (e.g. flowcharts, structure design charts, pseudocode,
Nassi-Schneidermann, etc.).
Core Additional material
The following should be explored:
 algorithm:
– results from mapping a specification to a process
– may operate on a number of sets of data
– is largely independent of the programming language
in which it is eventually implemented
– involves a finite number of steps
– consists of processes operating on data structures
 metrics and protocols of testing (e.g. bench testing,
exception testing)
 general principles of algorithm development such as top-
down design and modularity
 basic elements of algorithm:
– assignment of a value to a variable
– procedure call (invocation of another algorithm)
– skip (specifying that nothing be done)
 standard algorithm control structures:
– sequence (steps are carried out in sequential order)
– selection (choice of one element from a number of
elements)
– iteration (repetition of an element).
The following could be
explored:
 recursion (definition of an
element in terms of itself)
 other algorithm design
methods (e.g. object
orientated)
 encryption
 data compression
 search techniques.
Students should be able to:
 use an algorithm design/description system or method
 define a problem clearly
 specify a problem solution
 design and describe an algorithm that solves a given problem
 design well-structured, modular algorithms.

4.2.2 Relational information systems
This topic introduces a formal model for describing the architecture of information
systems, presents methods for developing these systems, and allows students to
implement these to produce working information systems.
 data, information, knowledge and wisdom, and the differences
between the terms as they apply to information systems
 external, logical, conceptual and physical views of information
systems
 classification systems for different types of information systems
(e.g. flat, network, hierarchical, relational, object-oriented,
distributed online)
 formal process of table normalisation
 fact-oriented design method such as object role modelling (ORM),
entity relationship (ER) modelling, or unified modelling language
(UML) including entities, relationships, constraints (e.g. uniqueness,
necessity, cardinality, frequency, equality, exclusion, subset and
subtype), derivation rules and assumptions
 steps of the information system development cycle for the
production of an information system, i.e. identification,
conceptualisation, formalisation, implementation, testing,
evaluation, documentation and specification documentation
 relational perspectives of information systems, i.e. relational
systems in contrast to and in comparison with other systems;
relations (tables) including rows, columns, keys (primary, secondary
composite and foreign), nulls and views; the creation of relational
tables within a database management system
 physical and logical data independence
 system security and integrity
 the concept of data integrity and its maintenance
 metrics and protocols of testing, e.g. alpha- and beta- testing
 maintaining security and privacy in information systems
 design issues relating to information systems including data
dependence, redundancy, performance, optimisation and total cost
of ownership
 process-oriented analysis methods such as context diagrams or
data flow diagrams (DFD) which include data source, data flow,
process and data storage.
The following could
be explored:
 comparison of
chosen
design/analysis
methods with
alternatives, e.g.
ORM, ERM, DFD,
UML
 reverse-
engineering of
existing
information
system to extract
the conceptual
design
 investigation of
the design of non-
relational
information
systems.
 determine whether an information system would be suitable in a particular situation
 identify redundancy and performance issues in an information system
 explain the relationship between external, logical, conceptual and physical views
 work through all stages of the chosen fact-oriented design method
 derive table definitions
 apply the chosen process-oriented analysis method
 analyse an existing information system
 create, document and evaluate a working information system.

4.2.3 Software programming
This topic involves the study of the development of software. Students will gain some
experience and skills in the design, development and evaluation of computer programs
that solve practical problems or meet particular needs.
 procedural design and implementation
 steps of the software development cycle for the
production of a software solution, i.e. problem
identification, solution specification, design
implementation, testing, evaluation, and
documentation
 use of a 3rd generation programming language
(3GL)
 implementation of sequence, selection and
iteration (both definite and indefinite) in a 3GL
 implementation of modularity in a 3GL
(procedures and functions) and passing of values
to and from modules
 metrics and protocols of testing, e.g. alpha- and
beta- testing
 common data types and data structures including
data types to represent real and integer numbers,
single and multiple character strings, and data
structures including variables, arrays and text files
 variable scope.
The following could be explored:
 use of static structures such as
records, user-defined types, objects
 use of dynamic structures such as
sets, binary files, lists, trees and
pointers
 use of the control language in a
multimedia-authoring program,
providing enhanced interactivity
over and above built-in drag-and-
drop functionality
 creation of web-executable
programs using public class
libraries
 creation of network-aware
applications that are able to
interchange data from host to host
 use of game authoring program to
code aspects of a computer game
 use of graphics language features
for both hardware and software
rendering of images
 use of other types of programming
paradigms
 development of software using a
non-procedural methodology
 development of printed manuals
and online help systems.
 convert an algorithm into a 3GL
 produce programming code from a formal representation of a solution
 make appropriate variable declarations
 de-bug their own or existing programming code
 step through a program monitoring the values stored in specific variables
 utilise data structures to represent values
 utilise at least one integrated development environment
 invoke modules from within the main body of a program, passing parameters as required
 utilise the software development cycle to produce a working program
 employ step-wise refinement in developing program code
 code sequence, selection, definite iteration, and both pre- and post-tested indefinite
iteration.

4.2.4 Structured Query Language
This topic introduces a formal query language Structured Query Language (SQL), for the
manipulation of data within a database.
 terminology such as retrieval, insertion, deletion, update
and modification
 data definition concepts, including:
– table and column names
– column data types
– defining tables
– populating a table with data
 data manipulation using SQL, including:
– analysing requests for information in order to
recognise one or more types of query required
– retrieval from one or more columns in one table
– retrieval from one or more columns based on some
selection criteria
– sorting data based on one or more columns
– use of logical, arithmetic and relational operators to
build the relevant selection criteria
– predefined functions such as maximum, minimum,
average and number of elements in a column
– inserting, updating and deleting of queries
– predefined functions on subsets of the table produced
by grouping data
– retrieval from more than one table based upon the
logical joins associated with the relational model
– retrieval of subqueries.
The following could be
explored:
 data retrieval (querying) and
presenting information in a
system using a relational
language, including:
– data retrieval where
relational union,
intersection, minus or
division are required
– correlation of subqueries
and any other relational
operations easily
formulated in a database
language
– database queries using a
combination of the above
 relational algebra concepts
and set theory
 query by example (QBE)
 use of data definition
language queries to create
databases, tables and
associated properties
 use of scripting languages to
extract and display data
 creation of online database
solutions
 updating of selected records.
 investigate and interrogate online databases
 construct and populate tables in a relational database using appropriate data types for
columns in tables
 formulate queries using SQL to manipulate or interrogate the data from a given database.

4.2.5 Social and ethical issues
This topic develops an appreciation and understanding of the impact that developments in
information technology have on individuals and communities worldwide.
A true appreciation of the social and ethical issues will depend on knowledge gained from
other sections of this course. This topic must be integrated within the other topics.
Core
 appropriate terminology for discussing social, ethical, legal and moral issues
 social and ethical issues as identified in the list below
 differences between morals, ethics and laws in our society and in other cultures, e.g.
Indigenous, Asian/Pacific.
This topic should be explored using a variety of the following suggested issues:
Security
 issues associated with the physical and logical security of computer systems, e.g. data
protection, backup systems, data integrity
 hacking
 software piracy/cracking – the responsibilities of software developers and retailers as well as
users and purchasers
 copyright/intellectual property (IP), commercial licensing, open-source, copyleft and creative
commons, freeware/shareware, public domain software, version control
 monopolies and the nature of competition in the software industry
 malicious code, e.g. viruses, trojans and worms
 phishing
 failure analysis.
Privacy
 freedom of information
 mailing lists, spam
 power of search facilities on massive databases
 unauthorised access
 identity theft
 the “big brother” concept, including monitoring of individuals, CCTV, tracking work habits,
manipulating information for ulterior purposes, location tracking
 personal publishing, digital footprints, including implications of posting personal information
online, lifelong personal profiles, manipulating the identity of others
 cyber bullying
 online censorship.
Equity and accessibility
 information technology for people with a disability
 role of voice recognition and speech synthesis
 application of standards in the manufacture, operation and management of computer
systems
 the digital “haves” and “have nots”
 communication using visual images and hypertext and its effect on reading and writing
 access to broadband internet
 human resource ethics regarding outsourcing and off-shoring, skill retention and
employment security.

Other issues
 green computing and both positive and negative environmental impacts
 storage and display of culturally sensitive information, e.g. pictures of indigenous people
 accountability, responsibility for damage to property and/or people caused by inadequate or
faulty software and database content
 effect of computers and networks on employment, e.g. creation of new employment
opportunities; automated processes and their impact on unemployment; redundancy in
professional and clerical occupations
 professional practice, e.g. remote robotic surgery
 responsibilities and obligations in developing programs and systems, e.g. reliability of
automated expert systems for diagnosis
 predictions about the future uses of information and communication technologies
 gaming and social networking addiction
 impact of mobile technologies on society
 ergonomics and health issues.
 analyse, synthesise and evaluate the ideas and arguments of others
 suggest methods of minimising problems expected in particular circumstances
 distinguish fact from opinion
 recognise rational and irrational arguments
 select and sequence material to defend a point of view
 express ideas logically in oral and written forms
 make informed judgments about the effects of the use of computers in our society.

4.2.6 Human–computer interaction
This topic develops an understanding of the interaction between humans and technology to
inform better design and improve user interfaces. This topic must be integrated within the
other topics.
Core
 role of affordances and metaphors in the design of interfaces
 different types of interfaces and fundamental terms used in the description of human–
computer interaction
 that interfaces stand as layers (or “abstraction barriers”) to assist in the interaction between
people and computers
 approach to interfaces from the perspectives of different individuals, e.g. users, designers,
programmers, hardware engineers
 value of good interface design in effective human and computer interaction
 fundamental importance of user-centred design for building new interfaces
 importance of sensitivity to other cultural contexts (e.g. Indigenous, American) for good
interface design
 differences in human cognitive performance and the logical operation of computers, e.g.:
– comparison of natural and formal languages
– speed and accuracy of computation and decision making
– dealing with uncertainty, ambiguity and errors
 existence of interfaces not only between a user and a computer system, but between
programming elements (e.g. routine–subroutine communication), applications (e.g. protocols
over a network) and hardware (e.g. physical and signal standards)
 user interfaces that:
– provide barriers that hide distracting computational complexity
– induce mental models (images) that help in visualising internal data operations and
states
– embody the external schema of information systems
 classification of various input–output devices and associated techniques for interaction
 types of interfaces for everyday devices and for computational systems
 principles of user-centred design:
– design errors such as clutter, embellishment and interference
– assessment of the fitness of an interface with user-centred criteria
– usability
– accessibility, i.e. accommodating for special needs including legal aspects and
standards, verification of standards
– use of style guide.

The students should be able to:
 categorise various physical and computational interfaces
 judge and explain the fitness of physical and computational interfaces from a user’s
viewpoint
 design prototype interfaces that conform to given guidelines and standards
 develop interfaces for information and computational systems that implement external
schema features
 conduct usability tests for interfaces that are given or that they construct e.g.:
– identifying clients and the tasks they perform
– planning interface testing with test clients
– implementing iterative and informed interface development
– assessing the impact of user interfaces on behaviour
 explore emergent approaches and technologies
 employ user interface toolkits in programming
 parse commands in a command-driven interface
 use timing metrics and think-aloud protocols in usability testing.

4.3 Additional material
4.3.1 Intelligent systems
This additional material introduces a formal model to describe the architecture of
intelligent systems, presents methods for the development of these systems, and allows
students to implement these to produce working intelligent systems.
 concepts of artificial intelligence
– brief history of artificial intelligence
– overview of elements of artificial intelligence, e.g. knowledge representation, machine
learning
– philosophical issues surrounding intelligent systems and attempts to model human
behaviour and intelligence, such as the Turing test, Searle’s Chinese Room, the mind-
body question
 knowledge-based systems (in particular, rule-based) including:
– general nature of knowledge-based systems and how they differ from information
systems
– some areas of application of knowledge-based systems and the major types of existing
systems
– general properties of rule-based systems
– characteristics and components of rule-based systems
– difference between “a fact” and “a rule”
– rules aid in inference
– knowledge-based design, e.g. decision trees, decision matrices
– the importance of the feature of rule-based systems being able to justify their own
reasoning and conclusions
– some of the limitations and problems involved with knowledge based systems
 existence and application of specialised programming languages, e.g. Prolog, LISP
 simulation of human attributes and biological systems:
– vision
– speech
– voice recognition
– natural language processing
– movement and gesture, e.g. robotics and avatars
– pattern matching and learning
– genetic algorithms
 neural networks
– components, learning and structure
– training and testing for a specific purpose
– applications
 inference engines
– applications
– deductive databases
– learning decision trees (inductive machine learning)
– comparison with rule-based systems
 difference between forward and backward chaining techniques
 links between Prolog and the concepts of ORM
 knowledge-based systems:
– interrogation of a rule-based system
– creation of a decision tree and/or decision matrix using a familiar situation
– obtaining of rules suitable for use in a knowledge-based system from a given decision

tree
– implementation of a decision tree and/or decision matrix using a knowledge-based
system shell
– explanation of the functions of, and relationships between, the components of a
knowledge-based system
– distinguishing between a fact and a rule
– tracing the logic of an inference engine of a knowledge-based system during a
consultation.
4.3.2 Computer systems
This additional material explores how computers and computer systems are organised,
designed, and implemented. An introductory study of how processors and memory may
be configured to form different computer architectures is also examined. It is essential that
the emphasis be placed on the system architecture rather than on the component level.
 processors
 memory
 von Neumann architecture
 von Neumann bottleneck
 non–von Neumann architecture
 design issues related to the specification of a computer system to meet particular needs,
e.g. functionality, ease of use, cost, number of users, performance, standards
 Boolean logic and logic gates
 systems administration and management
 systems security, e.g. firewalls
 local-area networks including network topology
 wide-area networks and distribution systems including the internet
 basic communication protocols
 peer-to-peer and client-server networks
 security requirements for a network
 systems integration/cross-platform communication
 management role of a systems administrator in a multi-user system.

5. Learning experiences
The design–develop–evaluate (DDE) cycle used to determine solutions is fundamental to
how the subject is presented. For the solution of complex problems, the DDE cycle is
expanded into the software development cycle, the information system development cycle,
or the information literacy cycle.
When the learning experiences for this course are being planned, it is recommended that
teachers seek to provide a balance and variety of activities within each topic and across the
whole course.
In general, learning experiences should:
 provide opportunities for students to achieve the general objectives of the syllabus
 suit the particular needs, abilities, learning styles and interests of the students
 provide opportunities for students to think and work individually and with others in a
cooperative way
 be interesting and challenging.
The course should be planned in such a way that students progress from simple to more
complex experiences. Increasing demands should be made upon students to collect and
analyse information, plan and organise activities, carry out procedures, solve problems,
make decisions and judgments, use information technology and communicate the results
appropriately and effectively.
Information Processing and Technology lends itself to a “hands on” approach with a
significant emphasis on problem solving. A general approach to problem solving is the
design–develop–evaluate cycle, which is a derivative of Polya’s general problem-solving
cycle:
 define the problem
 plan a solution
 implement the solution
 look back.
The design–develop–evaluate cycle can be adapted to the software development cycle, the
information system cycle and the information literacy cycle. Documentation of all phases is
integral to the application of the design–develop–evaluate cycle. The correlations between
the terms in each cycle are summarised in the following table.

Polya’s
problem-
solving cycle
Software
development
cycle
Information
literacy cycle
Information
system
development cycle
define the
problem
identify the
problem
identify the topic identify
plan a solution specify a solution determine
information to
find or collect
conceptualise
Design
select and apply
appropriate
design methods
identify potential
sources
formalise
Develop
implement the
solution
implement the
design
collect relevant
information,
organise material
to present and
prepare draft
implement
test for errors test
Evaluate
Documentation
look back
evaluate the
product and/or
process
reflect on, make
judgments or
draw conclusions
about information
presented evaluate
5.1 Using information technology
Tasks involving the use of information technology might ask students to:
 undertake a critical analysis of different information systems
 carry out a critical appraisal of different web sites to look at their ease of use and
functionality
 retrieve information from online databases and other sources
 explore different interface models, metaphors and devices
 use a search engine effectively
 compare and contrast the ways different approaches to IT problems have been solved,
e.g. various operating systems or applications.

5.2 Solving problems
Students should gain experience in solving problems in a variety of domains (e.g.
numerical calculation, text manipulation, sorting, simple data storage, graphics, sound).
Such activities could include:
 performing critical analysis of a functioning information system in an industrial,
commercial or educational setting
 observing, analysing and modifying existing solutions to problems
 developing partial or complete solutions to problems
 developing complete solutions to problems under varying amounts of guidance.
5.3 Extended writing
Students should be asked to analyse information from both traditional and online sources.
Opportunities should be given for students to process and present information appropriately
and effectively. Students should understand the issues associated with correct use of
intellectual property.
Analysing data and information could include:
 using data from a wide variety of physical, human and electronic sources in both text-
based and digital formats
 reflecting on the authority and veracity of collected information
 evaluating collected information and selecting the elements relevant for a given task
 processing information to add cognitive value
 using appropriate methods of presentation, referencing and citation.
Emphasis on the process rather than the final product can ensure learning outcomes are
met in extended response tasks. It is also expected that there will be adequate supervision
of student progress through tasks.
5.4 Presentation
Communication is an integral part of information technology. It is not only important to be
able to solve a problem, but also to be able to communicate how the solution was
achieved. The course should provide opportunities for students to develop techniques
which encourage them to make informed judgments and teachers should encourage
learning styles that involve social interaction and presentation using various media.
Activities for communicating the findings could involve:
 developing and publishing a planning document
 producing a specification document for an information system
 collecting, summarising and analysing information for a particular purpose
 structured discussions
 presenting seminars
 developing non-linear presentations such as hyperlinked documents or webpages
 responding to structured questions requiring a range of cognitive responses from
comprehension to the more advanced responses of analysis and evaluation

 performing role-plays to provide a simulated context in which students are required to
take the part of characters who may have opinions that differ from their own, for
example hypothetical format, decision-making format.
5.5 Collaboration
Working as interdependent team members is especially important in information technology
industries. As part of the learning environment, teachers should:
 encourage teamwork so that students gain experience in working collaboratively,
planning enterprises and taking into consideration cultural and other issues
 provide opportunities for students to manage time and resources and learn how to
manage this process. Project work is an ideal vehicle for such learning experiences.
Due care and attention will need to be given in assessment that involves teamwork to
ensure that the developmental process, the final product, as well as each individual
contribution are assessed. Objective and subjective measures of group participation,
including self- and peer-assessment, may be used when apportioning individual credit.
These methods must be transparent.
5.6 Suggested learning experiences
Detailed suggested learning experiences for the six topics, which teachers may consider
when developing their teaching programs, are presented in the table below. The learning
experiences are suggestions only and are not prescriptive. Schools are encouraged to
develop alternative learning experiences, especially those which relate to the school’s
location, environment and resources.
Topic Suggested learning experiences
Algorithms This topic explores the use of an algorithmic approach to problem solving
and so students should be exposed to as wide a range of problems as
possible. Strategies that may be explored include:
 use of algorithm and code libraries
 analysis of a problem and selection of the most appropriate algorithm for
solution
 undertaking a comparative study of the performance of different
algorithms
 solving a variety of problems
 interacting with a simple environment which implements algorithms
 role-playing algorithms to check correctness
 observing, analysing, modifying, testing, evaluating and/or documenting
existing solutions
 developing partial solutions, possibly concentrating on only one of the
three phases or completing all three phases for only part of a proposed
system or program
 developing algorithmic solutions to simple problems given varying
amounts of guidance.
Relational
information
systems
In this topic there should be an emphasis on project planning and group
work. Strategies that may be explored include:
 developing and publishing a planning document, incorporating sections
on general problem description, objectives, strategies for solving the

problem, partitioning the tasks and developing timelines
 performing a critical analysis of a functioning information system in an
industrial, commercial or educational setting
 producing a specification document for an information system
 producing working information systems
 analysing the design of an online information system
 producing a specification document for a database
 producing working databases.
Software
programming
The teaching of this subtopic lends itself to a “hands on” approach and
students should be exposed to a number of different computing
environments. Strategies that may be explored include:
 undertaking a comparative study of the functionality of different software
applications
 solving a variety of problems using 3GL
 observing, analysing, modifying, testing, evaluating and/or documenting
existing solutions
 using a server-side scripting language
 enhancing the interactivity of a webpage using a client-side scripting
language
 developing partial or complete solutions to problems
 producing a report that evaluates an existing application.
Structured
Query
Language
In this topic, there should be an emphasis on practical activity in using and
investigating databases. Strategies that may be explored include:
 retrieving information from an existing database through ad hoc queries
and the production of formal reports
 creating a database, setting field properties, inserting, modifying or
deleting data
 identifying and using online database resources
 investigating online search engines
 investigating the underlying structure and functionality of emerging web-
based applications.
Social and
ethical issues
The Social and ethical issues topic provides the opportunity to develop
techniques that encourage students to make informed judgments and to
use a learning style that involves social interaction and oral presentation as
well as the usual activities of reading and writing. The use of such methods
may provoke student interest and increase motivation.
Many of the issues to be discussed in this topic are open to debate. It is
important to provide a flexible approach in a variety of formats, focusing in
particular on activities that acknowledge that judgments made about such
issues are value-based.
To make valid judgments about social and ethical issues, students should
be able to collect information from a variety of sources, analyse it and use it
as a basis to form opinions. Opinions need to be critically evaluated,
compared with other opinions and expressed in a variety of ways. The
communication of ideas and information in a variety of genres is critical to
an effective coverage of this topic.
Strategies that may be explored include:
 discussing, with the emphasis on expressing opinions and sharing
information

 completing worksheets, with structured questions requiring a range of
cognitive responses, from comprehension to the more advanced
responses of analysis and evaluation
 role-playing, to provide a simulated context in which students are
required to take the part of characters who may have opinions that differ
from their own, e.g. hypothetical format, decision-making format
 solving ethical or moral questions, to encourage students to develop
ethical reasoning
 presenting situations or problems to help students discriminate between
facts and opinions
 undertaking collaborative projects, to encourage students to work in
teams inside and outside the classroom
 analysing and criticising predictions made about the future uses of
computers and the effects on society of those developments.
Stimulus material may be obtained from sources such as the internet,
videos, media reports, cartoons, electronic communications and external
expertise.
Human–
computer
interaction
This topic is best introduced in the context of other topics. Strategies that
may be explored include:
 experiencing many different types of input and output devices
 providing students with a working “back-end” application (with either
primitive or no interface elements) to design and implement a user
interface for it, e.g. a working database system that requires forms and
reports or a simple game that requires real-time interaction
 conducting a technical evaluation of an interactive website using some
generally accepted interface design criteria
 justifying design choices they have made in interfaces they have
developed
 redesigning poor interfaces through the identification of deficiencies
including:
– analysis: e.g. do we know who the users are, and what they need?
– design: e.g. does the interface give the users what they wanted in a
useable fashion?
– implementation: e.g. was design embodied faithfully or was it
sidetracked to satisfy programming constraints?
– technical: e.g. does the interface respond quickly, clearly and
consistently?
 comparing software applications or hardware interfaces performing
similar tasks.

6. Assessment
Assessment is an integral part of the teaching and learning process. For Years 11 and 12 it
is the purposeful, systematic and ongoing collection of information about student learning
outlined in the senior syllabuses.
In Queensland, assessment is standards-based. The standards for each subject are
described in dimensions, which identify the valued features of the subject about which
evidence of student learning is collected and assessed. The standards describe the
characteristics of student work.
The major purposes of assessment in senior Authority subjects are to:
 promote, assist and improve learning
 inform programs of teaching and learning
 advise students about their own progress to help them achieve to the best of their
ability
 give information to parents and teachers about the progress and achievements of
individual students to help them achieve to the best of their ability
 provide comparable levels of achievement in each Authority subject to be recorded in
student learning accounts. The comparable levels of achievement may contribute to the
award of a Queensland Certificate of Education
 serve as the base data for tertiary entrance purposes
 provide information about how well groups of students are achieving for school
authorities and the State Education and Training Minister.
6.1 Principles of exit assessment
All the principles of exit assessment must be used when planning an assessment program
and must be applied when making decisions about exit levels of achievement.
A standards-based assessment program for the four-semester course of study requires
application of the following interdependent principles.
 Information is gathered through a process of continuous assessment.
 Balance of assessment is a balance over the course of study and not necessarily a
balance over a semester or between semesters.
 Exit achievement levels are devised from student achievement in all areas identified in
the syllabus as being mandatory.
 Assessment of a student’s achievement is in the significant aspects of the course of
study identified in the syllabus and the school’s work program.
 Selective updating of a student’s profile of achievement is undertaken over the course of
study.
 Exit assessment is devised to provide the fullest and latest information on a student’s
achievement in the course of study.
While most students will exit a course of study after four semesters, some will exit after
one, two or three semesters.

Continuous assessment
Judgments about student achievement made at exit from a course of study must be based
on an assessment program of continuous assessment.
Continuous assessment involves gathering information on student achievement using
assessment instruments administered at suitable intervals over the developmental four-
semester course of study.
In continuous assessment, all assessment instruments have a formative purpose. The
major purpose of formative assessment is to improve teaching and student learning and
achievement.
When students exit the course of study, teachers make a summative judgment about their
levels of achievement in accordance with the standards matrix.
The process of continuous assessment provides the framework in which the other five
principles of exit assessment operate: balance, mandatory aspects of the syllabus,
significant aspects of the course, selective updating, and fullest and latest information.
Balance
on a balance of assessments over the course of study.
Balance of assessments is a balance over the course of study and not a balance within a
semester or between semesters.
Balance of assessment means judgments about student achievements of all the
assessable general objectives are made a number of times using a variety of assessment
techniques and a range of assessment conditions over the developmental four-semester
course.
See also Section 6.6 Requirements for verification folio.
Mandatory aspects of the syllabus
on mandatory aspects of the syllabus.
The mandatory aspects are:
 the general objectives of knowledge and application, analysis and synthesis and
evaluation and communication and
 four topics studied and assessed in Year 12.
To ensure that the judgment of student achievement at exit from a four-semester course of
study is based on the mandatory aspects, the exit standards for the dimensions stated in
the standards matrix (refer to Section 6.8.1) must be used.
Significant aspects of the course of study
on significant aspects of the course of study.
Significant aspects are those areas described in the school’s work program that have been
selected from the choices permitted by the syllabus to meet local needs.
The significant aspects must be consistent with the general objectives of the syllabus and
complement the developmental nature of learning in the course over four semesters.

Selective updating
Judgments about student achievement made at exit from a course of study must be
selectively updated throughout the course.
Selective updating is related to the developmental nature of the course of study and works
in conjunction with the principle of fullest and latest information.
As subject matter is treated at increasing levels of complexity, assessment information
gathered at earlier stages of the course may no longer be representative of student
achievement. Therefore, the information should be selectively and continually updated (not
averaged) to accurately represent student achievement.
Schools may apply the principle of selective updating to the whole subject group or to
individual students.
Whole subject group
A school develops an assessment program so that, in accordance with the developmental
nature of the course, later assessment information based on the same groups of objectives
replaces earlier assessment information.
Individual students
A school determines the assessment folio for verification or exit (post-verification). The
student’s assessment folio must be representative of the student’s achievements over the
course of study. The assessment folio does not have to be the same for all students,
however the folio must conform to the syllabus requirements and the school’s approved
work program.
Selective updating must not involve students reworking and resubmitting previously graded
responses to assessment instruments.
Fullest and latest information
on the fullest and latest information available.
 “Fullest” refers to information about student achievement gathered across the range of
general objectives.
 “Latest” refers to information about student achievement gathered from the most recent
period in which achievement of the general objectives is assessed.
As the assessment program is developmental, fullest and latest information will most likely
come from Year 12 for those students who complete four semesters of the course.
The fullest and latest assessment data on mandatory and significant aspects of the course
of study is recorded on a student profile.
6.2 Planning an assessment program
To achieve the purposes of assessment listed at the beginning of this section, schools must
consider the following when planning a standards-based assessment program:
 general objectives (see Section 2)
 learning experiences (see Section 5)
 principles of exit assessment (see Section 6.1)
 variety in assessment techniques over the four-semester course (see Section 6.5)

 conditions in which assessment instruments are undertaken (see Section 6.5)
 verification folio requirements, that is, the range and mix of assessment instruments
necessary to reach valid judgments of student standards of achievement (see
Section 6.6)
 post-verification assessment (see Section 6.6)
 exit standards (see Section 6.7).
In keeping with the principle of continuous assessment, students should have opportunities
to become familiar with the assessment techniques that will be used to make summative
judgments.
Further information can be found at <www.qsa.qld.edu.au> select Years 10–12 > Years
11–12 subjects.
6.3 Special provisions
Guidance about the nature and appropriateness of special provisions for particular students
may be found in the Authority’s Policy on Special Provisions for School-based
Assessments in Authority and Authority-registered subjects (2009), available from
<www.qsa.qld.edu.au> select Years 10–12 > Moderation and quality assurance.
This statement provides guidance on responsibilities, principles and strategies that schools
may need to consider in their school settings.
To enable special provisions to be effective for students, it is important that schools plan
and implement strategies in the early stages of an assessment program and not at the
point of deciding levels of achievement. The special provisions might involve alternative
teaching approaches, assessment plans and learning experiences.
6.4 Authentication of student work
It is essential that judgments of student achievement are made on accurate and genuine
student assessment responses. Teachers should ensure that student work is their own,
particularly where students have access to electronic resources or when they are preparing
collaborative tasks.
The QSA information statement Strategies for authenticating student work for learning and
assessment is available from <www.qsa.qld.edu.au> (search on “authenticating”). This
statement provides information about various methods teachers can use to monitor that
student work is their own. Particular methods outlined include:
 student planning production of drafts and final responses
 teachers seeing plans and drafts of student work
 maintaining documentation of the development of responses
 students acknowledging resources used.
Teachers must ensure students use consistent accepted conventions of in-text citation and
referencing, where appropriate.
6.4.1 Advice on drafting (written, multimodal or spoken
instruments)
The purpose of viewing student drafts is to provide them with feedback so that they may
improve their response. Drafting is a consultation process, not a marking process.
Teachers should not award a notional result or level of achievement. Drafting feedback

should ask the student to reflect on strategies they might use to refine their work. The
instrument-specific standards should be used to help students identify the areas they need
to review. Schools should consider the aspect of increasing independence when
constructing drafting policies.
What is a draft?
A draft is a response that is nearly good enough to submit for assessment — it is likely to
be the student’s second or third attempt at the task. Prior to submitting a draft, students
may be required to submit a written outline or to discuss their approach to the task with
their teacher.
What sort of feedback will be provided?
In providing feedback, teachers indicate aspects of the response that need to be improved
or developed in order to meet the dimension/standard. Students are often advised: to
consider other aspects of their response; to provide more factual detail; to provide stronger
links to the physical activity; to give priority to the most important points by rearranging the
sequence and structure of ideas. Teachers may indicate some textual errors and indicate
that the draft requires more careful editing. They may not correct or edit all the textual
errors in a draft. Teachers may provide some written feedback on drafts submitted by the
due date for the draft; often teachers provide a summary of their feedback and advice to
the whole class.
Table 1: Suggested drafting strategy
Instruments Year 11 Year 12
Written  teacher consultation allowed
 outline submitted
 maximum of two drafts submitted
 teacher consultation allowed
 one draft or outline submitted
Multimodal
or spoken
 maximum of two drafts submitted
 verbal feedback provided
 one draft or outline submitted
 verbal feedback provided

6.5 Assessment techniques
The techniques and associated conditions of assessment most suited to the judgment of
student achievement in this subject are described below. The general objectives and
dimensions to which each technique is best suited are also indicated.
For each dimension, standards are described. These standards descriptors are used to
determine the properties or characteristics to be assessed by individual assessment
instruments. The properties or characteristics for each instrument determined by a school
are termed criteria. Therefore, the criteria for an assessment instrument are drawn from the
syllabus standards descriptors for relevant dimensions (see Section 6.8.1 Standards
matrix).
Schools decide the instruments to be used for assessment. For each assessment
instrument, schools develop a criteria sheet: a tool for making judgments about the quality
of student responses to an assessment instrument. It lists the properties or characteristics
used to assess student achievements. Students must be given a criteria sheet for each
assessment instrument.
Where students undertake assessment in a group or team, instruments must be designed
so that teachers can validly assess the work of individual students and not apply a
judgment of the group product and processes to all individuals.
Assessment techniques in Information Processing and Technology include:
 supervised written assessment
 extended responses assessment
 product assessment
There should be variety and balance in the types of instruments used, thereby enabling
students with different learning styles to demonstrate their performance within each
dimension. Assessment instruments may assess more than one dimension.
Assessment of student achievement should not be seen as a separate entity, but as an
integral part of the developmental learning process and should reflect the learning
experiences of the students. An effective course of study includes a variety of learning
experiences, and therefore a range of assessment techniques needs to be employed in
gathering assessment data.
Assessment instruments should be designed to allow students to demonstrate their ability
across all dimensions. It is not necessary for each assessment instrument to address every
general objective, but all dimensions should be represented in assessment data that
contribute to the award of exit levels of achievement. Each general objective need not have
the same emphasis placed upon it in each topic. Refer to the statement on balance in
Section 6.1

6.5.1 Supervised written
Supervised written assessment
Purpose:
This technique is used to assess student responses that are produced independently, under
supervision and in a set timeframe. There is no question of student authorship in this technique.
A brief description:
An instrument in this technique includes written (by hand or on a computer) responses and is
conducted under supervised conditions. Instruments may include single or multiple items.
What dimensions will be assessed though this instrument?
 Knowledge and application
 Analysis and synthesis
 Evaluation and communication.
A supervised written instrument could be constructed using one or more items. The items might
be in response to stimulus materials, which may be seen or unseen, or questions which should
be unseen prior to the administration of the assessment. When using seen questions, schools
must ensure the purpose of this technique is maintained. These conditions must be explained on
the assessment instrument. Unseen means that the students have not previously seen the
material or question. Unseen materials or questions should not be copied from information or
texts that students have previously been exposed to or have directly used in class. When
stimulus materials are used they should be succinct enough to allow students sufficient time to
engage with them. If the stimulus materials are lengthy, complex or large in number they may
need to be shared with students prior to the administration of the assessment.
Types of items that could be included in a supervised written assessment:
 Extended written response — essays
– require sustained analysis, synthesis and evaluation to fully answer a problem or question
– generally follow analytical exposition format/genre
– response to seen or unseen question or statement and seen or unseen supplied
sources/stimuli
– 400–800 words
– extended written response better allows students to demonstrate the full range of
standards and when used, should be the only item
 Short response — practical exercises and calculations
– require construction, use, interpretation or analysis of primary or secondary data,
statistics, graphs, tables or diagrams; and/or application of algorithms to demonstrate
mathematical calculations and problem solving
– may include paragraph responses
– 50–250 words (applies to the prose, diagrams and workings not included in word count)
 Short response — prose
– where further explanation than can be done in a sentence is required
– ideas are maintained, developed, justified
– students write in full sentences, constructing a piece of prose that may have one or
several paragraphs
– 50–250 words
 Multiple choice, single-word answers, true/false, definitions, diagrams or sentence answers
– useful for diagnostic and formative purposes
– often used for testing content knowledge
– difficult to construct questions that will elicit meaningful higher order cognition responses

Year 11 Year 12
 Recommended time: 1–1½ hours
 Perusal times may be required
 Schools must ensure that where computers
are used the purpose of this instrument is
maintained. Teachers should consider
which general objectives are most
appropriate.
 May be open book or notes allowed, these
conditions must be clearly outlined on the
assessment
 Short responses
– stimuli/questions unseen
– 50–250 words (applies to prose,
diagrams and workings not included in
the word count)
 Extended written response
– seen or unseen question
– 400–600 words.
 Recommended time: 1½–2 hours
 Perusal times may be required
 Schools must ensure that where computers
are used the purpose of this instrument is
maintained. Teachers should consider
which general objectives are most
appropriate.
 May be open book or notes allowed, these
conditions must be clearly outlined on the
assessment
 Short responses
– stimuli/questions unseen
– 50–250 words (applies to prose,
diagrams and workings not included in
the word count)
 Extended written response
– seen or unseen question
– 600–800 words.
What must teachers do when planning for a supervised assessment? What information
must be provided to students about this technique?
Teachers should:
 construct questions that are unambiguous
 format the assessment to allow for ease of reading and responding
 consider the language needs of the students
 ensure the questions allow the full range of standards to be demonstrated
 consider the instrument conditions in relation to the requirements of the question/stimulus
 determine appropriate use of stimulus materials and students notes
 provide students with learning experiences that support the types of items included in the
assessment
 teach the appropriate language and communication skills and strategies
 inform the students and indicate what dimensions will be assessed.
6.5.2 Extended response
Extended response assessment
Purpose:
These techniques are used to assess the sustained application of higher order cognition of
students to known and provided materials, stimuli and concepts.
Students are required to analyse, synthesise and evaluate data and information in the
development of a response or a series of responses. It may involve proposing a solution to a
problem, expressing and justifying a point of view, explaining and evaluating an issue or applying
of concepts or theories to a circumstance. An extended response may be presented in a variety
of modes. These assessments occur over a period of time and use in-class and often students’
own time. Research is not the focus of this technique.

What dimensions will be assessed through this instrument?
 Evaluation and communication.
Specific guidance to the techniques or items that should be used may include some
conditions:
 An extended response invites a range of perspectives through an open question that may
have a range of possible answers.
 Stimulus materials for extended responses should come from a broad range of online and
traditional text-based, and other resources.
 The student response to a case study will demonstrate all stages of the information literacy
cycle: problem identification; solution specification; planning of structure of product;
development of the product; checking for errors; checking for flow of communication and
evaluation of the product and process.
 Extended response assessment requires sources to be acknowledged through in-text
referencing, bibliography and/or reference list.
Possible types of extended response assessment:
 Analytical exposition/essay: students provide a response to a specific question or issue. The
response may be supported by tables of data, diagrams and flowcharts. The response could
be:
– magazine article
– newspaper
– critique
– review
– persuasive essay
– argumentative essay
 Folio: this is a purposeful collection of work in a specified area such as responses to a series
of tasks relating to a single context. The folio can be used to document a variety of
information, ideas and working processes. It should contain decisions made and reasons or
justifications for these. Exercises may be completed over a short timeframe of one to two
lessons or over an extended timeframe. Exercises may include:
– querying of online relational databases
– coding of algorithms
– interrogating or implementing of expert systems
– using operating systems
– evaluating the usability of a user interface
– conducting user tests of a prototype with clients
– designing, developing and evaluating a product to meet determined specification.
 Online written response, e.g. blogs: students provide a reply to an inquiry, scenario or issue. In
the response, there would be evidence of a conclusion, decision or recommendation
supported by reasoned arguments.
 Response to a case study: students are required to conduct an in-depth investigation of an
existing system, scenario or issue, to determine its appropriateness for a particular purpose
and audience. The students must make a conclusion/decision/recommendation regarding the
existing system, scenario or issue and support the conclusion/decision/recommendation with
reasoned argument. In-text referencing, bibliography and/or reference list is required. A case
study must contribute towards the assessment of Human–computer interaction, may provide
opportunity to work in groups and can provide coverage of several topic areas. The student
response should demonstrate all stages of the information literacy cycle.
 Extended responses may also be presented as spoken or multi-modal responses. Teachers
must ensure that the full range of general objectives and standards is possible when using
spoken or multi-modal techniques. Scripts or supporting documentation such as visual
evidence where applicable, notes, palm cards, any other documentation, including the
instrument-specific standards marked and annotated by the teacher, will be required to

substantiate decisions but the student spoken or multi-modal response is the focus for
assessment decisions. Some techniques will require students to present to an audience (e.g.
speech), while others may be presented through the use of technology. Spoken and multi-
modal techniques include:
– interview
– speech
– PowerPoint presentations
– video evidence
– debate
– seminar
– lecture
– hypothetical.
Year 11 Year 12
 Written instruments: 600–1000 words
 spoken responses: 3–4 minutes and
supporting documentation.
 multi-modal responses: 3–5 minutes and
 Written instruments: 800–1200 words
 spoken responses: 4–5 minutes and
 multi-modal responses: 5–7 minutes and
What must teachers do when planning for an extended response? What information must
be provided to students about extended responses?
The teacher should:
 provide a focus for the extended response.
 allow class time for students to be able to effectively undertake each component of the
extended response assessment. However, independent student time will be required to
complete the task.
 implement strategies to ensure authentication of student work. Some strategies are annotated
notes in response to issues that emerged during the extended response, drafting, teacher
observation sheets, referencing, and reference lists.
 consult, negotiate and provide feedback before and during the time the students are working
on the extended response assessment to provide ethical guidance and to monitor student
work. Feedback and assistance should be provided judiciously, gradually being reduced with
the development of student experience and confidence.
 provide scaffolding. When an extended response assessment technique is undertaken for the
first time, scaffolding should help students complete the assessment by modelling the process
and skills required. However, the scaffolding provided should not specify or lead students
through a series of steps dictating a solution. Scaffolding should be reduced from Year 11 to
Year 12 to allow students to better demonstrate independence in the assessment instruments.
When an extended response assessment technique is revisited (most likely in Year 12), the
scaffolding should be reduced and could be a series of generic questions.
 provide students with learning experiences in the use of appropriate communication strategies,
including the generic requirements for extended response instruments, e.g. research report
structures, referencing conventions.
 indicate on the assessment what dimensions will be assessed and inform students about the
instrument specific standards.

6.5.3 Product
Product assessment
Purpose:
This technique assesses an authentic student response to the demands of the subject in the form
of an application of a practical solution to solving a problem, e .g. a student’s production of a
software development package.
A product is based on the application of skills, theory and conceptual understandings. Products
are the outcomes or culminating artefacts of a unit of work. Students are required to analyse,
synthesise and evaluate data and information in the development of a product. This may involve
solving a problem using information technology. Assessments occur over a period of time and
use in-class and often students’ own time.
What dimensions will be assessed though this instrument?
 Evaluation and communication
Specific guidance to the techniques or items that should be used may include some
conditions:
Project: students are required to produce software development for a particular purpose or use
problem-solving techniques involving technology. Projects can range in scale from major to
minor. Accompanying written explanation is required. The written explanation may include
problem definition, rationale, assumptions and evaluation of process and product.
Possible types of product assessment:
 major project
– must be of at least six weeks duration
– must contribute towards the assessment of Human–computer interaction
– should provide opportunity to work in groups
– can provide coverage of several topic areas
– should demonstrate all stages of the software development cycle, the information system
development cycle, or a combination of the two:
Software development cycle: problem identification; solution specification; selection and
application of appropriate design methods; implementation of the design; testing for errors;
evaluation of the product and process
Information system development cycle: identification; conceptualisation; formalisation;
implementation; testing, evaluation.
 minor project:
– must be of at least two weeks duration
– need not include a contribution towards the assessment of Human–computer interaction
– need not evidence all stages of the software development cycle or the information system
development cycle
– need not cover all three dimensions.
Year 11 Year 12
 Product
 Written explanation 800–1000 words
 Product
 Written explanation 1000–1500 words

What must teachers do when planning for a product assessment? What information must
be provided to students about product assessment?
Teachers should:
 provide a focus for the product assessment.
 allow class time for students to be able to effectively undertake each component of the product
assessment. However, independent student time will be required to complete the task.
 implement strategies to ensure authentication of student work. Some strategies are teacher
observation sheets or annotated notes in response to issues that emerged during the product
assessment or drafting.
 consult, negotiate and provide feedback before and during the time the students are working
on the product assessment to provide ethical guidance and to monitor student work. Feedback
and assistance should be provided judiciously, gradually being reduced with the development
of student experience and confidence.
 provide scaffolding. When product assessment technique is undertaken for the first time, the
scaffolding should help students complete the assessment by modelling the process and skills
required. However, the scaffolding provided should not specify or lead the students through a
series of steps dictating a solution. Scaffolding should be reduced from Year 11 to Year 12 to
allow the students to better demonstrate independence in the product development process.
When a product assessment technique is revisited (most likely in Year 12), the scaffolding
should be reduced and could become a series of generic questions.
 provide students with learning experiences for developing appropriate product strategies
 indicate on the assessment task sheet what dimensions will be assessed and inform students
about the instrument specific standards.
6.6 Requirements for verification folio
A verification folio is a collection of a student’s responses to assessment instruments on
which the level of achievement is based. For students who are to exit with four semesters
of credit, each folio must contain the range and mix of assessment techniques for making
summative judgments stated below.
Student verification folios for Information Processing and Technology must contain:
 a minimum of four and a maximum of six assessment instruments
 only assessment instruments from Year 12
Each student folio must contain:
 at least one instrument that demonstrates all steps of either the software development
cycle or the information system development cycle or a combination of the two cycles.
 at least one instrument from each assessment technique
For information about preparing monitoring and verification submissions schools should
refer to <www.qsa.qld.edu.au> select Years 10–12 > Moderation and quality assurance >
Forms and procedures.

6.6.1 Post-verification assessment
Schools must use assessment information gathered after verification in making judgments
about exit levels of achievement for those students who are completing the fourth semester
of the course of study. For this syllabus students are to complete one assessment
instrument. The assessment instrument and dimensions being assessed is at the discretion
of the school, however it should reflect the stage of the course from which it comes.
6.6.2 Student profile
The purpose of the student profile is to record student achievement over the four-semester
course of study. Key elements on the profile include:
 semester units/themes/topics
 assessment instruments in each semester
 standard achieved in each dimension for each instrument
 instruments used for summative judgments
 interim level of achievement at monitoring and verification.
Schools may use the sample profile template in the appendix or design their own.
6.7 Exit standards
The purpose of standards is to make judgments about student levels of achievement at exit
from a course of study. The standards are described in the same dimensions as the
assessable general objectives of the syllabus. The standards describe how well students
have achieved the general objectives and are stated in the standards matrix.
The following dimensions must be used:
 Dimension 1: Knowledge and application
 Dimension 2: Analysis and synthesis
 Dimension 3: Evaluation and communication
Each dimension must be assessed in each semester, and each dimension is to make an
equal contribution to the determination of exit levels of achievement.
6.8 Determining exit levels of achievement
When students exit the course of study, the school is required to award each student an
exit level of achievement from one of the five levels:
 Very High Achievement (VHA)
 High Achievement (HA)
 Sound Achievement (SA)
 Limited Achievement (LA)
 Very Limited Achievement (VLA).
Exit levels of achievement are summative judgments made when students exit the course
of study. For most students this will be after four semesters. For these students, judgments
are based on exit folios providing evidence of achievement in relation to all general
objectives of the syllabus and the standards.

All the principles of exit assessment must be applied when making decisions about exit
levels of achievement.
6.8.1 Determining a standard
The standard awarded is an on-balance judgment about how the qualities of the student’s
work match the standards descriptors overall in each dimension. This means that it is not
necessary for the student to have met every descriptor for a particular standard in each
dimension.
When standards have been determined in each of the dimensions for this subject, the
following table is used to award exit levels of achievement, where A represents the highest
standard and E the lowest. The table indicates the minimum combination of standards
across the dimensions for each level.
Awarding exit levels of achievement
VHA Standard A in any two dimensions and no less than a B in the remaining dimension
HA Standard B in any two dimensions and no less than a C in the remaining dimension
SA Standard C in any two dimensions and no less than a D in the remaining dimension
LA At least Standard D in any two dimensions
VLA Standard E in the three dimensions
Some students will exit after one, two or three semesters. For these students, judgments
are based on folios providing evidence of achievement in relation to the general objectives
of the syllabus covered to that point in time. The particular standards descriptors related to
those objectives are used to make the judgment.
Further information can be found at <www.qsa.qld.edu.au> select Years 10–12 >
Moderation and quality assurance > Forms and procedures > scroll to Additional guidelines
and procedures.

Standards matrix
Dimension A B C D E
The student work has the
following characteristics:
 detailed description
and explanation of
links between
information technology
concepts, terminology,
processes, and
principles
 description and
explanation of
processes, and
principles
 description of
processes, and
principles
 statements of
facts
 reproduction of
isolated information
technology facts
Knowledgeandapplication
 detailed and effective
application of set
processes to solve
simple and familiar
problems.
 effective application of
set processes to solve
simple and familiar
problems.
 application of set
processes to solve
simple or familiar
problems.
 elements of set
processes to partially
solve simple or familiar
problems.
 elements of set
processes used.
 detailed interpretation
and analysis of
problems and
situations from
multiple perspectives
 interpretation and
analysis of problems
and situations
 analysis of problems
and situations
 identification and
classification of
problems or situations
 restated problems or
situations
Analysisandsynthesis
 designed and
developed effective
solutions to
unrehearsed or
complex problems.
 designed and
developed solutions
for unrehearsed or
complex problems.
 designed and
developed partial
solutions for
unrehearsed or
complex problems.
 designed or developed
elements of solutions
for unrehearsed or
complex problems.
 superficial elements of
unrehearsed or
complex problems.

Dimension A B C D E
 comprehensive testing
of processes and
solutions, application
of self-determined and
prescribed criteria,
reasoning and
evidence to draw
conclusions and make
supported
recommendations.
 reliable testing of
processes and
of prescribed criteria,
reasoning and
evidence to draw
conclusions and make
supported
recommendations
 testing of process or
of prescribed criteria,
reasoning or evidence
to draw conclusions
and make
recommendations
 elements of testing of
processes or solutions
to draw inferences
 elements of testing
Evaluationandcommunication
 comprehensive
construction of
documentation and
fluent presentation of
information using
suitable
communication
conventions to convey
meaning appropriate
to the context.
 effective construction
of documentation and
effective presentation
of information using
suitable
communication
meaning appropriate
to the context.
 construction of
documentation and
presentation of
information using
communication
meaning.
 presentation of
information using
elements of
communication
conventions.
 presentation of
information.

7. Language education
It is the responsibility of all teachers to develop and monitor student abilities to use the
forms of language appropriate to their own subject areas. Their responsibility entails
developing the following skills:
 ability in the selection and sequencing of information required in the various forms (such
as reports, essays, interviews and seminar presentations)
 the use of technical terms and their definitions
 the use of correct grammar, spelling, punctuation and layout.
Assessment in all subjects needs to take into consideration appropriate use of language.
Communication takes place in a variety of ways that may include speaking, listening,
reading, writing, transfer of data; and representing designs, information flow, and
algorithms graphically.
It is the responsibility of teachers of Information Processing and Technology to teach, not
only the content, processes and skills of the course, but also to prepare students to be able
to cope with the inherent language demands of the subject.
To do this, teachers should plan for the development of their students’ language skills. This
entails monitoring student abilities to understand what they read and hear and to
communicate clearly by using appropriate and effective language.
Students should be encouraged to use language in a meaningful way within realistic
contexts where possible. Opportunities should be provided for students to access, process
and present information. This information should be presented using a range of genres and
media to known or identified audiences.
To communicate effectively individually or as part of a team, students should be able to:
 read and understand technical reports, manuals, procedures, rules and regulations
 use appropriate genres
 use appropriate vocabulary
 develop and communicate ideas
 support conclusions with relevant evidence
 interpret oral, written, pictorial, graphical or tabular information
 provide spoken, written or multi-modal technical reports
 use appropriate digital technology.

8. Quantitative concepts and skills
Success in dealing with issues and situations in life and work depends on the development
and integration of a range of abilities, such as being able to:
 comprehend basic concepts and terms underpinning the areas of number, space,
probability and statistics, measurement and algebra
 extract, convert or translate information given in numerical or algebraic forms, diagrams,
maps, graphs or tables
 calculate, apply algebraic procedures, implement algorithms
 use calculators and computers
 use skills or apply concepts from one problem or one subject domain to another.
Some subjects focus on mathematical concepts and processes to provide a basis for the
development of quantitative skills. Nevertheless, students are to be encouraged to develop
their understanding of mathematical strategies and approaches to tasks in all subjects.
Students should be presented with experiences that stimulate their mathematical interest
and hone relevant quantitative skills that contribute to operating successfully within each of
their subject domains.
Depending on the approach taken, Information Processing and Technology may require
that new mathematical concepts be introduced and new skills be developed. In all cases,
however, it will be a matter for teachers, in the context of their own approach to the subject,
to encourage the use of quantitative skills and understandings that were developed
previously by their students. Within appropriate learning contexts and experiences in the
subject, opportunities are to be provided for the revision, maintenance, and extension of
such skills and understandings.

9. Educational equity
Equity means fair treatment of all. In developing work programs from this syllabus, schools
should incorporate the following concepts of equity.
All young people in Queensland have a right to gain an education that meets their needs
and prepares them for active participation in creating a socially just, equitable and
democratic global society. Schools need to provide opportunities for all students to
demonstrate what they know and can do. All students, therefore, should have equitable
access to educational programs and human and physical resources. Teachers should
ensure that particular needs of the following groups of students are met: female students;
male students; Aboriginal students; Torres Strait Islander students; students from non–
English-speaking backgrounds; students with disabilities; students with gifts and talents;
geographically isolated students; and students from low socioeconomic backgrounds.
Subject matter chosen should include, whenever possible, the contributions and
experiences of all groups of people. Learning contexts and community needs and
aspirations should also be considered. In choosing appropriate learning experiences
teachers can introduce and reinforce non-racist, non-sexist, culturally sensitive and
unprejudiced attitudes and behaviour. Learning experiences should encourage the
participation of students with disabilities and accommodate different learning styles.
Resource materials used should recognise and value the contributions of both females and
males to society and include social experiences of both genders. Resource materials
should also reflect cultural diversity within the community and draw from the experiences of
the range of cultural groups in the community.
To allow students to demonstrate achievement, barriers to equal opportunity need to be
identified, investigated and removed. This may involve being proactive in finding the best ways
to meet the diverse range of learning and assessment needs of students. The variety of
assessment techniques in the work program should allow students of all backgrounds to
demonstrate their knowledge and skills related to the dimensions and standards stated in this
syllabus. Syllabus dimensions and standards should be applied in the same way to all students.
Teachers should consider equity policies of individual schools and schooling authorities,
and may find the following resources useful for devising an inclusive work program:
ACACA 1995, Guidelines for Assessment Quality and Equity, available from
<www.acaca.org.au>.
ANTA 2004, A guide to equity and the AQTF, available from Australian Training Products
Ltd <www.atpl.net.au>.
EQ 2005, Inclusive education statement; and 2005, Education Policy and Procedures
Register: Inclusive education, available from
<http://education.qld.gov.au/strategic/eppr>.
QCEC 2009, Inclusive practices in Catholic schools in Queensland, available from
<www.qcec.qld.catholic.edu.au>.
QSA 2009, Policy on Special Provisions for School-based Assessments in Authority and
Authority-registered subjects; and 2006, QSA Equity Statement, available from
<www.qsa.qld.edu.au>.
QSCC 2001, Equity considerations for the development of curriculum and test material,
available from <www.qsa.qld.edu.au>.

10. Resources
Text and reference books
A wide variety of textbooks and resource materials that could be used as sources of
information about Information Processing and Technology is available. Book suppliers
provide information regarding current publications.
Allen, S 2002, Data Modelling for Everyone, Apress LP.
Summers, G 2009, Developing Databases with Access, 4th ed, Cengage Learning,
Melbourne.
Elmasri, R & Navathe, S 2003, Fundamentals of Database Systems, Addison-Wesley.
Summers, G 2009, Programming with Visual Basic, 4th ed, Cengage Learning, Melbourne
Australia.
Robertson, L. A 2000, Simple Program Design, Thomas Nelson, South Melbourne.
Glynn, N & Dixon, S 1997, Designing databases, McGraw-Hill, Sydney.
Habgood, J 2006,The game maker's apprentice : game development for beginners, Apress,
NY.
Shelley, G, Thomas, B, Cashman, J & Herbert, C 2007, Alice 2.0: introductory concepts
and techniques, Course Technology Inc., USA.
Schneider, D 2006, An introduction to programming using Visual Basic 2005, Pearson
Prentice Hall, NJ.
Summers, G 2006, Game programming with Visual Basic. NET, Cengage Learning, South
Melbourne.
Zelle, J 2004, Python programming : an introduction to computer science, Franklin, Beedle,
Wilsonville, Oregon.
McCracken, D. &Wolfe, R 2004, User-centered Website development : a human computer
interaction approach, Prentice Hall, Upper Saddle River, NJ.
Holzner, S 2005, Spring into PHP 5, Addison Wesley, Upper Saddle River, NJ.
Platt, D 2007, Why software sucks-- and what you can do about it, Addison-Wesley, Upper
Saddle River, NJ.
Shupe, R & Rosser, Z 2008, Learning actionscript 3.0 : a beginner's guide, O'Reilly,
Sebastopol, CA.
Weller, D & Hatton, H. LobaÌ o, Alexandre, S 2004, Beginning .NET game programming in
VB.NET, Apress, California.
Tagliaferri, M 2003, Learn VB.Net through game programming, Apress, New York.
Spolsky, J 2001, User interface design for programmers, Apress, Berkeley, Ca.

World Wide Web
Many interactive and static websites can be used to enhance a course in Information
Processing and Technology and often include useful resources. Some particularly useful
sites include:
 Artificial Intelligence Center: <www.ai.sri.com>
 Edinburgh Department of Artificial Intelligence Home Page: <www.dai.ed.ac.uk>
 EDIT publishing: <www.edit.net.au>
 GIDGITS: <www.gidgits.org>
 IT Resources, Summers, G.: <http://graemesummers.info>
 MIT Artificial Intelligence Laboratory Home Page: <www.ai.mit.edu>
 Navy Center for Applied Research in Artificial Intelligence, NRL: <www.aic.nrl.navy.mil>
 Queensland Society for Information Technology Educators (QSITE) website with
resource collections for information processing and technology: <www.qsite.edu.au>
 Queensland Studies Authority (QSA) website: <www.qsa.qld.edu.au>
 Women in Technology (WIT), Queensland: <www.wit.org.au>
 User Interface Design for Programmers: <www.joelonsoftware.com>.
Newspaper reports
Many newspapers carry regular pages, columns and features about Information Processing
and Technology. Local newspapers can also be a source of useful data. The compilation of
news files on particular topics can broaden the knowledge base of students and provide a
valuable source of material for developing assessment instruments.
Periodicals
Journals and periodicals provide current, relevant information. Journals and periodicals
relevant to Information Processing and Technology may include the Journal of the
Queensland Society for Information Technology in Education.
School librarians should be able to provide assistance with identifying and locating other
useful periodicals.
Electronic media and learning technology
A wide range of videos, DVDs and television recordings are available on a variety of topics
related to Information Processing and Technology. A variety of computer software
programs and CD-ROMs may be useful for a course in Information Processing and
Technology, both as learning tools, to gain access to information presented in a variety of
forms and to assist students in gaining ICT skills. Educational program distributors are able
to supply updated resource lists.
Software
Access (Microsoft)
Blaise SQL (Blaiseware)
Bugbrain <www.biologic.com.au>
Clixpert Expert System Shell for Windows (Graeme Summers)
<www.graemesummers.info>

Delphi (Borland)
ES-Builder (McGoo Software) <www.mcgoo.com.au>
Gamemaker <www.gamemaker.nl>
InfoModelor (Microsoft)
Oracle (Oracle Corporation)
Visual Basic (Microsoft)
Movies
AI Artificial Intelligence (Universal Studios)
Antitrust (MGM/UA Studios)
Bicentennial Man (Walt Disney Home Video)
The Matrix (Warner Studios)
Minority Report (Universal Studios)
The Net (Columbia/Tristar Studios)
Warriors of the Net (Ericsson Medialab)
Enemy of the State (Touchstone Pictures)
Videos
The Computer Program, Part 8 “Artificial Intelligence”, BBC.
Expert Systems and their Applications, Continuing Education Support Unit, University of
NSW.
First Person Shooter (50 minutes) 2002, VEA, Australia. Produced in Canada.
Hackers (60 minutes) 2001, VEA, Australia. Produced in the USA.
The Heart of the Game (52 minutes) 2001, VEA, Australia. Produced in France.
IT in Business (29 minutes) 2001, VEA, Australia.
Jobs at the Cutting Edge (25 minutes) 2000, VEA, Australia.
Keeping it Secret: Privacy and security in IT networks (17 minutes) 2001, VEA, Australia.
Lifting the Lid: How computers work (31 minutes) 2002, VEA, Australia.
Network Security (27 minutes) 2002, VEA, Australia.
Override.com.au: Young Australians in IT (26 minutes) 2000, VEA, Australia.
Robotic Revolution USA, National Geographic Society.
System Development Lifecycle. A case study of group wisdom (28 minutes) 2002, VEA,
Australia.
Organisations and community resources
A variety of government and community organisations provide personnel, advice, resources
and information to assist in constructing and implementing a course in Information
Processing and Technology.

11. Glossary
Copyleft: Copyleft is a play on the word copyright. It describes the practice of using copyright
law to offer the right to distribute copies and modified versions of a work and requires that the
same rights be preserved in modified versions of the work. Copyleft is a form of licensing and
can be used to maintain copyright conditions for works such as computer software, documents,
music and art.
Communication conventions: The rules that govern the way we write and speak, suitable to
the purpose of the text and the audience it is intended for (e.g. formal or informal language).
Includes mode (written, spoken, visual, multi-modal), genre (accepted patterns and conventions
for presenting texts (e.g. the format for a written report, including referencing), vocabulary,
spelling, punctuation, grammar, cohesion and sentence construction.
Declarative knowledge: The facts and information known in a particular field or in total, as
compared to procedural knowledge which is concerned with knowing how to carry out a task.
Procedural application: Any activity that involves the use of information technology concepts
and procedures in order to achieve a specific purpose, e.g. query development, debugging,
interface design.
Term Syllabus context Interpretation
analysis analysis of Information Processing
and Technology problems and
situations
dissecting to ascertain and
examine constituent parts and/or
their relationships
complex unrehearsed or complex problems more than one part that may be
interrelated, multifaceted
comprehensive quality discriminator used for an
A standard at exit
inclusive, broad, relevant,
thorough
criteria criteria is used to draw conclusions,
this can be prescribed or self-
determined
property, dimension or
characteristic by which
something is judged or appraised
detailed quality discriminator used for an
A standard at exit
meticulous and comprehensive
effective quality discriminator used for an
A standard at exit
meets the assigned purpose
fluent quality discriminator used for an
A standard at exit
flowing, convinced, smooth
interpretation quality descriptor used for a
B standard at exit
make sense of, examine
problem analysing problems or situations in
order to determine a clear definition of
what is involved, and the planning and
development of a solution or resolution
that satisfies the relevant constraints
involved
a question raised for
consideration or solution
reliable quality discriminator used for a
B standard at exit
credible, probable, valid
situation analysing situations or problems in
order to determine a clear definition of
what is involved, and the planning and
development of a solution or resolution
that satisfies the relevant constraints
involved
the general state of things; the
combination of circumstances at
a given time
unrehearsed unrehearsed or complex problems not undertaken before

Queensland Studies Authority
154 Melbourne Street South Brisbane
PO Box 307 Spring Hill
QLD 4004 Australia
T +61 7 3864 0299
F +61 7 3221 2553
www.qsa.qld.edu.au

Snr ipt 10_syll

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