[Year 12 Its] RE: IPM 2006 Study Design

[Keith Richardson]

I would be very sad if I thought the SAC's were a 'Farce'. To me, in
IP&M, they are an absolutely essential part of learning, and they 'also'
serve as good assessment as well. I regard the sacs as first and
foremost an excellent oppportunity for motivated learning via needed
skills and knowledge. They give a structure and purpose to much of the
classwork we do right until the end of U3O3, and then the exam takes
over this role.
Please do not undervalue the sac's, is what I am trying to say.
Regards, Keith



On Tue, 12 Apr 2005 13:21:36 +1000, "Zach Alexakos"
<alexakos.zach.z at edumail.vic.gov.au> said:
> A mid year exam was already discussed in previous emails on the IPM list
> and
> was not favoured by the majority of respondents.  Try fitting in SACs and
> a
> VCAA endorsed mid year exam on top of the course additions (ie: networks)
> to
> IPM and I don't think you'll be very popular with both teachers nor
> students.
> 
> I'm surprised that with all the talk of industry job "shortfalls" that
> there
> hasn't been a discussion of job placements or experience in the IT
> Industry
> at secondary or even tertiary level.  I realise time would be an issue
> here
> also.  When I applied to complete my IT degree in the United States at
> one
> of their universities I was also guaranteed work placement at the
> completion
> of my degree or an internship.  Unlike here in Australia where you are
> directed to the dole queue.
> 
> Zach Alexakos,
> Nth GeelongSC
> 
> Ps:  If the SACs are a farce then that is an indictment on schools in
> this
> state and not of the course itself.
> 
> 
> ----- Original Message ----- 
> From: <gordonp at horsham-college.vic.edu.au>
> To: <is at edulists.com.au>
> Sent: Tuesday, April 12, 2005 11:57 AM
> Subject: RE: [Year 12 Its] RE: IPM 2006 Study Design
> 
> 
> some more great thoughts  Stephen - thanks. I'd just like to add:* common
> Year 11 course is way more preferable due to class numbers and
> flexibility
> for students in Year 12 choices. Staffing is much more flexible too with
> a
> common course. Is it seriously being proposed that students have to do a
> 4
> unit sequence in IT??If the Year 11 course focuses more on hands on eg
> programming, animation, imaging, web etc in the context of solving IT
> problems for an organisation, enrolments will increase and the course
> will
> be much more enjoyable to teach! * i've just spent lots of days in the
> bush
> so these thoughts may be regretted later in the week ...but the SAC's are
> a
> bit of a farce really.The state average is 'A' and any great/poor results
> can be overidden by the exam result... The exam seems to be the best
> indicator of a final result.Why not have a mid-year AND a end of year
> exam?
> Pressure is reduced for students, and validity of assessment increases?
> It
> would follow that the number
>  and/or value of SACS be reduced.* in terms of content I think Stephen
> speaks for many IS teachers: more programming less artificial
> theorycheers
> gordon"Stephen Digby DEET" <digby.stephen.p at edumail.vic.gov.au> on Fri, 8
> Apr 2005 09:26:49 +1000 wrote:> * > > duel 4 unit structure would be a
> problem in the context of dropping enrolments (i.e. many schools will
> only
> be able to run> one and thus "kill" the year 12 follow-on.  Some subjects
> only get to run every 2 years because of this inability to keep a
> constant>
> class size group.> Joint Year 11 highly preferable.> Achieve different
> emphases through allowing programming to be one of the "application
> environments" for the whole of year 11 either> for a whole class course
> or
> for those interested (a few  in a number of classes may then make up a
> class
> in year 12).> * > > Don't like extended school assessed coursework. 
> Sounds
> like a CAT.  Credibility of study lies in all content being in exam.>
> Otherwise exam gets
>   too general or easy or obscure or disconnected from actual activity in
>   the
> course.  Exam is THE key student> performance separator so it MUST cover
> the
> key activity of the course or teacher will drift the core activity of the
> course TOWARD> what is on the exam (this has happened over the years with
> current course).> Thus need specific options which can be specifically
> examined at end of year by specific sections of the exam (sorry about the
> hard> work that this entails for VCAA !!)> * > > Don't like breadth of
> IPM
> coverage.  Needs to be reduced to deep and skilful use of limited number
> of
> applications and the> organisational ideas that their use illuminates
> DIRECTLY (i.e. don't study complete organisational theory just because a
> spreadsheet> is CAPABLE of being used in all organisational levels and
> contexts)> > Ah...... Holidays......>  > >
> ==================================> Stephen Digby, Learning Technology
> Manager> digby.stephen.p at edumail.vic.gov.au> Cheltenham Seconda
>  ry College> www.cheltsec.vic.edu.au <http://www.cheltsec.vic.edu.au/> >
>  Ph:
> 613 955 55 955  Fx: 9555 8617> ==================================>  > >
> _____  > > From: is-bounces at edulists.com.au
> [mailto:is-bounces at edulists.com.au] On Behalf Of Christophersen, Paula P>
> Sent: Thursday, 7 April 2005 8:53 AM> To: Year 12 Information Technology
> Systems Teachers' Mailing List> Subject: RE: [Year 12 Its] RE: IPM 2006
> Study Design> > > > I'm back again!! Stephen, I gather from your comments
> that you are still in favour of the 6 unit approach, but with changes in
> each> unit. The review committee has identified a range of strengths and
> weaknesses of each of the options listed in my earlier email and> there
> has
> been a leaning away from the 6 unit approach to either two, 4-unit
> studies
> (one an applications focus; the other a> systems/programming focus) or
> two,
> unit 1 units with a specific focus and two, unit 2 units with as specific
> focus, and then a> revamped IPM and IS. We are also con
>  sidering having an 'extended school assessed coursework' outcome for the
> 'big practical-based'> outcome in each unit. It is hoped that this will
> address some of your concerns regarding the relationship between theory
> and>
> practice, and rigour.> >  > > Any thoughts?> >  > > Regards> >  > > Paula
> Christophersen> > (03) 9651 4378> >  > > -----Original Message----->
> From:
> is-bounces at edulists.com.au [mailto:is-bounces at edulists.com.au] On Behalf
> Of
> Stephen Digby DEET> Sent: Wednesday, 6 April 2005 3:30 PM> To: 'IS List'>
> Subject: [Year 12 Its] RE: IPM 2006 Study Design> >  > > Thanks Paula for
> the invitation to contribute.  It is great when these offers come so
> frequently and openly (if only DE&T worked> that way !!!)> >  > > I think
> that the key problems arise from > > * students> >    -  overwhelmingly
> want
> practical skills and knowledge that they can use in their current or
> future
> work (whether it is> specifically vocational or just useful in the
> repertoire).> >    -  (reluctan
>  tly) accept that they have to learn "theory" because> >        - - it
>  puts
> the practical skills & knowledge in context and> >        - - thus makes
> it
> more understandable and transferable> >  > > * VCAA> >     - needs theory
> so
> that it can continue to argue for intellectual equity and rigor among
> studies> >     - has reduced space for practical skills and knowledge to
> make room for theory> >     - has removed specific practical skills and
> knowledge because it has given these to VET and TAFE and does not want
> duplication> >  > > * teachers> >   - want to deliver all theory within a
> practical context so they want space to develop skill that allow complex
> theory to be> experienced.  This takes time and so the amount of theory
> covered is in inverse proportion to the amount of practical work (some>
> ivory tower dwellers will always argue that any good teacher can deliver
> everything simultaneously !)> >   - want to be able to offer specific
> courses that meet student needs or be abl
>  e to change a generic course to meet those needs.> >   - want to deliver
> the nest study score they can> >  > > * unis> >  - don't want students to
> think they have already "done" something which needs to be studied in
> depth
> at university> >  - IT is such a chaotic and changeable creature that the
> more specific the skills, the less predictable is their utility.> >  -
> Thus,
> unis want students with the highest "general purpose" skills development
> -
> (1) reading (2) comprehension (3) composition> (4) clear & logical
> thinking
> (5) persistence and self-discipline.  They are far less interested in
> specific prepatory skills unless> they are "tailored".> >  > >  > > Thus,
> I
> support:> > Year 11:> > General course structure focused on applications
> of
> "application software" e.g. 2 a semester and 3 over the year (including
> options> for application environments that support programming).
> Application types specified with associated skill/ knowledge lists to>
> ensure standards are comparable.
>   Assessment task library collected from practicing teachers, vetted for
> standards and made> available on line as recommended standards guide and
> curriculum support.  Students who wish to focus on system design would
> likely> choose a programming support application for the whole year.> > 
> > >
> Year 12 Systems: changed to de-emphasis general theory unrelated to the
> capacity of the course to offer related skills and> experience.  Focus on
> software development (programming) with specific assessment questions
> related to each allowed language, as> well as generic questions re.
> programming.  Secondary focus on hardware with options available e.g.
> WiFi
> systems, network systems,> personal computer systems.  Each with specific
> assessable content description (differences and overlap).  Idea being to
> encourage> depth c whatever the school can provide practically to play
> with.
> Main improvement - more programming time and focus; less general> theory
> of
> which students are unlikely to have
>  any possibility of direct experience; more specific hardware focus so
>  that
> schools are> encouraged to provide hands on; more of the course
> specifically
> assessable at end of year exam via optional sections.> >  > > Year 12
> IPM:
> Changed to de-emphasis general theory unrelated to the capacity of the
> course to offer related skills and experience.> Focus on software
> applications at high standard. Approved software types and "brands" c
> associated specific examinable skills &> knowledge (not possible if only
> vague software "types" are specified).  2 applications all year. 
> Students
> encouraged to complete> portfolio tasks of increasing complexity as in a
> job
> e.g. MS Access - flat file DB, related DB c standard reports, customised
> data> structure and outputs, customised features requiring macros, linked
> tables; improve existing design (disassemble, reassemble);> complete DB
> based on output document samples etc.  Main improvement - more
> application
> use time and focus; less general t
>  heory of> which students are unlikely to have any possibility of direct
> experience; more specific software focus so that schools are> encouraged
> to
> provide hands on; more of the course specifically assessable at end of
> year
> exam via optional sections.> >  > > Just some holiday thoughts......> > 
> > >
> ==================================> Stephen Digby, Learning Technology
> Manager> digby.stephen.p at edumail.vic.gov.au> Cheltenham Secondary
> College>
> www.cheltsec.vic.edu.au <http://www.cheltsec.vic.edu.au/> > Ph: 613 955
> 55
> 955  Fx: 9555 8617> ==================================> >  > >  > >  
> _____
> > > From: Maiser at novell2.fhc.vic.edu.au
> [mailto:Maiser at novell2.fhc.vic.edu.au] On Behalf Of Christophersen, Paula
> P>
> Sent: Thursday, 24 March 2005 11:44 AM> To: IS List> Subject: RE: IPM
> 2006
> Study Design> > The VCE IT study design is accredited until the end of
> 2006,
> so it's business as usual until the commencement of 2007. A> reaccredited
> study design will be available in schools in ea
>  rly 2006. This is in line with the VCAA's policy of providing schools>
>  with
> a year's notice of its reaccredited study designs.> >  > > I'm not
> certain
> if I should be asking this question, but here goes!! If anyone has some
> opinions on the suitability of the current> 6-unit structure of VCE IT,
> please share them.  Many of you expressed your opinions in the online
> survey
> last year, and these have> been taken into account. The committee
> reviewing
> the study is considering the viability of some other study structures.
> Some>
> possibilities include:> > *    two studies of 4 units each> > *    one
> study
> only of 4 units> > *    a couple of 'stand-alone' units at units 1 and 2
> that have a clear focus/context rather than just Info Tech 1 and Info
> Tech
> 2;> and then the IPM and IS-type structure at units 3 and 4> > *    the
> current offering (6 unit structure)> > *    the current offering, but
> with
> an option within units 3 and 4> > *    ...?   > >  > > I'm happy for
> people
> to send their co
>  mments directly to me, if that is their choice. Alternatively, an open
> discussion may result in> other options being proposed. Looking forward
> to
> reading your comments!> >  > > Regards> >  > > Paula Christophersen> >
> ICT
> Curriculum Manager> > VCAA> > 41 St Andrews Place> > EAST MELBOURNE 3002>
> >
> (03) 9651 4378> >  > > -----Original Message-----> From:
> Maiser at novell2.fhc.vic.edu.au [mailto:Maiser at novell2.fhc.vic.edu.au] On
> Behalf Of Philip Brown> Sent: Thursday, 24 March 2005 9:33 AM> To: IPM
> List>
> Subject: IPM 2006 Study Design> >  > > Has anybody any idea where next
> years
> study design for IPM is at? Is there a web site or discussion forum which
> is
> discussing the> developments or proposed changes? > >  > > P. Brown>
> Oxley
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> http://www.edulists.com.au/mailman/listinfo/is---Gordon
> Poultney
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Keith Richardson
Leibler Yavneh College
Elsternwick Ph (03)9528 4911
keithcr at fastmail.fm