General feedback
Students should:
- read the question carefully to ensure that they do not miss important components of the question
- have a clear understanding of key words in the question and recognise the intent of the question and its requirements
- use the first page of the answer booklet for an extended response to develop a plan to assist in the logical sequencing of information
- engage with what the question is asking rather than presenting a pre-prepared response
- relate to the question throughout the response rather than just at the beginning
- ensure each extended response answer is completed in a separate writing booklet
- demonstrate knowledge and understanding of HSC content from the syllabus
- communicate ideas and information using relevant workplace examples and industry terms
- be prepared to address a range of industry issues
- demonstrate knowledge of employability skills relevant to various situations
- include relevant annotations when including a diagram.
Section II – Mandatory focus area
Question 16
In better responses, students were able to:
- define a source code editor using an example such as Java with the integrated development environment (IDE), NetBeans, to show an understanding of a source code editor (a)
- outline TWO internal documentation types present in the code such as comments (b)
- provide examples of intrinsic documentation such as meaningful variable names (b).
Areas for students to improve include:
- expanding the response to include features of a source code editor. For example, using colour coding to help identify reserved words in a programming language (a)
- understanding the difference between internal documentation and external documentation (b).
Question 17
In better responses, students were able to:
- outline TWO creative thinking techniques with appropriate examples such as brainstorming and prototyping (a)
- show an understanding of common blockers and relate to the scenario. For example, where individuals in a team maybe resistant to change (b).
Areas for students to improve include:
- knowing the purpose of creative thinking techniques and which ones are better suited to generating ideas (a)
- describing common blockers, not just identifying them (b).
Question 18
In better responses, students were able to:
- outline THREE key aspects of protecting personal information in a privacy policy. For example, only collecting personal information that is needed, providing full disclosure on how the information will be used and using encryption to deter data theft (a)
- provide examples of personal information demonstrating an understanding such as a client’s name, phone number and date of birth (a)
- outline the main steps of a privacy impact assessment (PIA) in accordance with the Office of the Australian Information Commissioner (OAIC) (b).
Areas for students to improve include:
- outlining responses and key ideas, rather than listing them
- understanding syllabus content, for example, an awareness of the steps in undertaking a PIA (b).
Question 19
In better responses, students were able to:
- explain the difference between a hazard and a risk. A hazard is anything that could cause harm or injury. A risk is the potential for causing harm or injury and the seriousness of that harm or injury. For example, a hazard is exposure to electricity and a risk is an electric shock from an overloaded power board resulting in breathing problems, burns or cardiac arrest (a)
- identify potential accidents and injuries from the diagram and how they could be prevented. For example, bending the knees when lifting heavy boxes to avoid a back injury, erecting relevant Work Health and Safety (WHS) signage in the workplace to remind employees of correct procedures to prevent or reduce injury (b).
Areas for students to improve include:
- clarifying which example is a hazard and a risk (a)
- justifying relevant strategies to reduce accidents from occurring in the workplace (b).
Question 20
In better responses, students were able to:
- state the purpose of both the compiler and the interpreter and list one advantage of the compiler over the interpreter (a)
- relate ONE benefit of the compiler back to the scenario given, for example, good for distribution purposes (a)
- explain the benefits of cross-cultural communication when developing this project. For example, making people more aware and sensitive towards other cultural backgrounds and beliefs, facilitating group cohesion, understanding and productivity between the two teams (b).
Areas for students to improve include:
- demonstrating one advantage of the compiler over the interpreter, rather than just an advantage of a compiler (a)
- providing examples of how you can enhance cross-cultural communications, for example, tools to help translate language, working in a mutually convenient time-zone (b).
Question 21
In better responses, students were able to:
- discuss file-handling processes such as opening and closing files, initial read before the loop and subsequent read during the loop
- use correct pseudocode keywords or correct flowcharting symbols for each control structure
- write a correct solution, addressing the program requirements.
Areas for students to improve include:
- breaking the question requirements into smaller tasks
- using indentations to show control structure groupings
- using plain English rather than syntax from a programming language.
Section III – Mandatory focus area
Question 22
In better responses, students were able to:
- outline different types of information that should be in a vendor’s service agreement specifically for an online storage facility (a)
- use examples such as tutorials and videos to train employees in the new system (b)
- describe the workplace procedures that would safeguard data and provide reasons for implementing these procedures. For example, a two-factor authentication when logging on, making it more difficult for unauthorised access (c).
Areas for students to improve include:
- answering the question from the perspective of the vendor supplying the online storage facility (a)
- providing examples in which employees can be supported in using online storage, for example, training of online data storage (b)
- when identifying a workplace procedure, following it up by explaining why it is needed using an example (c).
Section IV – Mandatory focus area
Question 23
In better responses, students were able to:
- discuss the proposal to replace the client support team integrating multiple issues with a cause and effect for each issue
- discuss company financial gain, for example, redirecting money elsewhere, or freeing up staff to work on other projects
- discuss relevant ethical issues, for example, technology replacing humans
- discuss the limitations of a chatbot, for example, limited to its knowledge base.
Areas for students to improve include:
- giving examples to demonstrate an understanding of the issue
- relating all issues identified back to the scenario provided.
