Technologies

Year 7 • TECHNOLOGIES

OVERVIEW

DESIGN AND TECHNOLOGY This is an introductory design-based curriculum that focusses on critical and creative thinking through the lens of product design. At the core of this unit of study, students implement the design process to develop a viable solution to a specified need or problem. Students are encouraged to undertake focused research, generate a range of design concepts before producing their solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. Students are introduced to the safe use of basic hand tools and simple plant machinery. DIGITAL TECHNOLOGY Students are introduced to the impact of cyber security and information privacy, learning the importance of keeping our information safe. Students explore the systems in a functioning robot. They write block-based code to control the robots, learning how to respond to inputs from sensors. Students understand and employ a range of coding concepts such as variables, loops, binary selection and functions. They use robotic systems to solve simple problems and understand the impact that robotic systems are having on society. Students present their findings in a website format they design, incorporating images, text and video.

Year 8 • TECHNOLOGIES

OVERVIEW

DIGITAL TECHNOLOGY Students investigate how people communicate using digital systems. They explore how different technologies allow for efficient transferring of ideas and how different systems connect together. Students evaluate how different systems are secured against cyber threats. Students create a digital solution to a real-world problem using a range of technologies. FOOD STUDIES Food and You provides a framework for students to understand and value the importance of good nutrition for health and wellbeing. Students study food as an essential need for the function of the human body and its relationship with good health, focusing on the role of fruit and vegetables, a range of nutrients and the importance of breakfast in the diet. Students also learn about the importance of safety and hygiene in the kitchen environment and preparing food for social occasions. Students develop their practical cooking skills to make functional and healthy food products that can be recreated at home. They will also consider constraints, hygiene, specification and sustainability issues that inform decisions about preparing and cooking healthy meals. They will work through designing, making and presenting a dish using seasonal vegetables. During the unit, they will also make a range of other recipes that further develop their cooking skills and knowledge and use of ingredients.

ASSESSMENT Assessment and reporting are based on a variety of tasks including research assignments, analysis and application, food preparation skills.

Year 9 • TECHNOLOGIES

FOOD STUDIES SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW FOOD AND WELLBEING Food Studies provides students with a broad knowledge and understanding of food properties, processing, preparation and their interrelationships, nutritional considerations and consumption patterns. It addresses the importance of hygiene and safe working practices. It also provides students with a context through which to explore the richness, pleasure and variety food adds to life. There are increasing concerns about food issues, including the nutritional quality of food and the environmental impact of food processes. Students understand the importance of a variety of foods, sound nutrition principles and food preparation skills when making food decisions to help better prepare them for their future lives. Students progressively develop knowledge and understanding about the nature of food and food safety, and how to make informed and appropriate food preparation choices when experimenting with and preparing food in a sustainable manner. Students understand the challenges for world food and fibre production include an increasing world population, an uncertain climate and competition for resources such as land and water. Students engage in these challenges by understanding the processes of food and fibre production and by investigating innovative and sustainable ways of supplying agriculturally produced raw materials.

ASSESSMENT Assessment and reporting are based on a variety of tasks including research assignments, analysis and application, food preparation skills.

DIGITAL TECHNOLOGY – PROGRAMMING SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW In Year 9 Digital Technology - Programming students investigate the creative and logical processes of problem solving through programming. They develop algorithms to describe logical processes they encounter in everyday life and learn how computer simulations help solve complex problems. Students discover how data is represented in computer systems and ways in which can be manipulated to ensure efficient and secure transmission and storage. Students explore a range of different programming contexts such as robots, web pages and networked components.

TECHNOLOGIES

Year 9 • TECHNOLOGIES

DIGITAL TECHNOLOGY – ANIMATION & DIGITAL MEDIA SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW Students will develop an understanding of how data is collected, manipulated and presented through a variety of formats, for specific audiences. They learn how privacy concerns can be managed while still collecting important data about the world around them. Students explore a range of techniques to analyse their findings and tell a story to their audience through static and dynamic data visualisation tools such as infographics, spreadsheets, websites and animations.

PRODUCT DESIGN & TECHNOLOGY – MATERIALS SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW This is a design-based curriculum that focuses on critical and creative thinking through the lens of product design. At the core of this unit of study, students implement the design process to develop a viable solution to a specified ‘real-world’ need or problem. Students are encouraged to undertake focused research, generate a range of design concepts before fabricating their own solution. A reflective evaluation is used to conclude the process. In this unit of study students also employ a range of traditional and digital techniques to produce their final products. Students are further introduced to the safe use of hand tools and plant machinery.

DESIGN TECHNOLOGY – CAD/CAM SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW This unit of study is directed in developing a range of highly practical contemporary design and production skills that give students insight into the rapidly changing manufactured world we live in today. Though a design process students research to develop creative yet targeted design concepts that are finally refined and modelled through Computer Aided Design (CAD) in preparation for manufacture. As a continuation, Computer Aided Manufacturing (CAM) techniques such as Laser Cutting and 3D Printing are then employed to bring the student’s final design to fruition. An analysis of the final product and process is used to evaluate the final design.

Year 10 • DIGITAL TECHNOLOGY

SUBJECT LENGTH: YEAR UNIT VALUE: TWO

OVERVIEW In Year 10, learning in Digital Technologies focuses on further developing understanding and skills in computational thinking, such as precisely and accurately describing problems; and the use of modular approaches to solutions. ■ Students have opportunities to analyse problems and design, implement and evaluate a range of solutions, such as websites and simulations. ■ Students consider how human interaction with networked systems introduces complexities surrounding access to, and the security and privacy of, data of various types. ■ When defining problems, students consider the functional and non-functional requirements of a solution through creative and critical thinking. ■ They consolidate their algorithmic design skills to incorporate testing and review, and further develop their understanding of the user experience to incorporate a wider variety of user needs. ■ Students progressively become more skilled at identifying the steps involved in planning solutions and developing detailed plans that are mindful of risks and sustainability requirements. ■ When creating solutions, both individually and collaboratively, and sharing them online, students comply with legal obligations, particularly with respect to the ownership of information.

SEMESTER 1 TOPICS ■ Data Analysis ■ Web Design ■ Java Script.

SEMESTER 2 TOPICS ■ Project Management ■ Game Design and Development ■ Networks and Data Security.

Year 10 • FOOD STUDIES

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

CHOICE, HEALTH AND WELLBEING

OVERVIEW Year 10 Food Choice, Health and Wellbeing assists students in making healthy food and lifestyle choices. In this study, 60 per cent of the time is allocated to practical skills and the remaining 40 per cent to theory. The theory component of the subject is supported by practical production sessions, where students have the opportunity to take part in a variety of meal design activities. These tasks reinforce and challenge their health knowledge and food preparation skills. The study of Food Choice, Health and Wellbeing provides an excellent foundation for future studies in Units 1 to 4 of Food Studies or Health and Human Development.

POSSIBLE CAREER PATHWAYS ■ Medicine ■ Nutritionist ■ Dietitian ■ Soil Scientist ■ Sports Science.

What influences the food we eat?

Students focus on patterns of eating in Australia and the influences on the food we eat. Students look at relationships between social factors and food access and choice, as well as the social and emotional roles of food in shaping and expressing identity, including body image and connectedness.

What is the role of media, technology, and advertising as influences on the formation of food habits and beliefs?

Students investigate the principles of encouraging healthy food patterns by undertaking practical lessons, developing a repertoire of healthy meals suitable for children and families. Students address debates concerning Australian and global food systems, relating to issues on the environment, ethics, technologies, food access, food safety, and the use of agricultural resources. They research one selected debate in depth, seeking clarity on disparate points of view, considering proposed solutions and analysing work undertaken to solve problems and support sustainable futures. Students will consider environmental and ethical issues relating to the selected debate and apply their responses in practical ways. This course provides for the development of relevant and meaningful learning experiences, inclusive of life experiences, values, learning styles and individual student characteristics.

ASSESSMENT Assessment and reporting are based on a variety of tasks including research assignments, analysis and application, food preparation skills, and an end of semester examination.

Year 10 • ROBOTICS

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW Robotics and AI are fast beginning to impact on our daily lives. An understanding of robotics is therefore key to flourishing in a technologically impacted world. In this course, students begin to explore some of the key systems that are needed in order to make a robot perform a real-world function. As the course progresses, students will begin to manufacture their very own peripheral devices in order to enable the robot to have greater capacities.

CORE UNDERSTANDING 1: MECHANICAL SYSTEMS

CORE UNDERSTANDING 2: ELECTRONIC SYSTEMS

TECHNOLOGIES

Year 10 • PRODUCT DESIGN & TECHNOLOGY

SUBJECT LENGTH: SEMESTER UNIT VALUE: ONE

OVERVIEW This is an industry focused curriculum that is designed to develop a range of traditional and contemporary design and manufacturing techniques leading to VCE Product Design & Technology Units 1-4. Delivered through a design process, students are directed to creatively respond to a design brief and to develop a viable product that considers both aesthetic and functional qualities. Much like within the designer/client relationship an analysis of the design process and the final product, throughout its development, concludes the design folio.

SEMESTER BASED ENTRY AND SKILLS REQUIRED

Students should:

■ Have a passion for problem solving and innovation. ■ An interest in understanding the designer’s role in industry. ■ Enjoy developing new and creative ideas. ■ Be able to plan and organise themselves for extended projects. ■ Enjoy concept generation with both manual and digital methods. ■ Be interested in developing skills with a variety of materials, tools and plant machinery.

THE PRODUCT DESIGN PROCESS

Investigating and Defining

■ Develop a design brief with design parameters. ■ Set evaluation criteria. ■ Gather research materials.

Design and Development

■ Develop concepts. ■ Identify and present a design option. ■ Develop working drawings for manufacturing.

Planning and Production

■ Devise a scheduled production plan. ■ Conduct risk assessments. ■ Produce the final product.

Evaluation

■ Evaluate the final product against the evaluation criteria. ■ Identify areas for improvement and how they might be improved. Investi gating and d e ni n g Pl anni n g and p r o d u c t ion Evaluation Design and development (conceptualisation) Any step can be revisited throughout the product design process ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜ ➜

10. Product evaluation 1. Identify end-user/s,

Evaluation of product quality using need, problem or evaluation criteria and end-user/s feedback. Recommend improvements opportunity

2. Design brief

Outline of the context, constraints and considerations

9. Production 3. Evaluation criteria

Product and production record. Development of criteria to evaluate how well the including pattern drafting may be made throughout the design brief production

8. Scheduled 4. Research

production plan Sequenced plan and timeline, listing tools, equipment and Research into factors related to the design brief: materials and process investigations machines with risk assessment and a materials list

5. Visualisations

7. Working drawings Concept sketches and Drawings including technical drawings, showing product 6. Design options drawings, mock-ups and 3D modelling of whole or part of (presentation potential ideas to meet the construction methods) needed for production planning drawings), selection requireme brief nts of the design

preferred option

A series of potential solutions evaluated to determine which best suits the requirements of the design brief

APPLIED COMPUTING UNITS • Unit 1

OVERVIEW VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. UNIT 1 AREA OF STUDY 1: DATA ANALYSIS

Key Concepts covered Students use software tools such as spreadsheets and data bases to collect, interpret and manipulate data, draw conclusions and create data visualisations that represent their findings. Data visualisations may include charts, graphs, histograms, maps, network diagrams and spatial relationships diagrams. Students examine the features of different design tools to represent the functionality and appearance of software solutions.

AREA OF STUDY 2: PROGRAMMING

Key Concepts covered Students use a programming language (Web-based PHP) and apply computational and design thinking skills when preparing solution designs and transforming them into a working solution. A project plan is prepared to support an organised approach to problem solving. Students record and monitor the progress of their working solution throughout the stages of the problem-solving methodology.

APPLIED COMPUTING UNITS • Unit 2

OVERVIEW VCE Applied Computing focuses on the strategies and techniques for creating digital solutions to meet specific needs and to manage the threats to data, information and software security. UNIT 2 AREA OF STUDY 1: INNOVATIVE SOLUTIONS

Key Concepts covered Students work collaboratively to develop an innovative solution to an identified need or opportunity. They apply all stages of the problem-solving methodology to investigate the use of digital devices and emerging technologies and their applications. Students choose from a selection of topics to explore in greater detail including AI, assistive and wearable technologies, robotic devices, games development or another innovative digital solution.

AREA OF STUDY 2: NETWORK SECURITY

Key Concepts covered Students investigate how networks enable data and information to be exchanged locally and globally. They examine the hardware and software components and procedures required to connect and maintain wired, wireless and mobile communications technology. They apply this knowledge to design a Local Area Network (LAN), describe its components and explain the transmission of data and information in this network. Students develop an understanding of cybersecurity issues. This subject leads into both Software Development and Data Analytics in Units 3 & 4.

TECHNOLOGIES

VCE VET CREATIVE AND DIGITAL MEDIA (CDM) • Units 1 to 4

OVERVIEW If you have an interest in Vocational Education Training (VET) combined with VCE assessment, then VCE VET Creative and Digital Media (CDM) may be a choice for you. Students develop skills in industry standard Adobe software applications, to produce their creative solutions to given briefs. This subject examines the ways in which people at various levels within a design organisation manage resources to achieve the objectives.

Entry and skills required This is a two-year course of study whereby students who complete both years will be eligible to receive a VET qualification (issued by the RTO) and are also eligible for VCE accreditation of, two units at Units 1 & 2 and two units at Units 3 & 4 levels. Students who are assessed as competent for all the modules (Units 1-4) will have successfully completed the Certificate III.

The VCE VET Creative and Digital Media program aims to:

■ Provide participants with the knowledge prospects in digital media related industries. and skills to achieve competencies that will enhance their employment. ■ Enable participants to gain a recognised credential and to make a more informed choice of vocation or career paths.

Students should

■ Have a passion for creative expression.

■ Enjoy developing new ideas and exploring a range of creative solutions.

■ Be able to plan and organise themselves for detailed projects.

■ Develop concepts on paper using the design process.

■ Be interested in electronic media.

■ Be interested in developing an understanding in a variety of industry related areas. ■ Develop skills in electronic image and text development, manipulation, and animation, using a variety of computer applications.

■ Be interested in developing an understanding in a variety of industry related areas. CERTIFICATE III UNITS 1 & 2

At a Units 1 & 2 level, students undertake six learning modules including:

■ BSBCRT311 Apply critical thinking skills in a team environment. ■ CUADIG201 Maintain interactive content. ■ CUAIND311 Work effectively in the creative arts industry. ■ CUAWHS312 Apply work health and safety practices. ■ CUAACD201 Develop drawing skills to communicate ideas. ■ CUASOU304 Prepare audio assets. ASSESSMENT The teaching staff at Mentone Grammar assesses the requirements for Units 1 & 2. Work is assessed through initial developmental exercises and culminating in final 'work based' projects to achieve a competency grade for each of the learning modules. Students must also complete semester examinations (worth 20 per cent of the overall year grade) demonstrating their ability to apply their developed knowledge within a structured tight timeframe. Student work is shared with a Registered Training Organisation (RTO) who issue a formal certificate (for units covered) to successful students.

CERTIFICATE III UNITS 3 & 4

OVERVIEW This subject continues to examine the ways in which people at various levels within a design organisation manage resources to achieve the objectives of the organisation. Students further develop the skills covered in Units 1 & 2 and apply them to successfully undertake and complete work relating to 5 learning modules including: ■ CUAANM301 Create 2D Digital

Animations. ■ CUADES302 Explore and apply the creative design process to 2D forms. ■ CUADIG312 Author interactive sequences. ■ CUADIG304 Create Visual Design

Components. ■ CUAWRT301 Write Content for a Range of Media.

ASSESSMENT The modules are paired to create 3 major SAT’s that make up 66% of the overall grade. Students also undertake a final computer-based examination that makes up the remaining 34% of their grade. Their examination is also used in conjunction with the GAT to moderate the internal SAT’s.

TECHNOLOGIES

FOOD STUDIES • Units 1 to 4

UNIT 1 FOOD ORIGINS

Key Concepts covered In this unit students focus on food from historical and cultural perspectives and investigate the origins and roles of food through time and across the world. In Area of Study 1 students explore how humans have historically sourced their food, examining the general progression from hunter-gatherer to rural-based agriculture, to today’s urban living and global trade in food. Students consider the origins and significance of food through inquiry into one particular food-producing region of the world. In Area of Study 2 students focus on Australia. They look at Australian indigenous food prior to European settlement and how food patterns have changed since, particularly through the influence of food production, processing and manufacturing industries and immigration. Students investigate cuisines that are part of Australia’s culinary identity today and reflect on the concept of an Australian cuisine. Students consider the influence of innovations, technologies and globalisation on food patterns. Throughout this unit they complete topical and contemporary practical activities to enhance, demonstrate and share their learning with others. UNIT 2 FOOD MAKERS

Key Concepts covered In this unit students investigate food systems in contemporary Australia. Area of Study 1 focuses on commercial food production industries, while Area of Study 2 looks at food production in domestic and smallscale settings, as both a comparison and complement to commercial production. Students gain insight into the significance of food industries to the Australian economy and investigate the capacity of industry to provide safe, high-quality food that meets the needs of consumers. Students use practical skills and knowledge to produce foods and consider a range of evaluation measures to compare their foods to commercial products. They consider the effective provision and preparation of food in the home and analyse the benefits and challenges of developing and using practical food skills in daily life. In demonstrating their practical skills, students design new food products and adapt recipes to suit particular needs and circumstances. They consider the possible extension of their role as smallscale food producers by exploring potential entrepreneurial opportunities.

UNIT 3 FOOD IN DAILY LIFE

Key Concepts covered In this unit students investigate the many roles and everyday influences of food. Area of Study 1 explores the science of food: our physical need for it and how it nourishes and sometimes harms our bodies. Students investigate the science of food appreciation, the physiology of eating and digestion, and the role of diet on gut health. They analyse the scientific evidence, including nutritional rationale, behind the healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating (see www.eatforhealth.gov.au), and develop their understanding of diverse nutrient requirements. Area of Study 2 focuses on influences on food choices: how communities, families and individuals change their eating patterns over time and how our food values and behaviours develop within social environments. Students inquire into the role of food in shaping and expressing identity and connectedness, and the ways in which food information can be filtered and manipulated. They investigate behavioural principles that assist in the establishment of lifelong, healthy dietary patterns. Practical activities enable students to understand how to plan and prepare food to cater for various dietary needs through the production of everyday food that facilitates the establishment of nutritious and sustainable meal patterns. UNIT 4 FOOD ISSUES, CHALLENGES AND FUTURES

Key Concepts covered In this unit students examine debates about Australia’s food systems as part of the global food systems and describe key issues relating to the challenge of adequately feeding a rising world population. In Area of Study 1 students focus on individual responses to food information and misinformation and the development of food knowledge, skills and habits to empower consumers to make discerning food choices. They also consider the relationship between food security, food sovereignty and food citizenship. Students consider how to assess information and draw evidence-based conclusions, and apply this methodology to navigate contemporary food fads, trends and diets. They practise and improve their food selection skills by interpreting food labels and analysing the marketing terms used on food packaging. In Area of Study 2 students focus on issues about the environment, climate, ecology, ethics, farming practices, including the use and management of water and land, the development and application of innovations and technologies, and the challenges of food security, food sovereignty, food safety and food wastage. They research a selected topic, seeking clarity on current situations and points of view, considering solutions and analysing work undertaken to solve problems and support sustainable futures. The focus of this unit is on food issues, challenges and futures in Australia. Practical activities provide students with opportunities to apply their responses to environmental and ethical food issues, reflect on healthy eating recommendations of the Australian Dietary Guidelines and the Australian Guide to Healthy Eating, and consider how food selections and food choices can optimise human and planetary health.

TECHNOLOGIES

VCE PRODUCT DESIGN & TECHNOLOGY • Units 1 to 4

UNIT 1: SUSTAINABLE PRODUCT REDEVELOPMENT

Key Concepts covered This unit focuses on the analysis, modification and improvement of a product design with consideration of sustainability. It is common for designers in Australia to use products from overseas as inspiration when redeveloping products for the domestic market. Sustainable redevelopment refers to designers and makers ensuring products serve social, economic and environmental needs. Generating economic growth for design and manufacturing in Australia can begin with redeveloping existing products so they have positive social and minimal environmental impact. In this unit students examine claims of sustainable practices by designers. Students consider the sustainability of an existing product, such as the impact of sourcing materials, manufacture, distribution, use and likely disposal. They consider how a redeveloped product should attempt to solve a problem related to the original product. Where possible, materials and manufacturing processes used should be carefully selected to improve the overall sustainability of the redeveloped product. UNIT 2: COLLABORATIVE DESIGN

Key Concepts covered In this unit students work in teams to design and develop an item in a product range or contribute to the design, planning and production of a group product. They focus on factors including end-user needs and wants; function, purpose and context for product design; aesthetics; materials and sustainability; and the impact of these factors on a design solution. Teamwork encourages communication between students and mirrors professional design practice where designers often work within a multi-disciplinary team to develop solutions to design problems. Students also use digital technologies to facilitate teams to work collaboratively online. In this unit students gain inspiration from a historical or a contemporary design movement or style and its defining factors such as ideological or technological change, philosophy or aesthetics. UNIT 3: APPLYING THE PRODUCT DESIGN PROCESS

Key Concepts covered In this unit students are engaged in the design and development of a product that addresses a personal, local, or global problem (such as humanitarian issues), or that meets the needs and wants of a potential end-user. The product is developed through a design process and is influenced by a range of factors including the purpose, function and context of the product; user-centred design; innovation and creativity; design elements and principles; sustainability concerns; economic limitations; legal responsibilities; material characteristics and properties; and technology. UNIT 4: PRODUCT DEVELOPMENT AND EVALUATION

Key Concepts covered In this unit students engage with an end-user to gain feedback throughout the process of production. Students make comparisons between similar products to help evaluate the success of a product in relation to a range of product design factors. The environmental, economic and social impact of products throughout their life cycle can be analysed and evaluated with reference to the product design factors.

TECHNOLOGIES

DATA ANALYTICS • Units 3 & 4

OVERVIEW ■ Find patterns and meaning in data – lots of data! ■ Creatively communicate that meaning to a range of audiences. ■ Develop problem solving and systems thinking skills which can be applied across wide range of fields.

UNIT 3 DATA ANALYTICS Review large amounts of data. Develop strategies and skills for finding and extracting the data relevant to a specific audience. Develop skills for storing and manipulating data using relational database software and spreadsheets. Develop skills for displaying data in meaningful ways for specific audiences, including data visualisations.

UNIT 4 CYBERSECURITY: DATA AND INFORMATION SECURITY Understand different threats to organisations through the collection and use of data and information, and how organisations can mitigate the risks. Identify why organisations collect and use data and how they manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations. Evaluation of disaster recovery plans. SAT INDIVIDUAL MAJOR PROJECT ■ Find your passion – do the research – present the findings! ■ Propose a research question on your topic of interest.

Students will collect and analyse data around a topic of their choosing, determine a range of relevant information from primary and secondary sources and design a way to present their findings. They will create an infographic or dynamic data visualisation to inform their target audience, be their own project managers, developing timelines and monitoring progress.

ASSESSMENT Students are formatively assessed through ongoing developmental tasks. Mentone Grammar staff provide summative assessments of the requirements for Units 3 & 4. The majority of the work (66 per cent) is assessed through major SATs. The students sit a final VCAA examination (34 per cent) that also moderates their SAT marks.

SOFTWARE DEVELOPMENT • Units 3 & 4

OVERVIEW ■ Solve real world problems.

■ Create web-based programs to meet a need or opportunity.

■ Developing problem solving and systems thinking skills which can apply across a wide range of fields, not just IT.

UNIT 3 PROGRAMMING Develop a solid grounding in programming fundamentals using PHP, a web-based programming language. Explore different data types and stuctures such as arrays and objects. Read and write with permanent storage. Understand the complexities of sorting and searching algorithms. Validate inputs and test code. UNIT 4 CYBERSECURITY: SOFTWARE SECURITY Understand different threats to organisations through technology systems and how organisations can mitigate the risks. Identify why organisations use and develop software solutions and manage the collection, storage and communication of data. Develop strategies for solving ethical issues related to data management practices within organisations.

SAT INDIVIDUAL MAJOR PROJECT ■ Find your passion – write the code! ■ Find a real world client with a need for your best solution, or develop that killer game or app to change the world.

Students will plan, design, develop and test their own program, using PHP and other web languages in support, to meet the needs of their users. They will be their own project managers, developing timelines and monitoring progress.