​Unit 2: Applied Computing
Overview
This unit challenges students to respond to needs or opportunities through the development of an innovative solution, and introduces them to the emergent and critical field of cybersecurity; in particular, network security. Cybersecurity is further explored in Unit 4 Data analytics and Unit 4 Software development.
Both areas of study provide opportunities for students to engage in authentic hands-on learning activities. Area of Study 1 (Innovative solutions) places an emphasis on collaborative learning with students developing their computational thinking skills. Within Area of Study 2 (Network security), teachers are encouraged wherever possible to develop activities that provide real-world contexts for students to engage with and incorporate suitable techniques for applied learning.
Area of Study 1: Innovative solutions
In this area of study, students will identify a need or opportunity in an area of interest and work collaboratively to demonstrate an understanding of the problem-solving methodology. They will do this by following the stages of analysis, design, development and evaluation to develop their innovative solution. Sample topics for students to explore are provided on page 20 of the study design. The proposed solution is to take the form of a proof of concept, prototype or product. It is important that teachers provide activities and time for students to develop their solutions.
Teachers are encouraged to advance a culture of innovation, by encouraging students to take calculated and creative risks to further develop relevant skills. Teachers need to balance a student-centered approach with effective facilitation as students work through complex problems and explore new technologies.
The activities in this area of study need to be managed by the students as part of a project plan. A project plan is to be developed by each student team representing a Gantt chart. This should be monitored by the students and the teacher to ensure that team progress remains on track throughout the project. One suggested approach is for the teacher to meet with each team once a week, taking the format of a progress briefing. This briefing should identify the progress made in that week, any milestones achieved, difficulties encountered, potential workaround solutions (where applicable) and the planned tasks for the subsequent week.
Area of Study 2: Network security
In this area of study, students will be introduced to networks and network security, with an emphasis on practical learning opportunities, such as creating a wireless personal area network (WPAN). It is important that teachers provide activities and time for students to understand security-related concepts and strategies.
The teaching of network security should consist of a variety of approaches, such as direct instruction, flipped learning, links to real-world examples, deconstruction, reverse-engineering and the use of practical activities. In the flipped classroom model, students may watch a video on network design considerations in their own time at home and then create a simple personal wireless network in the classroom. A problem-driven approach could also be used in the implementation of this area of study.
Teachers are encouraged to provide relevant learning opportunities and draw inspiration from the use of real case studies on data protection, including the need for data privacy and integrity, and to compare and contrast the different measures of data protection undertaken by a broad selection of organisations. Traditional and digital media provide a rich source of current data and security-related issues that could form the basis of a teacher-developed case study.