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TUGGERAH LAKES SECONDARY COLLEGE

THE ENTRANCE CAMPUS

Year 12

Computing Applications

STUDENT HANDBOOK 2019

2

Contents

Contents .................................................................................................................................. 2

Course Description ................................................................................................................. 3

Scope and Sequence for Year 12 Course 2019 ..................................................................... 4

Assessment Schedule 2019 Year 12 Computing Applications ............................................... 5

Content: Computing Applications Stage 6 Year 12 ................................................................. 6

Year 12 Course Outcomes and Content ................................................................................. 6

Focus Area: All ........................................................................................................................ 6

Syllabus Summary .................................................................................................................. 7

Assessment Tasks ................................................................................................................ 11

Post School Opportunities .................................................................................................... 21

Recognition of Student Achievement in Vocational Education and Training (VET) .............. 21

Recognition by TAFE NSW ................................................................................................... 21

Recognition by other Registered Training Organisations ..................................................... 22

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Course Description

Course: Computing Applications

Course Numbers

1 Unit: 35022

2 Units: 35023

Content Endorsed Course

Exclusions:

Course Description

The aim of Computing Applications Stage 6 is to develop students’ capacity to be critical, ethical, competent and confident users of information and communication technologies in order to participate in a range of work, study and other life situations.

Objectives

Through the study of Computing Applications students will develop:

• skills in, and understanding of, a range of computer software and related terminology

• knowledge and understanding of the development of computer-based systems, their operations and functions

• skills in demonstrating the methods, processes and application of project management techniques to solve problems in a range of contexts

• knowledge and understanding of the ethics of current and emerging computer-based technologies and their effects on society

• skills in critical evaluation of the appropriateness of computer software in a variety of contexts.

Main Topics Covered

HSC Course

Graphics 2, Spread Sheets 1, Multimedia 2, Communication 1

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The Entrance Campus

Computing Applications

Scope and Sequence for Year 12 Course 2019 Term 4: Mon 15/10/18 – Wed 19/12/18

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

YR 11 M3 Graphics 2

Term 1: Tues 28/1/19 – Friday 12/4/19

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11

M3 Graphics 2

M4

Spread Sheets 1

M12 Multimedia 2

Term 2: Tues 29/4/19 – Friday 05/6/19

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

M12 Multimedia 2

M9

Communication 1

Term 3: Mon 22/7/19 – Friday 27/9/19 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10

M9

Communication 1

M9

Communication 1

TASK #2

TASK #1

TASK #3

5

Assessment Schedule 2019 Year 12 Computing Applications

Task number Task 1 Task 2 Task 3

Nature of task Spreadsheets 1 - Business Model

Multimedia 2 - Digital Animation Project

Communications 1 - Website Creation and CV Documents

Timing Term 1, Week 9 Term 2, Week 7 Term 3 Week 8

Outcomes assessed H1.1, H1.2, H3.2, H5.1 H2.1, H2.2, H2.3, H3, H4.2 H1.3, H4.1, H4.3

Total % 20 40 40

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Content: Computing Applications Stage 6 Year 12 Year 12 Course Outcomes and Content Focus Area: All

A student:

1.1 describes the function and application of a variety of computer software

1.2 applies computing terminology appropriately in practical situations

1.3 uses appropriate computer software in a given context

2.1 describes aspects of human activity which have developed into computer applications

2.2 explains the principles and functions of specific hardware components

2.3 evaluates the suitability of hardware in a particular context

3.1 applies a range of project management techniques in the development of a solution

3.2 analyses and documents the steps involved in problem-solving and applies them to producing computer-based solutions

3.3 implements, tests, debugs and evaluates solutions using current common application packages

4.1 identifies and reflects on the social and technological implications when making decisions about the use of computer software

4.2 evaluates the use of a computer-based solution compared to non-computer solutions

4.3 identifies social and ethical issues related to the use of computer software

5.1 evaluates the suitability of software applications in a particular context

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Syllabus Summary

Module 3: Graphics II Students learn about: Students learn to:

• printer type, resolution and use for image production

• select appropriate software and hardware to complete specific graphics tasks

• select appropriate graphics techniques for the design and production of hard copy, with consideration of printer limitations and paper type

• storage media including - floppy disk, hard drives, CD, DVD, zip and

jaz drives and the related capacity for graphical images and methods of image distribution

• manage the storage of graphic solutions in an appropriate storage media

• select an appropriate media for distribution of the final graphic product

• explain how data is represented in digital form on storage media

• size considerations, including compression techniques such as JPEG and GIF

• select and use appropriate file types for a large graphic, both photograph and block diagram

• colour and 3D effects to enhance graphics - use of advanced techniques to produce

3D models - applying lighting and shadowing

techniques to produce realistic images - experimenting with modeling and

rendering techniques - aesthetic considerations in design work

including avoiding cluttering, and appropriate colour combinations

• apply a range of colour and 3D effects to graphics production

• developing and refining ideas from concept to final graphic design

• document the processes involved in the creation of a graphics product

• historical changes in graphical techniques using design principles

• identify changes in the design and graphics fields brought about through the use of computers

• social issues - increased productivity through the use of

computer-aided techniques, - high quality artwork can be produced by

far more people now - copyright and artists work

• appreciate that the use of computer technologies has reduced the time involved in producing image variations for clients

• identify changing employment opportunities resulting from increasing computer use in graphic design

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Module 4: Spreadsheets I Students learn about: Students learn to:

• spreadsheet concepts including - row, columns, cell address - values, labels, formulas, use of functions

including sum, average, count - moving/copying cell contents with

relative and absolute references - template design using a modular

approach - sorting - macros - Vlookup, hlookup & lookup - linking worksheets - protection of worksheets

• use specific spreadsheet terminology correctly

• use basic formulas, standard functions, ‘if’ and ‘lookups’ in manipulating a spreadsheet

• analyse data entered through linked worksheets, use of macros and sorting data functions

• spreadsheet design principles including - identifying input, output, calculation and

instruction areas - using a template design for a given

context - spreadsheets for personal and business

usage - using templates to solve problems

• apply basic design principles to the creation of a spreadsheet

• the use of ‘what-if’ analysis to provide several solutions for a given context

• basic tools to - present graphs displaying the results of

data displayed - calculate trends - graphically display of information

• integrating a spreadsheet into other software applications including presentation and word processing software

• model a simple situation and use analysis methods to identify changes

• create a spreadsheet to identify trends in a given context

• present spreadsheet data in a graphical form such as charts and graphs

• import spreadsheets into other software applications

• document the process involved in the creation of a spreadsheet

• identifying the historical development of spreadsheets including specific mention of Visicalc as first computerised spreadsheet, and its effect on the market

• research and record key events in the history of spreadsheet development since the introduction of personal computers, and its effect on the PC market

• the uses and social implications of computerised spreadsheets: - where, how and why they are used, and

the effects they have had - where work patterns and practices have

been affected by spreadsheets

• describe the social changes that have occurred in relation to computerised spreadsheets

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Module 12: Multimedia II Students learn about: Students learn to:

• animation process - cel animation - tweening - morphing - warping - 3D modeling and rendering

• identify and use a suitable hardware/software combination to create an effective animation

• incorporate animation into a video sequence or digital recording

• principles of using computer graphics in animation - sequence - appropriateness of graphics chosen - layout of animation sequence - size requirements

• apply the principles of using graphics in animation to a variety of tasks

• demonstrate and document the sequencing of activities that occur in the process

• video digitising, manipulation, processing, storage and distribution - differences between analog and digital

video methods - video editing and titling with appropriate

software and hardware - selecting appropriate methods to store

and playback animation or video sequence

- storage media and method of distribution

- inclusion of transitions, sound and text

• use appropriate hardware/software combinations to shoot and edit a video

• identify a suitable hardware/software combination to add titles to a video

• describe the advantages and disadvantages of digital and analog video

• use suitable hardware/software combinations to make digitally recorded sequences

• copyright issues for digitised media storage and distribution

• analyse the implications for copyright on digitised media

• the emergence of Digital Versatile Disk (DVD) technology and its impact on the multimedia industry

• research the impact, use and emergence of DVD in the film and music industry

• the history of multimedia • develop a timeline showing the emergence and development of animation

• document the process involved in the creation of a multimedia production

• non-entertainment applications of computer animation - simulators - virtual reality - visual representation of data - education

• compare and contrast non-entertainment applications of computer animation

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Module 9: Communications I Students learn about: Students learn to:

• essential elements of communications - hardware required

- modem, terminal, data link - software required

- log-on procedures

• describe the function of the essential elements of communications

• terminology - protocol and ‘handshaking’ - dial up - network - synchronous and asynchronous - parity

• apply terminology appropriately in a given context

• methods of connection - modem, microwave, satellite, ISDN,

phone line, co-axial cable, fibre optics, cable modem, ADSL

• describe methods of connection and how they are used

• hardware and software associated with communications via the internet - browsers and search engines

• hardware and software associated with communications via phone links - shared lines and switched lines

• identify hardware needed to use a browser and search engine to locate required information

• data representation - digital/analog, ASCII, data conversion,

encryption, encoding for email

• describe significance of the conversion of analog data to digital data and vice versa

• convert text data into ASCII format to explain how data is represented

• current technology and applications of - voice mail and facsimile,

videoconferencing/ teleconferencing, telecommuting, file transfer protocol

• diagrammatically represent the process in each current technology

• describe the features of current trends in communications

• transmit and receive files across a network and the internet

• networks - local area network (LAN) and wide area

network - LAN topologies and standards including

ethernet, token ring, cabling standards - collision detection and correction

methods within a local area network

• diagrammatically represent the three topologies commonly used in networking

• identify the collision detection and avoidance methods used in networks

• define the difference between ethernet and token ring protocols

• history of electronic communications

• research the origins of electronic communications and develop a timeline of this change

• social and ethical issues - privacy - security

• identify and discuss the implications of email as a corporate tool including privacy and security

• investigate methods of using communications in commerce, education, home, government and defence

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Assessment Tasks

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Tuggerah Lakes Secondary College The Entrance Campus

YEAR 12 COURSE

Computing Faculty

COURSE NAME: Computer Applications

MODULE / UNIT: Spreadsheets 1

TIMING: Term 1 Week 9 DATE: Friday 29/03/19 2:00pm

TASK NUMBER: 1 WEIGHTING: 20%

OUTCOMES: A student: H1.1 describes the function and application of a variety of computer software

H1.2 applies computing terminology appropriately in practical situations H3.2 analyses and documents the steps involved in problem-solving and applies them to producing computer-based solutions

H5.1 evaluates the suitability of software applications in a particular context

TASK: Complete the following computing exercises and submit your completed tasks and responses in a professionally formatted document. Part A- Microsoft Excel Software Function (H1.1) 10 marks • Describe the primary function of Microsoft Excel (5 marks) • List the steps involved in creating a ‘table’ with content using the Excel

software (5 marks) Park B- Microsoft Excel Terminology and Definitions (H1.2) 10 marks • Create a table using Microsoft Excel, of the following computing terms

and include a definition/description of each in a separate column. - The table must contain headings with the terms organised in

alphabetical order.

Computing Terms - Workbook, Worksheet, Ribbon, Cell, Name Box, Cell Reference,

Formula Bar Formula, Functions

Part C- Microsoft Excel Business Solutions (H3.2) 15 marks • Recreate the following “Business Payroll” calculating table using Microsoft

Excel and enter a further 10 employees details.

Part D- Microsoft Excel Software Evaluation (H5.1) 5 marks • Evaluate the suitability of Microsoft Excel by listing 3 positive and

3 negative features/tools you came across when using the software application.

Employee Number

Employee Name

Base Pay Rate

Hours Gross Pay

Expenses 30% Gross

Net Pay

275346 Greg Smith $24.05 12 $288.60 $86.58 $202.02

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MARKING GUIDELINES

TOPIC: Spreadsheets 1: Microsoft Excel

TASK: 1

WEIGHTING: 20% DATE/TIMING: Term 1, Week 9, Friday 29/03/19, 2:00pm

Part A Microsoft Excel Primary Function 5 Marks Criteria/Outcome 1.1 describes the function and application of a variety of computer software

Mark

● Identifies the primary function of Microsoft Excel and provides a clear description of the function the software performs. 4-5 ● Identifies the primary function of Microsoft Excel and provides a description of the function the software performs. 2-3

● Incorrectly or partly identifies the primary function of Microsoft Excel and description is limited and unclear of the function the software performs. 0-1

Steps to creating a table with content 5 Marks Criteria/Outcome 1.1 describes the function and application of a variety of computer software

Mark

● Correctly list all the required steps to create a table with content using Microsoft Excel. Steps are ordered in a logical sequence. 4-5 ● Lists some of the steps required to create a table with content using Microsoft Excel. Steps are unordered/ do not follow a logical sequence. 2-3 ● List is missing critical steps required to create a table with content in Microsoft Excel. There is no reference to a logical sequence or order in the list.

0-1

Part B Microsoft Excel Terminology and Definitions Table 10 Marks Criteria/Outcome 1.2 applies computing terminology appropriately in practical situations

Mark

● Demonstrates an extensive understanding and skill in using Microsoft Excel to produce a table that is suitable for purpose. The Table’s content is accurate and is presented in alphabetical order with appropriate headings that describe the content correctly.

8-10

● Demonstrates a thorough understanding and skill in using Microsoft Excel to produce a table that is suitable for purpose. The Table’s content lacks accuracy and a correct alphabetical order. Headings describe the content.

5-7

● Demonstrates a sound understanding and skill in using Microsoft Excel to produce a table for a purpose. The Table’s content lacks accuracy with no reference to an alphabetical order. Headings incorrectly describe the content.

2-4

● Demonstrates an elementary understanding and skill in using Microsoft Excel to produce a table. Table content is missing and/or is inaccurate. Table is missing headings.

0-1

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Part C Microsoft Excel Business Solutions 10 Marks Criteria/Outcome 3.2 Analyses and documents the steps involved in problem-solving and applies them to producing computer-based solutions

Mark

● Demonstrates an extensive understanding and skill in using Microsoft Excel to produce a table that is suitable for purpose. The Table’s content is accurate and uses appropriate formulas to enter figures.

8-10

● Demonstrates a thorough understanding and skill in using Microsoft Excel to produce a table that is suitable for purpose. The Table’s content lacks accuracy and uses incorrect formulas to enter figures.

5-7

● Demonstrates a sound understanding and skill in using Microsoft Excel to produce a table for a purpose. The Table’s content lacks accuracy and does not use formulas to enter figures.

2-4

● Demonstrates an elementary understanding and skill in using Microsoft Excel to produce a table. Table content is missing and/or is inaccurate. Table does not use formulas for figures.

0-1

Part D Microsoft Excel Software Evaluation 5 Marks Criteria/Outcome 5.1 Evaluates the suitability of software applications in a particular context

Mark

● The evaluation details 3 clear points of the positive and negative features/tools of the software. 4-5 ● The evaluation outlines some points of the positive and negative features/tools of the software. 2-3 ● The evaluation is unclear and does not outline positive or negative features/tools of the software. 0-1

Teacher Feedback: Total Marks: /40 ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ADDITIONAL NOTES: - The Campus Assessment Policy and procedures MUST be followed - Tasks must be completed or handed in on the due date during the regular class - Tasks that are handed in late may receive ZERO (0) marks and an N Warning letter issued - Students should refer to the Policy sections on submission of work, plagiarism, illness and/or misadventure appeals, and the assessment task appeals process - Written Feedback will be provided to students on the Assessment Marking Guidelines Sheet - A “Mark and Rank” sheet will also be provided to students as a form of feedback on course standing

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Tuggerah Lakes Secondary College

The Entrance Campus

YEAR 12 COURSE

Computing Faculty


MODULE / UNIT: Multimedia 2

TIMING: Term 2 Week 7 DATE: Friday 14/06/19 2:00 PM


OUTCOMES: A student: H2.1 describes aspects of human activity which have developed into computer applications

H2.2 explains the principles and functions of specific hardware components

H2.3 evaluates the suitability of hardware in a particular context

H3.1 applies a range of project management techniques in the development of a solution

H4.2 evaluates the use of a computer-based solution compared to non-computer solutions

TASK: Complete the following computing exercises and submit your completed tasks and responses in a professionally formatted document. Part A- Create a Stop Motion animation clip using hardware and software packages of your choosing. (H3.1) 10 marks Animation Requirements

• Clip must be at least five seconds in length. • Contain 2 or more objects. • Feature a sound effect element.

Part B- DLS Camera settings and functions 10 marks

• List and explain 3 Camera settings on a DLS Camera (H2.2) (5 marks) • Evaluate the suitability of a DLS Camera for Stop Motion

Animation (H2.3) (5 marks)

Part C- Production Methods 10 marks • Contrast the manual method of Stop Motion Animation

with the automated features of animation software (Adobe Animate) (H2.1) (5 marks)

• Evaluate your Stop Motion Animation clip. Provide one specific example in your production that you found was more efficient than computer methods. (H4.2) (5 marks)

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MARKING GUIDELINES

TOPIC: Multimedia 2: Digital Animation Project

TASK: 2

WEIGHTING: 40% DATE/TIMING: Term 2, Week 7, 14/06/19, 2:00pm

Part A Stop Motion Animation Clip 10 Marks Criteria/Outcome 3.1 applies a range of project management techniques in the development of a solution

Mark

● Demonstrates an extensive understanding and skill in using appropriate computer applications to produce a product that is of a professional standard. ● The animation created is appropriate for purpose with a smooth sequence and is error free.

8-10

● Demonstrates a thorough understanding and skill in using appropriate computer applications to produce a product that is of a high standard. ● The animation created is appropriate for purpose with a sequence clear of major errors.

5-7

● Demonstrates a sound understanding and skill in using appropriate computer applications to produce a product. ● The animation created is appropriate for purpose. Playback jitters and contains errors.

2-4

● Demonstrates an elementary understanding and skill in using appropriate computer applications in an attempt to create an animation clip. ● Animation jitters and contains major errors.

0-1

Part B DLS Camera settings and functions 10 Marks Criteria/Outcome 2.2 explains the principles and functions of specific hardware components

Mark

● Settings are correctly identified and a detailed explanation is given of the function. 4-5 ● Settings are identified and an explanation is given of the function. 2-3 ● Settings are incorrectly identified and a limited explanation is given of the function. 0-1

Criteria/Outcome 2.3 evaluates the suitability of hardware in a particular context

Mark

● The evaluation of the suitability of a DLS Camera for Stop Motion Animation is clear and well-reasoned. 4-5 ● The evaluation of the suitability of a DLS Camera for Stop Motion Animation lacks clarity with limited reasoning. 2-3 ● The response does not give an evaluation of the suitability of a DLS Camera for Stop Motion Animation. Response is unclear with no reasoning given. 0-1

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Part C Comparison of production methods for cell based animations. 10 Marks Criteria/Outcome 2.1 describes aspects of human activity which have developed into computer applications

Mark

● Response depicts in detail differences and similarities between the manual method of Stop Motion Animation with the automated features of animation software (Adobe Animate)

4-5

● Response depicts differences and similarities between the manual method of Stop Motion Animation with the automated features of animation software (Adobe Animate)

2-3

● Response makes limited/no reference to differences and similarities between the manual method of Stop Motion Animation with the automated features of animation software (Adobe Animate)

0-1

Criteria/Outcome 4.2 evaluates the use of a computer-based solution compared to non-computer solutions

Mark

● The evaluation of the Stop Motion Animation clip Animation is clear and well-reasoned. Direct reference is made to a specific example of how the production was more efficient than computer methods.

4-5

● An evaluation of the Stop Motion Animation clip Animation is provided. In direct reference is made to an example of how the production was more efficient than computer methods.

2-3

● Response does not evaluate the Stop Motion Animation clip Animation. No reference is made to an example of how the production was more efficient than computer methods.

0-1


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Tuggerah Lakes Secondary College

The Entrance Campus

YEAR 12 COURSE

Computing Faculty


MODULE / UNIT: Communications 1

TIMING: Term 3 Week 8 DATE: Friday 13/09/19 2:00 PM


OUTCOMES: A student: H1.3 uses appropriate computer software in a given context H4.1 identifies and reflects on the social and technological implications when making decisions about the use of computer software

H4.3 identifies social and ethical issues related to the use of computer software

TASK: Complete the following computing exercises and submit your completed tasks and responses in a professionally formatted document. Part A- Website Creation using Computer Applications (H1.3) 15 marks • Create a website about yourself consisting of a minimum of 5 pages. The website must include:

- An autobiography outlining your life’s achievements. - Images featuring you (images may be edited).

Part B- Supporting Responses (can be included as part of your website) (H4.1) 10 marks • Provide responses to the following questions.

1. How effective do you believe the website platform has been at presenting your information? Why?/Why not?

2. Do you believe people will visit your website? Why?/Why not?

Part C- Social and Ethical Considerations (can be included as part of your website) (H4.3) 5 marks • Reflect on your finished website and evaluate whether the content accurately

represents you as person. Comment on social trends when it comes to online self-promotion.

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MARKING GUIDELINES

TOPIC: Communication 1: Website Creation and CV Documents

TASK: 3

WEIGHTING: 40% DATE/TIMING: Term 3, Week 8, 13/09/19, 2:00pm

Part A Website Creation using Computer Applications 15 Marks Criteria/Outcome 1.3 uses appropriate computer software in a given context

Mark

● Demonstrates an extensive understanding and skill in using appropriate computer applications to produce a product that is of a professional standard. ● 5 detailed pages consisting of an Autobiography and Gallery page.

12-15

● Demonstrates a thorough understanding and skill in using appropriate computer applications to produce a product that is of a high standard. ● 5 pages consisting of an Autobiography and Gallery page.

8-11

Demonstrates a sound understanding and skill in using appropriate computer applications to produce a product. ● 5 pages with reference to an Autobiography and Gallery evident.

4-7

Demonstrates an elementary understanding and skill in using appropriate computer applications in an attempt to produce a product. ● Autobiography and Gallery missing from website pages.

1-3

Part B Supporting Responses (can be included as part of your website) 10 Marks Criteria/Outcome 4.1 identifies and reflects on the social and technological implications when making decisions about the use of computer software

Mark

●Detailed responses give a well-reasoned statement as to the effectiveness of the website in conveying the information. A justified estimate is given for the likelihood of user interaction.

8-10

● Responses give a reasoned statement as to the effectiveness of the website in conveying the information. An estimate is given for the likelihood of user interaction.

5-7

● Responses give an unreasoned statement as to the effectiveness of the website in conveying the information. An unclear estimate is given for the likelihood of user interaction.

2-4

● Responses lack a statement as to the effectiveness of the website in conveying the information. No estimate is given for the likelihood of user interaction. 0-1

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Part C Social and Ethical Considerations (can be included as part of your website) 5 Marks Criteria/Outcome 4.3 Identifies social and ethical issues related to the use of computer software.

Mark

● Detailed responses give a well-reasoned statement as to whether the content accurately represents them as a person. Comments on social trends are well justified and reflect current issues.

4-5

● Responses give a reasoned statement as to whether the content accurately represents them as a person. Comments on social trends are justified and reflect current issues.

2-3

● Responses lack a statement as to whether the content accurately represents them as a person. Comments on social trends are limited and do not reflect current issues.

0-1


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Post School Opportunities The study of Computing Applications Stage 6 provides students with knowledge, understanding and skills that form a valuable foundation for a range of courses at university, other tertiary institutions and private providers. In addition, the study of Computing Applications Stage 6 assists students to prepare for employment and full and active participation as citizens. In particular, there are opportunities for students to gain recognition in vocational education and training. Teachers and students should be aware of these opportunities.

Recognition of Student Achievement in Vocational Education and Training (VET) Wherever appropriate, the skills and knowledge acquired by students in their study of HSC courses should be recognised by industry and training organisations. Recognition of student achievement means that students who have satisfactorily completed HSC courses will not be required to repeat their learning in courses in TAFE NSW or other Registered Training Organisations (RTOs).

RTOs, such as TAFE NSW, provide industry training and issue qualifications within the Australian Qualifications Framework (AQF).

The degree of recognition available to students in each subject is based on the similarity of outcomes between Higher School Certificate courses and industry training packages endorsed within the AQF. Training packages are documents that link an industry’s competency standards to AQF qualifications. More information about industry training packages can be found on the National Training Information Service (NTIS) website (www.ntis.gov.au).

Recognition by TAFE NSW TAFE NSW conducts vocational education and training courses in an extensive range of industry areas and in general education for prevocational and foundation purposes. The details of TAFE courses are published annually in the TAFE NSW Handbook and are available on the internet at www.tafensw.edu.au Details of HSC/TAFE credit transfer arrangements are updated regularly on the HSC/TAFE Credit Transfer website (www.tafensw.edu.au/hsctafe). Details of credit transfer arrangements between HSC Content Endorsed Courses and TAFE NSW are published on the website when the credit transfer arrangements are endorsed by TAFE NSW Educational Services Divisions and the Board of Studies. Teachers should refer to the HSC/TAFE Credit Transfer website and be aware of recognition available to their students through the course of Computing Applications

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Recognition by other Registered Training Organisations Students may also negotiate recognition into a training package qualification with another Registered Training Organisation. Each student will need to provide the RTO with evidence of satisfactory achievement in Computing Applications CEC Stage 6 so that the degree of recognition available can be determined.

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