VCE Technology Studies

Applied Computing & Data Analytics

Units 1 - 4   2025 - 2028

Scope of study

Individuals, organisations and governments are adopting new and emerging technologies faster than ever before. As a result, the demand for skilled professionals that can support the adoption of these technologies is also increasing. 

VCE Applied Computing focuses on four interrelated disciplines where skills are in high demand and will continue to be for the foreseeable future. These disciplines are data analytics, programming, emerging and innovative technologies, and cyber security.

Pivotal to this are the strategies and techniques for creating digital solutions to meet identified problems, needs and opportunities. VCE Applied Computing focuses on students learning to apply a range of thinking skills within local, national and global contexts. 

The study incorporates computational, design and systems thinking, as part of students creating digital solutions. Legal and ethical responsibilities are also considered at an individual and organisational level to ensure solutions protect intellectual property and the privacy of data and information.

Through a structured approach to problem-solving, incorporating the disciplines and critical and creative thinking strategies, students develop a robust awareness of the technical, social and economic impacts of the digital solutions being developed and used around the world, now and in the future.

Rationale

As technology continues to evolve rapidly, there are increasing opportunities for enterprising and entrepreneurial individuals to develop new technologies, as well as identify innovative uses for existing technologies. Students develop a range of data analytics, programming and cyber security skills that are in high demand in today’s digital age.

VCE Applied Computing equips students with the knowledge and skills required to navigate and adapt within a dynamic technological landscape, use emerging technologies, envisage new uses for digital tools and consider the benefits to society at a local, national and global level. 

VCE Applied Computing facilitates student-centred learning that enables students to build capabilities in their critical and creative thinking, communicate and collaborate with their peers, and develop personal, social and digital literacy skills. Students are provided with practical opportunities and choices to create digital solutions for real-world problems in a range of settings. 

VCE Applied Computing plays a crucial role in transforming and improving student outcomes. It provides students with diverse pathways that enable them to develop into knowledgeable and skilled individuals who have the capability to work collaboratively in this rapidly expanding technological landscape. 

VCE Applied Computing leads directly to further studies in areas such as artificial intelligence, computer science, cyber security, data analytics and data science, data management, digital literacy, games development, networks, programming, robotics, software engineering, systems analysis and telecommunications. 

The skills acquired in VCE Applied Computing could be utilised across a range of industries including healthcare, finance, entertainment, education, construction and business/commerce.

Structure

The study is made up of four units:

Unit 1: Applied Computing

Unit 2: Applied Computing 

Unit 3: Data Analytics 

Unit 4: Data Analytics

Unit 3: Software Development

Unit 4: Software Development

Note: students may elect to undertake one or both of these Units 3 and 4 sequences.

Each unit deals with specific content contained in areas of study and is designed to enable students to achieve a set of outcomes for that unit. Each outcome is described in terms of key knowledge and key skills.

There are no prerequisites for entry to Units 1, 2 and 3. 

Students must undertake Unit 3 and Unit 4 as a sequence.

Units 1–4 are designed to the equivalent standard of the final two years of secondary education. 

All VCE studies are benchmarked against comparable national and international curriculums.

APPLIED COMPUTING UNITS 1 & 2

Unit 1: Applied Computing

In this unit students are introduced to the stages of the problem-solving methodology. 

Students focus on how data can be used within software tools such as databases and spreadsheets to create data visualisations, and the use of an object-oriented programming (OOP) language to develop a working software solution.

In Area of Study 1, as an introduction to data analytics, students respond to teacher-provided solution requirements, designs and data to develop data visualisations. They develop a solution that includes a database, spreadsheet(s) and data visualisations. In 

Area of Study 2, students respond to solution requirements to design and develop a working software solution using an OOP language. They develop techniques for debugging and testing their software solution to ensure that it works as intended.

Software Tools

The following table indicates the software tools that students are required to both study and use in this unit.

Unit 2: Applied Computing

In this unit students focus on developing an innovative solution to a problem, need or opportunity that they have identified, and develop an understanding of network environments, cyber security risks, threats to networks and strategies to reduce the risks to data and information.

In Area of Study 1, students work collaboratively and select a topic of interest involving an emerging trend for further study to create an innovative solution. The innovative solution can be presented as a proof of concept, a prototype or a product. Students engage in all areas of the problem-solving methodology while developing this solution. 

In Area of Study 2, as an introduction to cyber security, students investigate networks and the threats, vulnerabilities and risks to data and information. They propose and justify strategies to protect the security of data and information within a network.

Software Tools

The following table indicates the software tools that students are required to both study and use in this unit.

DATA ANALYTICS UNITS 3 & 4

Unit 3: Data Analytics

In this unit students apply the problem-solving methodology to analyse data using software tools such as database, spreadsheet and data visualisation software to create data visualisations. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology.

In Area of Study 1, students respond to teacher-provided solution requirements and designs to develop data visualisations. They apply specific functions of database and spreadsheet software tools to manipulate, cleanse and analyse data. Students then use a data visualisation software tool to develop data visualisations that present their findings. 

In Area of Study 2, students propose a research question, prepare a project plan, collect, analyse and prepare data, and design infographics and/or dynamic data visualisations. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed in Unit 4, Area of Study 1.

Software Tools

The following table indicates the software tools that students are required to both study and use in this unit.

The following table indicates the software tools that students are required to use, but are not required to study, in this unit.

Unit 4: Data Analytics

In this unit students focus on determining the findings of a research question by developing infographics and/or dynamic data visualisations based on large complex data sets, consider data breaches and investigate the security strategies used by an organisation to protect data and information from cyber security threats.

In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop their preferred designs prepared in Unit 3, Area of Study 2 into infographics and/or dynamic data visualisations. They evaluate the infographics and/or dynamic data visualisations and assess the project plan. Area of Study 1 forms the second part of the School-assessed Task (SAT). 

In Area of Study 2, students analyse a case study that investigates the impact of a data breach on an organisation. They examine the cyber security threats to data and information, evaluate security strategies and recommend improved strategies for protecting data and information.

Software Tools

The following table indicates the software tools that students are required to both study and use in this unit.

The following table indicates the software tool that students are required to use, but are not required to study, in this unit.

Satisfactory Completion

The award of satisfactory completion for a unit is based on the teacher’s decision that the student has demonstrated achievement of the set of outcomes specified for the unit.

Assessment of Levels of Achievement Units 1 & 2

Procedures for the assessment of levels of achievement in Units 1 and 2 are a matter for school decision.

Units 3 and 4

The Victorian Curriculum and Assessment Authority will supervise the assessment of all students undertaking Units 3 and 4 in School-assessed Coursework and an end of year exam.

External Assessment

Unit 3 & 4 School-assessed Coursework: 20%

School-assessed Task: 30%

Examination will contribute 50%

SOFTWARE DEVELOPMENT UNITS 3 & 4

Units 3: Software Development

In this unit students apply the problem-solving methodology to develop working software modules using an object-oriented programming (OOP) language. Students develop an understanding of the analysis, design and development stages of the problem-solving methodology. 

In Area of Study 1, students respond to teacher-provided solution requirements and designs to develop a set of working software modules through the use of an OOP language. Students examine a set of requirements and a range of software design tools in order to apply specific features of an OOP language to create working software modules. 

In Area of Study 2, students analyse an identified problem, need or opportunity, prepare a project plan, develop a software requirements specification and design a software solution. Area of Study 2 forms the first part of the School-assessed Task (SAT) that is completed Unit 4 Area of Study 1.

Software Tools

The following table indicates the software tools that students are required to both study and use in this unit.

The following table indicates the software tools that students are required to use, but are not required to study, in this unit.

Unit 4: Software Development

In this unit, students focus on how the needs of individuals and organisations are met through the development of software solutions using an object-oriented programming (OOP) language and consider the cyber security risks to organisations as a result of insecure software development practices.

In Area of Study 1, students apply the problem-solving stages of development and evaluation to develop their preferred design generated in Unit 3, Area of Study 2 into a working software solution. They test and evaluate the solution and assess the project plan. Unit 4, Area of Study 1 forms the second part of the School-assessed Task (SAT). 

In Area of Study 2, students examine the current software development practices of an organisation and the risks associated with insecure software development environments and practices. 

Students evaluate the current security practices and make recommendations to ensure software development environments and practices are secure.

Software Tools

The following table indicates the software tool that students are required to both study and use in this unit.

The following table indicates the software tools that students are required to use, but are not required to study, in this unit.

External Assessment

Unit 3 & 4 School-assessed Coursework: 20%

School-assessed Task: 30%

Examination will contribute 50%