(Modified for use at Mandurah SHS)

This subject allows students to further develop their skills and knowledge in the use of information technology in a business context using the technology process.

Students will be able to develop competencies which will equip them with broad educational and industry entry level skills. These competencies will provide valuable skills for further training or general post-secondary studies.

Whilst emphasis will be on the use of business application programs, students will also be given experiences and practice on a wide range of software. Hence, static and dynamic graphic images, audio, video and telecommunications software may also be included. A parallel emphasis will also be on the elements and principles of design with an understanding of the processes and procedures used in relation to business systems and information. The efficient use of cognitive and sensori-motor skills is an integral aspect of this subject.

Students will be encouraged to adopt an enterprising approach to the technology process. Through the investigation of design problems, which they may take part in identifying, students will learn to collect and use relevant information and develop marketing options for products and services.

This subject stipulates a set of outcomes. These describe what the student can do as a result of studying the subject. A set of content and skill components is listed under each outcome. These components amplify the context and meaning of the outcome. They are specified for the development of each outcome and indicate how students will demonstrate achievement of the outcomes in this subject. The teaching/learning program will give coverage to all components in order to ensure each outcome is appropriately addressed.

The assessment framework, based on a series of generally defined common assessment tasks, has been stipulated for the subject. Each task measures student performance on a subset of subject outcomes. A generalised set of performance criteria supports the assessment framework.

A procedure for rating student performance on each outcome, and allocating grades has also been stipulated.

Within the context of Business Information Technology, the student is provided with opportunities to meet each of the following outcomes:

Outcome 1: Explores the possible future developments and impacts of information technology products, processes and work roles in the business environment.

The following components amplify the context and meaning of the outcome. The student:

• explores the trends in business communication and work practices
• explores and reports on the relationship of information technology products and processes to social and professional lives.

Outcome 2: Uses the technology process to solve a range of problems found in the business environment.

The following components amplify the context and meaning of the outcome. The student:

• clarifies the design problem and identifies constraints
• investigates the problem and identifies existing opportunities
• applies design processes to solve problems
• makes documents relevant to the design problem
• appraises solutions made by self and others in response to set problems
• selects appropriate market research, target markets and marketing strategies when producing design solutions.

Outcome 3: Applies research, information technology and communication processing skills to solve a range of design problems encountered in a business environment.

The following components amplify the context and meaning of the outcome. The student:

• collects data from a variety of digital and other sources
• organises data into information using appropriate software
• compares, analyses and evaluates data in order to communicate information using a variety of methods and strategies
• uses a range of reporting skills to document, develop and present solutions to design problems.

Outcome 4: Selects and applies appropriate design elements and principles in accordance with accepted business practice.

The following components amplify the context and meaning of the outcome. The student:

• selectively employs the elements and principles of good design in the production of business documents
• selects, creates or modifies designs and uses appropriate production processes according to the task set
• provides documentation of design and production choices in accordance with accepted business practice.

Outcome 5: Plans, participates and reflects independently, collaboratively and in teams to achieve individual and shared goals.

The following components amplify the context and meaning of the outcome. The student:

• engages in self and group reflection to develop strategies to effectively achieve goals
• plans and participates in discussions, negotiations or presentations as part of a design process
• determines the needs and responsibilities of members in a collaborative and team project
• cooperates to achieve deadlines
• monitors timelines and workflows to achieve deadlines.

Outcome 6: Selects, describes and evaluates relevant information technology systems and processes used in business.

The following components amplify the context and meaning of the outcome. The student:

• evaluates the elements (hardware, software and people) and uses of relevant information technology systems in the development of a solution
• selects system components that have been designed for a variety of purposes to solve the design problem
• describes the information processing cycle in relation to the task set
• follows and develops procedures promoting efficient work practices within business technology systems (e.g. file management, logging records, time and resource management).

Outcome 7: Selects and uses appropriate software and equipment relevant to the design, production and marketing of business products.

The following components amplify the context and meaning of the outcome. The student:

• selects and uses appropriate processes and software to design the product
• selects appropriate processes, software and hardware to make a quality product
• selects and uses information technology tools, as appropriate, to document design solutions and marketing materials.

Outcome 8: Displays enterprising behaviours in solving problems.

The following components amplify the context and meaning of the outcome. The student:

• consults manuals, aids and other resources independently
• demonstrates a willingness to alter or adapt plans in response to difficulties or to try an alternative solution to problems
• persists in attempting to solve problems
• initiates and develops a creative and innovative response to a problem through to task completion.

Outcome 9: Employs efficient physical, sensory and cognitive techniques to utilise the features of information technology, and applies good ergonomic practices.

The following components amplify the context and meaning of the outcome. The student:

• demonstrates sound ergonomic practices in the use of information technology equipment in compliance with industry guidelines
• demonstrates efficient keyboarding operation to current industry entry levels
• selects and applies appropriate software features to enhance productivity and promote efficient industry work practices.

Outcome 10: Applies mathematical concepts and techniques to solve problems inherent in the design and presentation of business products using information technology.

The following components amplify the context and meaning of the outcome. The student:

• applies estimation and concepts of space and measurement in the design and presentation of products
• uses number and logic processes in the construction of products
• uses specific software features to solve mathematical problems
• selects appropriate text and graphic formats when presenting statistical data.

The framework outlined below specifies a series of common assessment tasks for this subject. The framework gives the student at least two opportunities to demonstrate achievement of each outcome in this unit. All components must be covered at least once in the teaching/learning program.

Each common assessment task measures student performance on a subset of subject outcomes. For each outcome measured in a task, student performance will be rated as Very High (V), High (H), Satisfactory (S) or Not Demonstrated (ND).

The Common Assessment Tasks booklet for this subject further describes each task, and defines parameters for its completion. Schools are free to determine specific assessment details within these parameters. Copies of the booklet are available from the Curriculum Council and are included with the syllabus, on the Curriculum Council website (http://www.curriculum.wa.edu.au ).

Before a final grade can be awarded, the final rating achieved for each outcome must be determined. This is done using the following process:

At the completion of this subject, grades will be awarded in the following manner:

Specific details giving examples of the combination of V, H and S resulting in different grades can be found in the Common Assessment Tasks booklet.

The subject has been designed to be completed through a structured education program of approximately 110 hours in any suitable contexts and series of learning experiences. Typically the subject will be studied over the period of one school year. For administrative reasons schools wishing to vary this delivery pattern (e.g. over a shorter period or over a longer period up to two school years) are required to notify the Chief Executive Officer of the Curriculum Council.

Students must complete the school's structured educational and assessment program for a subject in order to be eligible to receive a grade unless there are exceptional and justifiable circumstances. In situations where the school considers that insufficient information has been gathered to justify the award of a grade for the subject, a result of U (for unfinished) should be allocated. The Curriculum Council offers the flexibility for the U to be converted to a grade after the final grades have been submitted. Further details on assessment and grading are provided in Volume I of the Syllabus Manuals.

Support material for this subject, including a resources list can be ordered through the Curriculum Council Publications Catalogue and is available on the Curriculum Council website (http://www.curriculum.wa.edu.au ).

This package contains the requirements for the four Common Assessment Tasks in Year 12 Business Information Technology.

The specific content of each task is to be determined by the school provider dependent upon the mode of delivery by the teacher.

Each task description is presented with the following headings:

Name:

Enter the appropriate code (V, H, S or ND) to indicate the level of achievement of each outcome on each task.

V = Very High Achievement

H = High Achievement

S = Satisfactory Achievement

ND = Satisfactory Achievement not demonstrated

= Outcome not related to this task

The final rating achieved for each outcome is determined using the following guide.

For all outcomes, a performance criteria of: