[Year 12 SofDev] Software development key knowledge

[Mark KELLY]

Hi Paula.  Thanks for the clarification of the KK.  It's good to know what
we should be teaching.

I hope I never insinuated that the Study Design panel deliberately set out
to obfuscate matters; it's just that sometimes the *intent* of the design
can be hard to determine.

As always, many thanks for your ongoing support for us.

Regards
Mark

On 11 March 2011 17:50, Christophersen, Paula P <
christophersen.paula.p at edumail.vic.gov.au> wrote:
> Dear colleagues
>
>
>
> I write for two reasons – to discuss the key knowledge point in U3O1
> ‘purposes and functions of the physical layer (Layer 1) of the OSI and the
> relationship of the physical layer to the TCP/IP model’ and to apologise
to
> Andrew Shortell and this community.
>
>
>
> Key knowledge – why layer 1 and its relationship to the TCP/IP model
>
> I certainly appreciate that everyone wants to do the best for their
> students, hence the need for further discussion about this KK. I hope that
> the following information helps.
>
> ·          The physical layer KK needs to be read in the context of the KK
> ‘a brief overview of the concept of the OSI model for network protocols’.
It
> is important that students have an overview of the entire OSI model and
how
> this connects to the TCP/IP model.
>
> ·          The physical layer was selected for a number of reasons
including
> the need to restrict the scope of the OSI due to its complexity for
teaching
>
> ·          As the layers all interact and build upon the functionality of
> those below them it is appropriate to begin at the foundation level.
>
>
>
> Below is an example of how a teacher has approached these two KKs – this
> should provide an indication of the depth of treatment.
>
> ·          Provide a brief overview of all layers, starting at layer 1
>
> ·          Discuss the link between layer 1 and the TCP/IP by ‘showing’
how
> the TCP/IP model is very similar to the OSI model at the physical layer,
and
> then discussing the movement from layer 1 to the upper layers
>
> ·          Discuss network topologies, NICs and hubs and how these devices
> aid the transportation of data.
>
>
>
> I hope that this information contributes to a better understanding of the
> two key knowledge points. It is never the intention of the VCAA to write
> cryptic study designs – every effort is made to write robust curriculum
> documents. Sometimes, however, it’s not until the study design is bedded
> down that points of clarification arise. If this is the case, then the
VCAA
> will take appropriate courses of action to clarify these concerns.
>
>
>
> Apology
>
> On a personal note, I wish to apologise to Andrew and other members of the
> community who I have offended with my comments. As so eloquently stated by
> Kevork problems can arise because of the disjunct between intention and
> interpretation. My intention was never to criticise the community for its
> informed and vigorous discussions about the study design – these
discussions
> are always encouraged. I sincerely hope that my comments do not stifle
> further conversations.
>
>
>
> Please feel free to contact me if you have any further comments or
queries.
>
>
>
> Regards
>
> Paula
>
>
>
>
>
> Paula Christophersen
>
> ICT Curriculum Manager
>
> VCAA
>
> 41 St Andrews Place
>
> EAST MELBOURNE 3002
>
> (03) 9651 4378
>
>
>
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-- 
Mark Kelly
Manager of ICT, Reporting, IT Learning Area
McKinnon Secondary College
McKinnon Rd McKinnon 3204, Victoria, Australia
Direct line / Voicemail: +613 8520 9085, Fax +613 9578 9253
kel at mckinnonsc.vic.edu.au

VCE IT Lecture Notes: http://vceit.com
Moderator: IT Applications Edulist

All generalisations are false, except this one.
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