# Senior Computing Subjects Taught Across Australian States and Territories

Therese Keane, Milorad Cerovac

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Therese Keane, Milorad Cerovac. Senior Computing Subjects Taught Across Australian States and Territories. IFIP World Conference on Computers in Education (WCCE), Aug 2022, Hiroshima, Japan. pp.629-640, 10.1007/978-3-031-43393-1_56. hal-05533341

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# Senior Computing Subjects Taught Across Australian States and Territories

Therese Keane and Milorad Cerovac

La Trobe University, Melbourne, VIC 3086, Australia
{t.keane,m.cerovac}@latrobe.edu.au

**Abstract.** The ever-changing nature of technology in a globally inter-connected world has placed our educational institutions at the forefront of ensuring a future-ready workforce. More than ever before, the regular revisions, refreshes and re-designs of school curricula, especially in the domain of computer science education, need to ensure that the knowledge and skills that students acquire will adequately prepare them for progressing into either university, a vocational pathway, or directly into the workforce. School computer science courses are therefore uniquely positioned with multiple opportunities to immerse students in authentic real-world problem-solving challenges, that will encourage the development of a collection of key skills. When faced with a complex problem to solve, students need to be able to demonstrate the resilience and ability to work collaboratively, creatively and to think critically. One other fundamental set of skills that is gaining much-needed traction around the world, are the computational thinking skills of decomposition, pattern recognition, abstraction, and algorithm design. This paper will provide a brief overview of the teaching of the Digital Technologies curriculum from the Foundation Year to Year 10, before sharing a deeper insight into the current aims, rationale, knowledge and skills as they manifest across each Australian State and Territory.

**Keywords:** Digital Technologies Curriculum · Computer Science · Senior Secondary

## 1 Introduction

Even though Australia has a national mandatory curriculum that encompasses Foundation (students commencing primary school aged 5) to Year 8 and then optional in Years 9 and 10, this however is not the case at senior secondary school (Years 11 & 12). Each State and Territory devise their own curriculum, and this is reviewed periodically to maintain academic standards and the relevancy of the content. Given the rapidly changing nature of the computing discipline, coupled with the availability and accessibility to an enormous amount of data and information, the curriculum can very rapidly lose relevance. Therefore, it is imperative that the curriculum is often reviewed and updated to maintain currency.
The computing field, particularly in the area of software design and development, offers opportunities for creativity and problem-solving and a collaborative environment where working with people and exploring issues is an integral part of the real world. Data Science is experiencing unprecedented growth, with IT professionals in this specialty in high demand. Many of the benchmarked curricula have either recently been revised or are in the process of revision; driven by a fast changing technological and information landscape.

This paper will examine the final two years of secondary school computing curriculum across the six States and two Territories in Australia and explore the common themes and directions that each jurisdiction has deemed important for their students.

## 2 Literature Review

In a rapidly changing technological landscape, where digital devices and digital technologies are omnipresent, the importance of computer science education has never been more important and relevant [1, 2]. Bruno and Lewis [3] as part of their analysis acknowledged the recent dramatic shift to promote computer science education across Foundation to Year 12, citing the argument that the knowledge and skills fostered through computer science education would provide students with “access to high-paying and high-status jobs” (p. 2).

In the 2020 Emerging Jobs Report [4], careers in artificial intelligence, robotics (includes software engineering), and data science, were identified as the top three emerging jobs in the US. Associated with these three disciplines are the unique set of skills referred to as computational thinking, made popular by Wing [5], in her seminal paper. Computational thinking consists of a range of mental tools, such as abstraction and decomposition, that are considered essential for solving complex problems, across a broad spectrum of disciplines. As such, computational thinking has drawn increasing levels of attention from researchers, educators, and policy makers [6].

Buitrago Flórez et al. [7] recognized the significance and broad application of computational thinking, and accordingly argued for computer science courses to be built around the computational thinking skillset. Furthermore, they contend that computational thinking be offered across all levels of education as part of a Computer Science curriculum, from the primary year levels through to university. Bocconi et al. [6] as part of supporting the European Commission’s policy making process acknowledge that countries have been introducing computational thinking across their education systems to “foster the 21st century skills necessary to fully participate in the digital world” (p. 8). In Malaysia, computational thinking skills have been recently and deliberately integrated in an effort to address the global trend towards developing and strengthening digital literacy among its students [8].

However, the explicit embedding of computational thinking is not without its challenges. For instance, Ung et al. [8] as part of their preliminary work have identified an “apparent lack of understanding of computational thinking skills in general among teachers” (p. 1). The authors also share the same concerns when they have undertaken field work, and have noted that this is most apparent when teachers do not have adequate training in this specialized discipline. Nonetheless, it is anticipated that as the emphasis
on 21st century skills, such as computational thinking, continues to gain prominence in the curriculum, subsequent teacher professional development will inevitably address these challenges.

# 3 Teaching Computing from Foundation – Year 12

## 3.1 Digital Technologies Curriculum Foundation – Year 10

The Digital Technologies curriculum that is part of the Australian Curriculum is taught across all of Australia in each of the six States and two Territories. The curriculum is compulsory from Foundation (age 5 years and this is the first-year students begin formal primary schooling in Australia) – Year 8 (age 14 years). In Years 9 and 10, the Digital Technologies curriculum is optional, even though there is formalized curriculum for those States and Territories that want to offer the subject. The Digital Technologies curriculum focuses on Digital Systems, Data and Information, and Creating Digital Solutions. The key concepts underpinning the curriculum include:

* designing, creating, managing and evaluating digital solutions;

* developing computational thinking skills (abstraction; data collection, representation and interpretation; specification, algorithms and implementation to create digital solutions);

* using digital systems to automate the transformation of data into information and to creatively communicate ideas in a range of settings;

* understanding and applying protocols and legal practices to support safe, ethical and respectful communications and collaboration with known and unknown audiences; and

* applying systems thinking to monitor, analyze, predict and shape the interactions within and between information systems and the impact of these systems on individuals, societies, economies and environments [9].

Additionally, students are introduced to programming throughout the curriculum, starting with visual programming in the younger years using colored blocks and shapes (Years 3–6), then as students’ progress to high school, they undertake general-purpose programming (Years 7–8) and at Years 9 and 10 where Digital Technologies is optional, students use object orientated programming languages. As part of the course, there are activities that are also “unplugged” where they do not require a computer or the internet.

## 3.2 Curriculum in Years 11 and 12

Unlike the national Digital Technologies curriculum, the Computing discipline in the final two years of secondary school (Years 11 & 12) is not uniform across Australia. The Computing curriculum is optional and varies in each State and Territory. Whilst all students must study Digital Technologies from Foundation until Year 8, Computing as a subject is optional from Years 9–12. However, in Years 11 and 12 each State and Territory has jurisdiction over what is included and taught in the curriculum. The authors have reviewed the senior Computing curriculum in all states and territories in Australia. These
included Victoria, New South Wales, Queensland, Western Australia, South Australia, Tasmania and Northern Territory and Australian Capital Territory. There is an assortment of naming conventions for courses that are in use by the various educational jurisdictions, across Australia.

## Senior Secondary Curriculum Victoria

The focus on the Computing curriculum taught in Victoria varies depending on the unit taught. The Year 11 unit *Applied Computing* focuses on how data can be used in databases and spreadsheets to create visualizations; the use of programming languages to develop working software solutions; the development of innovative solutions through a collaborative effort; and security risks to data/information in a networked environment. The *Data Analytics* subject in Year 12 focuses on applying a devised problem-solving methodology; data and information; and the creation of infographics or dynamic data visualizations based on large complex data sets. The second Year 12 subject on offer is *Software Development* where the focus is on applying the problem-solving methodology; developing underlying skills to develop working software modules; and an exploration of risks to software and data during the development process. The distinctive feature of the curriculum in Victoria is the over-arching problem-solving methodology which is central to all three courses.

The subjects offered aim to have students:

* understand how digital systems and solutions can be used by individuals and organizations;

* develop an understanding of the roles and applications of cybersecurity, data analytics and programming;

* apply the problem-solving methodology to analyze needs and opportunities, design and develop solutions to problems and evaluate how effectively solutions meet needs and opportunities;

* apply project management techniques to assist with the development of digital solutions;

* develop an informed perspective on current and emerging digital technologies and disseminate findings;

* identify and evaluate innovative and emerging opportunities for digital solutions and technologies; and

* develop critical and creative thinking, communication, and collaboration, and personal, social and ICT skills [10].

Some of the concepts include an introduction to data analysis, networking security, cybersecurity and programming. The curriculum endeavors to address Australia's future job needs, with an emphasis on data (including collection, management, analysis, and visualization), programming, networks and security.

## Senior Secondary Curriculum New South Wales

The New South Wales curriculum in Years 11 & 12 *Information Processes and Technology* focuses on teaching students about information-based systems. It covers the processes of collecting, organizing, analyzing, storing/retrieving, processing, transmitting/receiving, and displaying data and information, as well as the technologies that
support them. With this background, students will be well placed to adapt to new tech-
nologies as they emerge [11]. The second offering in Years 11 & 12, *Software Design
and Development* refers to the creativity, knowledge, values and communication skills
required to develop computer programs [12]. *Software Design and Development* pro-
vides students with a systematic approach to problem-solving and an opportunity to be
creative. The subjects offered aim to have students:

* become confident, competent, discriminating, and ethical users of information tech-
nologies, to possess an understanding of information processes and to appreciate the
effect of information systems on society; and

* develop the knowledge, understanding, skills and values to solve problems through the creation of software solutions [12].

Some of the concepts taught include project management, social and ethical issues, databases, software development approaches, defining and understanding problems and programming.

Senior Secondary Curriculum Queensland

The focus on the Queensland curriculum in *Digital Solutions* is to enable students to learn about algorithms, computer languages and user interfaces through generating digital solutions to problems. They engage with data, information, and applications to create digital solutions while understanding the need to encrypt and protect data. Moreover, students are encouraged to explore the impact of computing at a local and global level and the issues associated with the ethical integration of technology. The focus on *Information & Communication Technology* is on the knowledge, understanding and skills related to engagement with information and communication technology in a variety of contexts such as work, study and leisure.

The aims of the Digital Solutions subject are to have students:

* recognize and describe elements, components, principles and processes;

* symbolize and explain information, ideas and interrelationships;

* analyze problems and information;

* determine solution requirements and criteria;

* synthesize information and ideas to determine possible digital solutions;

* generate components of the digital solution;

* evaluate impacts, components and solutions against criteria to make refinements and justified recommendations; and

* make decisions about and use mode-appropriate features, language and conventions for particular purposes and contexts.

The aims of the Information & Communication Technology subject are to have
students:

* identify and explain hardware and software requirements related to ICT problems;

* identify and explain the use of ICT in society;

* analyze ICT problems to identify solutions;

* communicate ICT information to audiences using visual representations and language conventions and features;
* apply software and hardware concepts, ideas and skills to complete tasks in ICT contexts;

* synthesize ICT concepts and ideas to plan solutions to given ICT problems;

* produce solutions that address ICT problems; and

* evaluate problem-solving processes and solutions, and make recommendations [13].

## Senior Secondary Curriculum Western Australia

The Western Australian curriculum offers two streams of courses: *Applied Information Technology* (AIT); and *Computer Science* (CS). The Computer Science stream of subjects focuses on fundamental principles, concepts and skills within the field of computing. Students learn how to diagnose and solve problems and explore principles related to the analysis and creation of computer and information systems; software development; the connectivity between computers; the management of data; the development of database systems; and the moral and ethical considerations for the development and use of computer systems. The Applied Information Technology stream of subjects focuses on the development of knowledge and skills using a range of computer hardware and software to create, manipulate and communicate information in an effective, responsible and informed manner. Students develop an understanding of computer systems; the management of data; and the use of a variety of software applications to investigate, design, construct and evaluate digital products and digital solutions. Students investigate client-driven issues and challenges, devise solutions, produce models or prototypes and then evaluate and refine the developed digital product and solution.

The aims of the Applied Information Technology subject are to have students:

* devise solutions, produce models or prototypes and then evaluate and refine the design solution in collaboration with the client;

* develop digital solutions for real situations;

* solve information problems (practical application of skills);

* gain an understanding of computer systems and networks; and

* evaluate the legal, ethical and social issues associated with each solution.

The aims of the Computer Science subject are to have students:

* develop problem-solving abilities and technical skills as they learn how to diagnose and solve problems in the course of understanding the building blocks of computing;

* investigate the impact of technological developments on the personal, social and professional lives of individuals, businesses and communities; and

* recognize the consequences of decisions made by developers and users in respect to the development and use of technology [14].

## Senior Secondary Curriculum South Australia

The South Australian senior secondary curriculum offers two streams of computing: *Information Processing and Publishing* and *Digital Technologies*. Information Processing and Publishing focuses on the use of technology to design and implement information-processing solutions. The subject emphasizes the acquisition and development of practical skills in identifying, choosing, and using the appropriate computer
hardware and software for communicating in a range of contexts. It focuses on the application of practical skills to provide creative solutions to text-based communication tasks. Students create both hard copy and electronic text-based publications, and critically evaluate the development process. They choose and use appropriate hardware and software to process, manage, and communicate information. They develop problem-solving, critical-thinking, and decision-making skills which they then can apply to meet the needs of the audience. Throughout their learning, students are provided with opportunities to develop an appreciation of the current social, legal, and ethical issues that relate to the processing, management, and communication of text-based information, and to assess their impact on individuals, organizations, and society.

The Digital Technologies subject focuses on the application of digital technologies, which can lead to discoveries, new learning, and innovative approaches to understanding and solving problems. Students make connections with innovation in other fields and across other learning areas. In Digital Technologies students create practical, innovative solutions to problems of interest. By extracting, interpreting, and modelling real-world data sets, students identify trends and examine sustainable solutions to problems in, for example, business, industry, the environment, and the community. They investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations, including relevance, originality, appropriateness, and sustainability. Students use computational thinking skills and strategies to identify, deconstruct, and solve problems that are of interest to them. They analyze and evaluate data, test hypotheses, make decisions based on evidence, and create solutions. Through the study of Digital Technologies, students are encouraged to take ownership of problems and design, code, validate, and evaluate their solutions. In doing so, they develop and extend their understanding of designing and programming, including the basic constructs involved in coding, array processing, and modularization.

The Information Processing and Publishing course aims to have students:

* create both hard copy and electronic text-based publications, and critically evaluate the development process;

* develop solutions to text-based problems in information processing and publishing;

* use the design process to apply problem-solving, critical-thinking, and decision-making skills;

* communicate their thinking and design proposals;

* analyze the impacts and consequences of the use of publishing technologies; and

* develop an appreciation of the current social, legal, and ethical issues and the impact on individuals, organizations, and society.

- The aim of the Digital Technologies course is to have students:

* identify, deconstruct, and solve problems, with an emphasis on creating practical and innovative solutions;

* analyze data sets to identify patterns and/or trends, draw conclusions, and make predictions;

* investigate how potential solutions are influenced by current and projected social, economic, environmental, scientific, and ethical considerations;
* experiment and learn from what does not work as planned, as well as from what does work; and

* apply their programming skills to develop, test and evaluate a digital solution (product, prototype, and/or proof of concept) that is appropriate to the context of the problem and meets the needs of the intended user [15].

It needs to be noted that the Northern Territory curriculum in Years 11 and 12 is similar to the South Australian Curriculum given they have a service agreement. Senior secondary schools in the Northern Territory must follow the policies, guidelines and procedures and assessment as set out by the South Australian Certificate of Education (SACE).

## Senior Secondary Curriculum Tasmania

The Tasmanian jurisdiction assigns senior secondary courses with a complexity level ranging from Level 1 (lowest difficulty) to Level 4 (highest difficulty). The two Level 3 courses (equivalent to Year 12) which form the basis for analysis of the Tasmanian system are: *Computer Science* and *Information Systems and Digital Technologies*.

Computer Science is considered a starting point for students wanting to move onto further studies in ICT or engineering, as well as a preparation for a broad range of careers. A key component of this course is algorithmic thinking, where students develop formal stepwise algorithms for solving problems. Information Systems and Digital Technologies provides students with an opportunity to develop an understanding of how organizations manage, use and organize complex data to solve a range of information problems. This course will help prepare students for further education and study in a wide range of disciplines, such as IT, business, health, commerce, and engineering. Both courses offer a mix of theory and practical skills development.

Basic Computing (Level 1) is designed for students who have little or no background in computing. The Essential Skills - Using Computers and the Internet (Level 2) course provides students with 'everyday' computer and internet skills (e.g. use of common software tools/applications, file management, website navigation/search strategies). These courses lead on to the Level 2 Computer Applications subject, which provides students with an opportunity to undertake a focused learning in one specific applied area. Some examples include: Information Processing; Information Management; Publishing; Multimedia; Programming and Control. The pathways provided from Computer Applications include: Computer Science (Level 3); Information Systems & Digital Technologies (Level 3); and Computer Graphics & Design (Level 3).

The focus of the Computer Science curriculum is to have students:

* develop the ability to identify, analyze and design algorithms;

* gain an understanding of programming concepts;

* acquire skills in the design, documentation, analysis, testing and evaluation of computer programs

* develop an understanding of Boolean logic, binary data, representation of data types and their relationship to underlying digital hardware;

* gain familiarity with high-level and low-level programming languages; and

* develop an awareness of the social, ethical and professional aspects of computer science.
The focus of the Information Systems and Digital Technologies curriculum is to have students:

* identify, analyze and solve real world information problems;

* describe, explain and analyze the components of an information system, and the inter-relationships between these components;

* describe, explain and analyze social issues associated with information systems;

* design, develop, use and evaluate an information system;

* plan, organize, and complete activities, using a project management approach; and

* communicate ideas and information in a variety of forms [16].

## Senior Secondary Curriculum Australian Capital Territory

The ACT curriculum has adopted a novel approach in offering the following three courses across Years 11 and 12: *Data Science; Digital Technologies*; and *Networking and Security*. Data Science is designed to develop in students the knowledge, understanding and skills to identify, analyze and solve problems, through the use of data as evidence to form compelling and persuasive arguments for change and innovation [17]. Digital Technologies focuses on students developing and extending their understanding of designing and programming to solving problems which they have identified and analyzed [18]. In creating their solution, students can either engage in a single technology deeply or consider many different technologies in pursuit of their solution. Networking and Security focuses on network technologies and architecture, and the devices, media and services and operations in different types of networks [19]. Identifying, analysing and solving problems is central to this course.

There are three distinctive features of the ACT curriculum. These are: (1) Courses and units are not specifically labelled as being a Year 11 or Year 12 course/unit, which allows both Year 11 and Year 12 students to enroll in the same subjects and units at the same time, but be assessed against different achievement standards; (2) there are no external subject-based examinations with flexibility for teachers to design assessments that are rigorous and take into account student interest, background knowledge and experience; and (3) use of university terminology when referring to students as completing a course either as a minor, major, or a combination of these.

The subjects offered aim to have students:

* analyze problems or challenges to determine needs for solutions or products;

* apply the process of design (investigate, design, plan, manage, create, evaluate solutions);

* use critical and creative thinking to design innovative solutions;

* produce or create solutions or products to address a need, problem or challenge;

* evaluate and use technologies in a range of contexts;

* demonstrate problem solving skills;

* communicate to different audiences using a range of methods; and

* engage confidently with and responsibly select and manipulate appropriate technologies – materials, data, systems, tools and equipment.

Each of the above objectives is achieved through the context of the specific course (Data Science; Digital Technologies; and Networking and Security) that students are enrolled.
# 4 Discussion

The commonalities and significant differences that were observed are formulated and described below.

## 4.1 Commonalities

The following commonalities were observed between all the offerings:

### Problem-Solving Methodology

Use of an over-arching problem-solving methodology or an equivalent approach (e.g. Software Development Life Cycle) featured in almost all jurisdictions. It is seen as an important method to help students systematically identify problems, needs or opportunities, and then develop their solutions.

### Networks

All jurisdictions cover the basics of networks as a minimum.

### Programming/Algorithms

Most jurisdictions allow teachers/schools to select the programming language that students will use. Pseudocode and/or flowcharts were common ways of teaching students algorithms. Tasmania makes specific reference to Java.

### Web Development/Authoring Tools

Specific tools for students to learn and use are not explicitly mentioned.

### Spreadsheets

Widely used in the commercial world for storing and presenting data; thus provides a useful set of skills for students. No distinction is made between using Excel or other applications (e.g. Google Sheets). Some jurisdictions specifically mention the macros that students are expected to know and use.

### Data Management/Databases/Big Data

The importance of students learning to analyze data is covered in nearly all jurisdictions, but some place a greater emphasis on providing students with an opportunity to work with 'big' data. There is a compelling argument for students to learn through use of authentic problems, such as the analysis of complex data provided by the likes of the Australian Bureau of Statistics or Bureau of Meteorology.

### Testing and Evaluation

Seen as key stages within the systematic problem-solving methodology (or its equivalent in other jurisdictions). It appears almost universally.

### Documentation

Internal documentation (within programs) is covered almost universally; with a few making specific references to students needing the ability to create other document forms (e.g. Quick Start guide).
## 4.2 Differences

The following differences were observed between all the offerings:

### Computer Architecture

This covers the internals of computers (e.g. CPUs, RAM, graphics cards) as well as peripheral devices that are connected to computers; and which form a part of a home or business network.

### HTML

Very few jurisdictions explicitly mention HTML coding. One can only surmise that the presence of numerous web authoring tools has reduced the need for students to learn HTML, though counter-arguments to this point do exist.

### Logic Gates/Circuits/Truth Tables

Tasmania is one jurisdiction that delves more deeply into logic gates, with students also learning about Truth Tables, and basic flip-flop circuits.

### Context/Data Flow Diagrams

Context and data flow diagrams are common tools used by businesses to provide a graphical visualization of the flow of data in an organization.

### Disaster Recovery

While all jurisdictions cover security and threats to data in varying degrees, only Victoria and Western Australia Make specific reference to disaster recovery.

### Legal, Social and Ethical Issues

ICT has given rise to a host of legal and ethical issues that students need to be aware of (e.g. sensitivity/privacy of data, software piracy) in our technology-rich world where data and information is easily accessible.

Some areas identified as differences tend to align with the teaching of Computer Science. However, most Australian states have moved away from teaching Computer Science with the exception of Western Australia and Tasmania.

## 5 Conclusion

The rapid changes in the information technology landscape, as has been cited on several occasions, has been a catalyst for school boards to review their courses. All jurisdictions refer to either skills shortages, or the need to ensure that their respective countries are competitive in the global environment. There is great deal of similarity between these jurisdictions, as the governing bodies seek to make learning relevant and authentic. The knowledge and skills that students acquire provide pathways for students to progress to further studies or if they choose, proceed directly into the workforce; as well as making them ‘informed’ citizens. Hence, programming, web development, data analysis and management (including database technology), ethics and law are commonly observed topics across each jurisdiction.
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