SDD Ass2

Secondary Curriculum 2A SDD
Assignment Two
Rees Wilson
18563476
Table of Contents
Items:
Item A: Pre Lesson ....................................................................................................................... 2
Item B: Online Comparative Study ................................................................................................ 5
Item C1: Post Lesson 1.................................................................................................................. 9
Item C1.a Frayer Diagram .............................................................................................................. 12
Item C2: Post Lesson 2................................................................................................................ 13
Item D: Justification ................................................................................................................... 16
Appendices:
Appendix A: Scope and Sequence ............................................................................................... 22
Appendix B: Concept Map .......................................................................................................... 23
Appendix C: Assessments ........................................................................................................... 24
Appendix C1: Assessment Schedule ................................................................................................. 24
Appendix C2: Assessment Task ................................................................................................... 25
Assessment Outline ...................................................................................................................... 25
Initial Requirements ...................................................................................................................... 27
Updated Requirements 1 .............................................................................................................. 28
Updated Requirements 2 .............................................................................................................. 29
Marking Guidelines ....................................................................................................................... 30
Appendix D: Unit Outline - Todays Software Environment .......................................................... 31
Appendix E: Relational Table (2013-2016) ................................................................................... 37
SDD Assessment 2 18563476 1/44

Item A: Pre Lesson
Topic Area: Todays Software Stage of Learner: 6 Syllabus Pages: 34, 47

Environment
Lesson Time: Week 1, Lesson 1 Location Booked: N/A Lesson Number: 1
Time: 1hr Total Number of Students: 24 Printing/Preparation: None
Students learn about Students learn to

The impact of software identify the impact of inappropriately
inappropriate data structures, for example developed software on users
the year 2000 problem recognise the implications of emerging
Emerging technologies technologies for the developer in terms of
the effect of emerging hardware and the code written to make use of these
software technologies on the development technologies
process, such as: recognise the implications of emerging
iPhone technologies for the code development
Wii remote process
handheld communication devices
scanning pen
multi-point surface software
social networking software
Outcomes Assessment
H2.2 explains the interrelationship between Student participation in discussion
emerging technologies and software Mind-maps
development Point of Most Significance
CCPs & GCs Subject specific skills
Personal and social capability, work and Understanding consequences of their software.
enterprise
Quality Teaching Element Indicators of presence in lesson

Deep Understanding Jigsaw Groups activity.
Social Support, Substantial Emphasis on group activity and discussion.
communication
Connectedness Discussion topics revolve around everyday objects.

Centred
Time Teaching and Learning Actions Organisation
T/S
Intro Teacher welcomes students to Teacher: Give brief explanation of T
5 mins beginning of HSC course. different assessments.
- Examine Assessment Schedule
- Introduce Unit Students: Listen, ask questions.
Resources: Assessment Schedule,

Projector
Body Teacher introduce Millennium Teacher: Give explanation T
2 mins Bug (what it was, and initial
concerns). Students: Listen
Years were stored as 2 last digits,
so when year changed to 2000, Resources: None
people didnt know what would
happen.
5 mins Pair then class discussion: Teacher: Introduce discussion, S
What consequences can you Guide class discussion
imagine from the Millennium
Bug? Students: Share ideas
Resources: None
5 mins Watch Video from: Teacher: Play Video N/A
https://www.youtube.com/watch? Students: Watch

v=LaBjujpd9yo
Resources: Projector
5 mins End Discussion on Millennium Bug Teacher: Guide discussion S
Teacher ask question What
does this tell us about our job in Students: Share ideas
creating software?
Resources: None

Centred
T/S
25 mins Jigsaw Groups (Aronson, 2017) Teacher: Facilitate S
Divide students into groups by Students: Work in groups and

assigning them numbers 1-6. Each create mind-map
number group has a certain
technology to consider as follows: Resources: Large paper and pens,
1. iPhone or computers with internet access.
2. Wii remote
3. handheld communication
devices
4. scanning pen
5. multi-point surface software
6. social networking software
Each group is to create a mind-

map with the following elements:
- Share their personal
experience with the
technology
- Benefits for users
- Effect on programmers
10 mins Groups Share Thoughts Teacher: Facilitate S
Each group shares their Students: Share and listen

conclusions with the whole class.
Resources: None
Conclusion Point of Most Significance (Keeley Teacher: Start activity S
& Tobey, 2011)
3 mins Students: Reflect, hand teacher
Students record the most responses
important thing they learnt in the
lesson. Resources: Paper
References:
Aronson, E. (2017). The Jigsaw Classroom. Jigsaw.org. Retrieved 5 April 2017, from
https://www.jigsaw.org/
Keeley, P., & Tobey, C. (2011). Mathematics formative assessment (1st ed.). California: Corwin.
Lesson Resources:
None

Item B: Online Comparative Study
The Online Comparative study can be found at http://sdd-proj2.weebly.com/. Below are screenshots
of each page found in the study. The comparative study focuses on a Learning Menu, and as such the
website is themed around food.

Item C1: Post Lesson 1
Topic Area: Todays Software Stage of Learner: 6 Syllabus Pages: 37, 47

Environment
Time: 1hr Total Number of Students: 24 Printing/Preparation:
- Frayer Diagram

Emerging technologies recognise the implications of emerging
the effect of emerging hardware and technologies for the developer in terms of
software technologies on the development the code written to make use of these
process, such as: technologies
biometric devices make informed comment on current trends
radio-frequency identification (RFID) in software development
Software development approaches

trends in software development
changing nature of applications
- web-based software
- learning objects
- widgets
- apps and applets
- Web 2.0 tools
- cloud computing
- mobile phone technology
Outcomes Assessment
H2.2 Frayer Diagrams, graffiti carousel answers,
explains the interrelationship between emerging muddiest point activity.
technologies and software development
Critical and creative thinking, Personal and social Understanding of the effect of technology on
capability software development.

Deep Understanding Class builds on each others knowledge and understanding.
Problematic knowledge The use of Graffiti Carousel activity allows misconceptions to be
shared and addressed.
Background knowledge Students share their background knowledge to inform their answers
in the activities.

Centred
T/S
Intro Frayer Diagram (Keeley & Tobey, Teacher: Hand out diagrams and S
5 10 2011) give instructions.
mins
Students are instructed to fill in a Students: Fill in diagrams
Frayer Diagram for either RFID or
Biometric Identification Resources: Frayer Diagrams
reflecting on learning from
previous lesson.
2 5 mins Class Discussion Teacher: Guide discussion, invite T/S
Discussion as a class about both responses.
RFID and Biometric Identification.
Students: Share responses.
Students invited to come to board
and add their facts to a Frayer Resources: Board, markers.
Diagram drawn on it.
Body Graffiti Carousel (Gregory & Teacher: Introduce activity, divide S
Chapman, 2013) groups, tell students when to circle
25 30 around.
mins Posters are put around the room,
each with a different question. Students: Go around in groups,
Students are broken into groups performing activity.
and visit each poster in turn.
Resources: Large paper, pens,
Students write as many points as highlighter.
they can on the poster before all
moving to the next one.
Students then tick statements they

agree with, ! those they hadnt
thought of and ? ones they
question. They then add their own
thoughts.
Meanwhile, teacher circles,

highlighting errors in
understanding.
There is a poster for each of the

following:
- The Internet
- Widgets and Apps

Centred
T/S
- Social Media
- The Cloud
- Handheld Devices
Students are instructed to write

examples of each technology and
effects they have on software
development.
5 - 10 mins Class Discussion Teacher: Guide discussion T/S
Teacher guides discussion, Students: Participate in discussion

highlighting the errors in
understanding, as well as the ! Resources: Posters from previous
and ? from the posters. activity
Conclusion Muddiest Point (Keeley & Tobey, Teacher: Instruct students and S
2011) collect responses
5 mins
Students record the element of Students: Write responses
the lesson which they understand
the poorest. Resources: Paper
References:
Gregory, G., & Chapman, C. (2013). Differentiated instructional strategies professional learning
guide (1st ed.). California: Corwin Press.
Lesson Resources:
- Frayer Diagram

Item C1.a Frayer Diagram
Fill in as much information as you can. You may choose to focus on either RFID or Biometric
Identification.
Definition Facts
Circle One:
RFID
Biometric Identification
Examples Nonexamples

Item C2: Post Lesson 2
Topic Area: Todays Software Stage of Learner: 6 Syllabus Pages: 35
Environment
Time: 1hr Total Number of Students: 24 Printing/Preparation: None

Legal implications discuss the reasons for, and consequences
national and international legal action of, significant legal actions pertaining to the
resulting from software development. development of software
Identify issues raised in cases at both
national and international level such as
RACV vs Unisys
Microsoft vs Netscape
NSW T Card system international:
search engines (eg Google vs national
censorship laws)
Metallica vs Napster
Outcomes Assessment
H2.2 Group presentations, Two Stars and a Wish
explains the interrelationship between emerging activity
technologies and software development
Critical and creative thinking, Information and Understanding of the effects of software
Communication Technology Capability, Ethical development on different groups.
Understanding, Personal and social capability

Student Direction Students decide the form of their presentation
Substantial communication, Focus on group activities
Social support
Connectedness Examining real-world cases, which relate to everyday life.

Centred
T/S
Intro Think-Pair-Share ("Think-Pair- Teacher: Guide Students and class S
Share", 2016) discussion (mostly)
5 mins
Students think individually, then in Students: Participate in activity
pairs, and finally share as a class.
Resources: None
Who does software effect?
Body Video Teacher: Play video N/A
1 min As a class watch the video from Students: Watch video

https://www.youtube.com/watch?
v=2jM68kDDvLs Resources: Projector, computer
Class Discussion Teacher: Explain case study, guide T
5 min discussion (mostly)
Teacher introduce the failed T-
Card system, which cost millions of Students: Listen and share ideas
dollars. It was to be introduced by
the 2000 Olympics. Resources: None
Relate it to the current Opal
system.
Ask class:
Who did this software failure
effect?
30 35 Group Research Task Teacher: Divide up groups, give S
mins topics, provide help where needed
Students are split into groups and
randomly assigned a topic from Students: Research the cases and
the following: create a response
RACV vs Unisys
Microsoft vs Netscape Resources: Computers, paper
search engines (eg Google
vs national censorship
laws)
As a group, students must

research the legal case and create
one of the following:
Mind Map
A Role Play
A Comic Strip
Students are to consider:

Centred
T/S
Explaining the case
The people effected
Conclusion Group Presentations Teacher: Facilitate, ask questions S

10 mins to explore student understanding
Each group presents their final
item to the class Students: Share their creations
Resources: None
5 mins Two Stars and a Wish (Keeley & Teacher: Facilitate S
Tobey, 2011)
Students: Record responses
Students share two things they
liked about the lesson, and one Resources: Paper
improvement.
References:
Think-Pair-Share. (2016). The Teacher Toolkit. Retrieved 12 April 2017, from

http://www.theteachertoolkit.com/index.php/tool/think-pair-share
Lesson Resources:
None

Item D: Justification
Improving student engagement and academic achievement, requires that the learning opportunities
which students receive are well constructed and strongly align with modern teaching pedagogy. As
such, the Online Comparative Study and Lesson Plans examined here make deliberate use of current
research and understanding of best teaching practice. Some elements of this are the use of
technology, videos, and relevant content in the classroom, among other decisions to ensure student
success.
Before the online study and related lessons were designed, a Scope and Sequence, Unit Outline and
associated Assessment Task were created. It was decided that the HSC SDD course would begin with
an examination of the current software development environment. This was to generate student
interest with the use of real-world links (Ge, Thomas & Greene, 2006). The lessons provided are
situated at the beginning of this unit. It was also decided that JavaScript would be used as the
language for the entire HSC course, for the same reason that it was used in the Preliminary Course,
namely that it will help students to focus on algorithmic thinking as it easily links with HTML and
graphical outputs (Saeli, Perrenet, Jochems & Zwaneveld, 2010). As it was the language used in the
Preliminary Course, this reduces difficulty learning additional syntax. Another option would be
ActionScript, for the same reasons of easy graphical outputs (Craford & Bose, 2006), but because of
the authors experience of both and the greater use of JavaScript today, it was chosen not to use
ActionScript. Furthermore, the assessment runs in such a way that students can gain a concreate
experience of the abstract learning of agile programming. It is structured so that the requirements
will change over its course, to simulate real-world environments and make learning more relevant
(Morelli, et.al., 2009).
As modern research suggests that the use of technology in teaching enhances learning, an Online
Comparative Study was designed to be done near the beginning of the HSC Course, which also draws
heavily from Self-Determination Theory. As Bai, Mo, Zhang, Boswell and Rozelle found that the use

of technology in teaching improved student achievement (2016), the Online Comparative Study
seeks to do the same. Self-Determination Theory states that student motivation to learn is increased
when they are presented with choice in their learning and content which relates to their everyday
lives (Lee, Lee & Hwang, 2015). As such, the comparative study seeks to provide each of these. First,
the content selected is not simply found in the SDD Syllabus (BOSTES, 2010) but also the more
current Course Specification Document (BOSTES, 2014). This is important as the software
development field is regularly changing, and new content will enable higher relatedness for students
and hence, greater engagement. Furthermore, students are given choice in the activities they
perform, as a Learning Menu method was chosen. This will increase both student sense of choice in
learning and also provide opportunities for students to self-differentiate learning ("Differentiating
with Learning Menus", n.d.). It will also provide learning opportunities for students who have
different preferred ways of learning (Zapalska & Brozik, 2007).
In addition to a focus on Self-Determination Theory, the Online Comparative Study also attempts to
incorporate modern applets, videos and design to increase student engagement and provide
additional opportunities for learning. Kurvilovas and Dagiene found that virtual learning objects
need to have a strong focus on visual aesthetics (2009), and as such, a clear focus was put on visual
design. This design attempts to be simple, reducing text on each page by using multiple pages, as
well as incorporating videos and external links. The external links provide students access to online
applets which will further expand their understanding of the content. Games were considered in the
creation of the online study, as they have been found to improve student motivation for learning
(Groff, Howells & Cranmer, 2012). This has been suggested to result from their relation to television
and film, and as no relevant games were found, videos were embedded on the pages, as they
benefit from the same everyday relevance to student experience. Furthermore, online videos have
been found essential for modern classrooms in some current research (Szeto & Cheng, 2014).

However the Online Comparative Study is not taught in isolation, but is just one lesson making up
the SDD course. The study is surrounded with lessons which provide a foundation for the study and
afterward, which expand upon the learning gained through it. The lesson found before the study has
students begin to consider the effects of modern technology and their experiences of it, which is
then build upon with an in-depth examination of two modern technologies in the study. The learning
gained through the study is then reinforced as they are revisited in the following lesson and provide
the context for further discussion of the question of the effect of modern technology. This learning is
then further reinforced in the following lesson which moves to case studies of real-world legal cases
resulting from problems in software development. As such, the lessons surrounding the Online
Comparative Study are important as they provide a context to enrich and expand upon the learning
gained through it.
These lessons are designed to draw upon current best teaching practice in multiple ways. As with
the study, the lessons make use of videos as well as content which is related to life outside of the
classroom, such as court cases, to improve student engagement (Lee, etl.al., 2015; Groff, et.al.,
2012). In addition to these practices, the lessons also draw heavily on formative assessment so that
they teacher can ensure that the learning taking place is appropriate for the students and adjust
lessons accordingly (Frank, Simper & Kaupp, 2017; Keeley & Tobey, 2011). This will also ensure that
continued professional development occurs for the teacher, which will only seek to benefit student
learning (Goode, 2007). Furthermore, the lessons make use of social learning opportunities where
students learn from each other (Jacobi, Tledo & Grandisoli, 2016). This is seen in multiple groupwork
and collaboration activities through the lessons, which see students expanding their knowledge (Ge,
et.al., 2006).
As the Online Comparative Study and surrounding lessons provide students with opportunities to
increase engagement and learn effectively, they will enable effective learning in the classroom. The
use of collaboration, videos, choice, and relevant content all act to maximise student achievement

and understanding which can be gained from the learning. As such, the lessons and study examined
here provide students with an excellent introduction to the HSC course.

References
Bai, Y., Mo, D., Zhang, L., Boswell, M., & Rozelle, S. (2016). The impact of integrating ICT with
teaching: Evidence from a randomized controlled trial in rural schools in China. Computers &
Education, 96, 1-14.
BOSTES. (2010). SDD Stage 6 Syllabus. BOSTES.
BOSTES. (2014). SDD Stage 6 Software and Course Specifications. BOSTES.
Crawford, S., & Boese, E. (2006). Actionscript: A Gentle Introduction to Programming. Journal Of
Computing Sciences In Colleges, 21(3), 156-168.
Differentiating with Learning Menus. Teaching Channel. Retrieved 9 April 2017, from
https://www.teachingchannel.org/videos/differentiating-instruction-strategy
Frank, B., Simper, N., & Kaupp, J. (2017). Formative feedback and scaffolding for developing complex
problem solving and modelling outcomes. European Journal of Engineering Education, 1-17.
Ge, X., Thomas, M., & Greene, B. (2006). Technology-Rich Ethnography for Examining the Transition
to Authentic Problem-Solving in a High School Computer Programming Class. Journal Of
Educational Computing Research, 34(4), 319-352.
Goode, J. (2007). If You Build Teachers, Will Students Come? The Role of Teachers in Broadening
Computer Science Learning for Urban Youth. Journal Of Educational Computing
Research, 36(1), 65-88.
Groff, J., Howells, C., & Cranmer, S. (2012). Console game-based pedagogy: A study of primary and
secondary classroom learning through console video games. International Journal of Game-
Based Learning (IJGBL), 2(2), 35-54.
Jacobi, P. R., Toledo, R. F., & Grandisoli, E. (2016). Education, sustainability and social
learning. Brazilian Journal of Science and Technology, 3(1), 3.
Keeley, P., & Tobey, C. R. (2011). Mathematics Formative Assessment, Volume 1: 75 Practical
Strategies for Linking Assessment, Instruction, and Learning. Corwin Press.
Kurilovas, E., & Dagiene, V. (2009). Learning Objects and Virtual Learning Environments Technical
Evaluation Criteria. Electronic Journal of e-Learning, 7(2), 127-136.
Lee, Y., Lee, J., & Hwang, Y. (2015). Relating motivation to information and communication
technology acceptance: Self-determination theory perspective. Computers In Human
Behavior, 51, 418-428.
Morelli, R., Tucker, A., Danner, N., De Lanerolle, T., Ellis, H., & Izmirli, O. et al. (2009). Revitalizing
computing education through free and open source software for humanity. Communications
Of The ACM, 52(8), 67.
Saeli, M., Perrenet, J., Jochems, W., & Zwaneveld, B. (2010). Teaching Programming in Secondary
School: A Pedagogical Content Knowledge Perspective. Informatics In Education, 10(1), 73-88.
Szeto, E., & Cheng, A. Y. N. (2014). Exploring the usage of ICT and YouTube for teaching: A study of
pre-service teachers in Hong Kong. The Asia-Pacific Education Researcher, 23(1), 53-59.

Zapalska, A., & Brozik, D. (2007). Learning styles and online education. Campus-Wide Information
Systems, 24(1), 6-16.

Appendix A: Scope and Sequence
Term 4 Term 1 Term 2 Term 3
Topic Todays Software Software Development Cycle Improving Coding Process Algorithms and Machine
Environment (7 weeks) (13 weeks) (10 weeks) Code (10 weeks)
Description Students are introduced to Students are introduced to the Students again use agile to develop Students develop their
the current environment of software development cycle in a and gradually improve a project. understanding of the
software development, as group assignment which continues for They learn skills in writing better importance of machine
well as the agile project the whole term. This time using a code. code and compare the
development method and structured approach. effectiveness of various
object-oriented algorithms in developing
programming. code.
Syllabus Rights and Defining the problem Custom-designed logic used in Use of networks
Outcomes responsibilities of Issues relevant to a proposed software solutions Standard algorithms
software developers solution Standard modules (library The need for
The impact of software Design specifications routines) used in software translational to machine
Software piracy and System documentation solutions code from source code
copyright Communication issues between Interface design in software The role of machine
The software market client and developer solutions code in the execution of
Legal implications Quality assurance Implementation of the design a program
Software Documentation of the overall using an appropriate language Designing and
development software solution Techniques used in developing developing a software
approaches Factors to be considered when well-written code solution to a complex
Hardware environment selecting the programming Reporting on the testing problem
to enable language to be used process Whole project issues
implementation of the Factors to be considered when Evaluating the software solution Development of
software solution selecting the technology to be used Post implementation review different paradigms
Emerging technologies Documentation of a software Modifying code to meet Issue with the selection
Object oriented solution changed requirements of an appropriate
paradigm Testing the software solution Documenting changes paradigm
Logic paradigm Language syntax required for
software solutions

Appendix B: Concept Map

Appendix C: Assessments
Appendix C1: Assessment Schedule
Syllabus
Course Components Task 1 Task 2 Task 3 Task 4
Weightings
Group Project &
Group Project Major Work Trial Exam
Reflection
Term 4, Week 7 Term 1, Week 9 Term 2, Week 9 Term 3, Week 8
Knowledge and understanding
about the development and impact
20% 5% 0% 0% 15%
of software solutions and the
software development cycle
Design and development of
35% 5% 10% 10% 10%
software solutions
Project management techniques,
including documentation, 20% 5% 5% 5% 5%
teamwork and communication
Project(s) 25% 5% 5% 15% 0%
Total 100% 20% 20% 30% 30%
Outcomes H1.1, H1.3, H2.1, H2.2,
H1.2, H4.1, H4.2, H4.3, H1.2, H4.1, H4.2, H5.2,
H4.2, H5.1, H5.3, H6.3 H3.1, H3.2, H4.1, H4.3,
H5.1, H5.2, H5.3 H5.3, H6.2, H6.4
H5.2, H6.1, H6.2, H6.4

Appendix C2: Assessment Task
Assessment Outline
Due Date: Thurs 17th November Assessment: An Agile Experiment Weighting: 20%
Syllabus Outcomes to be Assessed:

H4.2 applies appropriate development methods to solve software problems
H5.1 applies project management techniques to maximise the productivity of the software
development
H5.3 selects and applies appropriate software to facilitate the design and development of software
solutions
H6.3 uses and describes a collaborative approach during the software development cycle
Task Description
You are contractors working for Atlassian, a leading company in software development. You have been
hired to develop a software package, however at this stage, the final requirements are unknown. During
the semester, it is required that you make progress on the current requirements, and these will
periodically update them. You will be expected to adapt to the changing situation and you will be
assessed on your ability to adjust to the changes.
Because of the expected change of the requirements, you will need to adopt an agile software
development strategy. In each group, there will be two people with extra responsibilities.
Scrum Master: This person is responsible for interacting with the contractee (your teacher)
throughout the process to receive updates to the requirements.
Product Owner: This person is responsible for ensuring that the most important items in the
backlog are completed.
However, each member of the group is considered a developer, and must interact with the project
backlog. It is expected that everyone shares the weight of the development.
To help you manage your project, you will use Kanbanchi (http://www.kanbanchi.com/) to organise your
tasks and priorities. Take screenshots of this every week to show the progress that your group has been
making. This will be included in your reflection. You will also use Bitbucket
(https://bitbucket.org/product) as a GIT repository to help organise your code.
You will receive an initial project description, followed by two updates to the requirements from your
teacher.
At the completion of the project, you will need to write a 300 word reflection which explains what you
have learnt about agile project development, difficulties you and your group overcame, and your
thoughts on Object-Oriented programming.

Submission Information
One person from each group must upload the code in a zip file to the class assessments folder, with each
members name clearly on it.
Each person must also submit their own reflection to the class assessments folder with your name clearly
on it.

An Agile Experiment
Initial Requirements
You are required to create a web-based naughts and crosses game. It is recommended that you use a
combination of HTML and JavaScript in constructing it. The rules for the game follow:
- Each player takes turns to place either a naught or a cross on the board.
- The board is 3 x 3 squares.
- The aim of the game is to get a row of 3 consecutive crosses or naughts either diagonally,
horizontally, or vertically.
The game must give users the option to play against an AI or against another human. Users should be able
to click on the board to play (not required to enter text or otherwise).

An Agile Experiment
Updated Requirements 1
The naughts and crosses game needs to have more options. You are required to create an additional option
to play the game with a 4x4 board, where rows of 4 are required to win. Again, this must be playable in 2
player or against an AI.

An Agile Experiment
Updated Requirements 2
The AI for the game needs to have three different difficulty settings. These settings will allow players of
different skill levels to play the game. Once this has been done, you should also create an instructions area
which teaches people to play the game.

Marking Guidelines
Guideline Mark
- Final product is of a publishable standard (H4.2)
- Insightful reflection on the agile process and difficulties the group overcame (H5.1,
H6.3) 18-20
- Evidence of the effective use of Kanbanchi and Bitbucket in the creation of the
website (H5.3)
- The website is very well designed and works almost perfectly (H4.2)
- Reflection shares shows some degree of reflection on agile process and difficulties
faced (H5.1, H6.3) 15-17
- Evidence of good use of Kanbanchi and Bitbucket in the creation of the website
(H5.3)
- The website is lacking some features, but mostly works (H4.2)
- Reflection recounts the process taken in agile project development (H5.1, H6.3)
10-14
- Evidence of some use of Kanbanchi and Bitbucket in the creation of the website
(H5.3)
- The website has the basic 3x3 features and ability to play 2 player and against an
AI (H4.2)
- Reflection provides some insight into the agile project development method (H5.1,
5-9
H6.3)
- Evidence of the use of either Kanbanchi or Bitbucket in the creation of the website
(H5.3)
- The website is lacking almost all required features (H4.2)
- The reflection provides little insight into the group use of agile project
development (H5.1, H6.3) 0-5
- No evidence of the use of Kanbanchi or Bitbucket in the creation of the website
(H5.3)

Appendix D: Unit Outline - Todays Software Environment
Syllabus Outcomes
H1.1 explains the interrelationship between hardware and software
H2.2 explains the interrelationship between emerging technologies and software development
H3.1 identifies and evaluates legal, social, and ethical issues in a number of contexts
H3.2 constructs software solutions that address legal, social, and ethical issues
H5.1 applies project management techniques to maximise the productivity of the software development
Lesson Students Learn About Students Learn To Learning Activities

The impact of software identify the impact of inappropriately developed Video
inappropriate data structures, for example the year software on users Think-Pair-Share
2000 problem recognise the implications of emerging technologies Expert Groups
Emerging technologies for the developer in terms of the code written to make
the effect of emerging hardware and software use of these technologies
technologies on thedevelopment process, such as: recognise the implications of emerging technologies
1
iPhone for the code development process
Wii remote
handheld communication devices
scanning pen
multi-point surface software
social networking software
Emerging technologies recognise the implications of emerging technologies Online Learning
the effect of emerging hardware and software for the developer in terms of the code written to make Activities
technologies on thedevelopment process, such as: use of these technologies
2
biometric devices recognise the implications of emerging technologies
radio-frequency identification (RFID) for the code development process

Emerging technologies recognise the implications of emerging technologies Group
the effect of emerging hardware and software for the developer in terms of the code written to make Brainstorms
technologies on thedevelopment process, such as: use of these technologies Expert Groups
biometric devices make informed comment on current trends in software
radio-frequency identification (RFID) development
Software development approaches

3 trends in software development
changing nature of applications
- web-based software
- learning objects
- widgets
- apps and applets
- Web 2.0 tools
- cloud computing
- mobile phone technology
Legal implications discuss the reasons for, and consequences of, Class discussion
national and international legal action resulting from significant legal actions pertaining to the development Group Research
software development. of software
Identify issues raised in cases at both national and
international level such as
4 RACV vs Unisys
Microsoft vs Netscape
NSW T Card system international:
search engines (eg Google vs national censorship
laws)
The impact of software recognise the effects of software solutions on society Videos
computer malware such as viruses identify the effect of the inappropriate use of software Case studies
5
reliance on software on society and individuals

The impact of software recognise the effects of software solutions on society Videos
social networking identify the effect of the inappropriate use of software Class discussion
cyber safety on society and individuals
6 huge amounts of information (which may be
unsupported, unverifiable, misleading or incorrect)
available through the internet
Software development approaches compare and determine the most appropriate Case study
approaches used in commercial systems, including: software development approach for a given scenario
Structured approach
Agile approach
7
Prototyping
RAD
End user approach
combinations of any of the above
Software development approaches communicate understanding of a commercial system Group coding
use of Computer Aided Software Engineering (CASE) studied using a case study approach by: activity
tools and their application in large systems identifying the approaches used Class discussion
development, including: discussing the appropriateness of the approaches
software version control used
test data generation describing how the various personnel contribute to
8 production of documentation the overall development
production of code critically evaluating how social and ethical issues
methods of installation of new or updated systems were addressed
direct cut over evaluating how effectively the new system met the
parallel needs of the user
phased
pilot

Software development approaches communicate understanding of a commercial system Case study
employment trends in software development, for studied using a case study approach by: Group research
example: critically evaluating how social and ethical issues
outsourcing were addressed
contract programmers evaluating how effectively the new system met the
trends in software development needs of the user
changing nature of the environment in which identify the impact of dominant developers of
9 software on software development
developers work while creating software solutions
collaborative environments
The software market
maintaining market position
the effect of dominant developers of software
the impact of new developers of software and new
products
Object oriented paradigm recognise representative fragments of code written Class Tutorial
concepts using the object oriented paradigm Instructions
10 classes recognise the use of the object oriented concepts in
objects code
attributes interpret a fragment of code written using the object
methods/operations oriented paradigm, and identify and correct logic Begin
variables and control structures errors Assignment
11 abstraction modify fragments of code written using the object
instantiation oriented paradigm to incorporate changed
inheritance requirements
polymorphism code and test appropriate solutions in a language using
encapsulation the object oriented paradigm Group coding
language syntax assess the appropriateness of a software solution activities
12 classes written using the object oriented paradigm against a
objects solution written using the imperative approach

attributes Group coding
methods/operations activities
variables and control structures
13
appropriate use, such as
computer games
web-based database applications
Rights and responsibilities of software developers apply a relevant code of conduct to their own software Think-Pair-Share
acknowledging the intellectual property of others development Case studies
14 recognition by others of the developers intellectual
property
adhering to code of conduct
Rights and responsibilities of software developers apply a relevant code of conduct to their own software Case studies
producing quality software solutions development Coding activities
appropriately responding to user-identified problems
adhering to code of conduct
15
neither generating nor transmitting malware
addressing ergonomic issues in software design
ensuring software addresses inclusivity issues
ensuring individuals privacy is not compromised
Software piracy and copyright apply a relevant code of conduct to their own software Case Studies
concepts associated with piracy and copyright, development
including: interpret licence agreements and develop personal
16 intellectual property practices that reflect current laws
plagiarism identify the relationship between copyright laws and
copyright laws software license agreements
licensing issues

licence conditions acknowledge all sources in recognition of the Group Research
shareware intellectual contribution of authors
public domain identify a range of techniques designed to combat
17 open source software piracy
ownership versus licensing
collaboratively developed software
reverse engineering
decompilation
current and emerging technologiesused to combat Case studies
software piracy suchas:
non-copyable data sheet
use of serial numbers
18 site licence,
installation counter on a network
encryption key
registration code
back-to-base authentication
Hardware environment to enable implementation of the recognise the need for additional hardware Examination of
software solution identify potential compatibility issues for a newly hardware
hardware requirements developed software solution
19 minimum configuration
possible additional hardware
appropriate device drivers or extensions
Object oriented paradigm code and test appropriate solutions in a language using Work on Project
20
concepts the object oriented paradigm
language syntax
Work on Project
21

Appendix E: Relational Table (2013-2016)
Question Students Learn About Students Learn To
Software piracy and identify a range of
copyright techniques
concepts associated with designed to
piracy and copyright combat software
2016
piracy
Q1
Software development
approaches
use of Computer Aided
2016
Software Engineering
Q5
(CASE) tools and their
application in large
systems development
Software development compare and
approaches determine the
approaches used in most appropriate
commercial systems, software
including: development
2016 Structured approach approach for a
Q29 Agile approach given scenario
Prototyping
RAD
End user approach
combinations of any
of the above

Object oriented paradigm recognise
concepts representative
language syntax fragments of code
written using the
object oriented
paradigm
2016
modify fragments
Q34
of code written
using the object
oriented paradigm
to incorporate
changed
requirements
2015 piracy and copyright combat software
Q4 piracy

2015
Q28
Prototyping approach for a
RAD given scenario

The impact of software identify the effect
cyber safety of the
inappropriate use
of software on
2014 society and
Q1 individuals
Rights and responsibilities apply a relevant

of software developers code of conduct to
addressing ergonomic their own software
2014
issues in software design development
Q2
Legal implications discuss the reasons

national and for, and
international legal action consequences of,
2014 resulting from software significant legal
Q21 development. actions pertaining
Identify issues raised in to the
cases at both national development of
and international level software
Software development
approaches
2014 use of Computer Aided
Q23 Software Engineering (CASE)
tools and their application in
large systems development

2014 Object oriented paradigm recognise
Q35 concepts representative
b language syntax fragments of code
written using the
object oriented
paradigm
modify fragments
of code written
using the object
oriented paradigm
to incorporate
changed
2014
requirements
Q35
c&d

2013
piracy and copyright combat software
Q4
piracy

The impact of software identify the impact
inappropriate data of inappropriately
structures, for example developed
the year 2000 problem software on users
2013
Q5

Structured approach approach for a
Agile approach given scenario
2013 Prototyping
Q25 RAD
a End user approach
combinations of any
of the above
2013 Object oriented paradigm recognise

Q32 concepts representative
i language syntax fragments of code

2013 written using the

Q32 object oriented
ii paradigm
modify fragments
of code written
using the object
2013
oriented paradigm
Q32
to incorporate
iii
changed
requirements

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Secondary Curriculum 2A SDD

SDD Assessment 2 18563476 1/44

Topic Area: Todays Software Stage of Learner: 6 Syllabus Pages: 34, 47

Students learn about Students learn to

Quality Teaching Element Indicators of presence in lesson

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Resources: Assessment Schedule,

https://www.youtube.com/watch? Students: Watch

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Divide students into groups by Students: Work in groups and

Each group is to create a mind-

Each group shares their Students: Share and listen

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Topic Area: Todays Software Stage of Learner: 6 Syllabus Pages: 37, 47

Students learn about Students learn to

Software development approaches

Quality Teaching Element Indicators of presence in lesson

SDD Assessment 2 18563476 9/44

Students then tick statements they

Meanwhile, teacher circles,

There is a poster for each of the

SDD Assessment 2 18563476 10/44

Students are instructed to write

Teacher guides discussion, Students: Participate in discussion

SDD Assessment 2 18563476 11/44

SDD Assessment 2 18563476 12/44

Students learn about Students learn to

Quality Teaching Element Indicators of presence in lesson

SDD Assessment 2 18563476 13/44

1 min As a class watch the video from Students: Watch video

As a group, students must

Students are to consider:

SDD Assessment 2 18563476 14/44

Conclusion Group Presentations Teacher: Facilitate, ask questions S

Think-Pair-Share. (2016). The Teacher Toolkit. Retrieved 12 April 2017, from

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(Morelli, et.al., 2009).

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different preferred ways of learning (Zapalska & Brozik, 2007).

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gained through it.

SDD Assessment 2 18563476 18/44

here provide students with an excellent introduction to the HSC course.

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BOSTES. (2010). SDD Stage 6 Syllabus. BOSTES.

BOSTES. (2014). SDD Stage 6 Software and Course Specifications. BOSTES.

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SDD Assessment 2 18563476 21/44

SDD Assessment 2 18563476 22/44

SDD Assessment 2 18563476 23/44

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Syllabus Outcomes to be Assessed:

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SDD Assessment 2 18563476 26/44

SDD Assessment 2 18563476 27/44

SDD Assessment 2 18563476 28/44

SDD Assessment 2 18563476 29/44

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Lesson Students Learn About Students Learn To Learning Activities

SDD Assessment 2 18563476 31/44

Software development approaches

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