MASTER THE TOOLS.
& BUILD REAL THINGS.

By the end of this lesson you will be able to identify the purpose of formal business communication, name the three document types you will produce in Task 1, and describe the key components of a professional business letter.

1. Open Word. Go to File > New and create a blank document. Save it immediately as YourName_T1_Notes.docx in your AIT folder on the school network.
2. Your teacher will explain the Task 1 brief. Note the three documents you will produce: a business letter, an internal memo, and a meeting agenda. Add these as a numbered list in your notes file.
3. A formal business letter has specific required components. In your notes file, create a heading Business Letter Components and list each component with a one-line description: Sender address, Date, Recipient address, Salutation, Body paragraphs, Complimentary close, Signature block.
4. Your teacher will display a sample business letter on the screen. Compare it to your list. Tick off each component you can identify. Note anything that surprises you about the layout.
5. Discussion question: Why does business communication use formal formats rather than casual styles? Write 2-3 sentences in your notes file responding to this. Think about the audience and purpose of each document type.

By the end of this lesson you will be able to apply Word Styles to a document, choose an appropriate professional font and size, and set margins and line spacing for a business letter.

1. Open Word. Go to the Home tab. Find the Styles panel (top right area). Click the dropdown arrow to see the full style gallery. Note the styles: Normal, Heading 1, Heading 2, Title, etc.
2. In your notes document, type the heading "Typography Principles" and apply the Heading 1 style. Notice how the formatting changes automatically.
3. Below the heading, type three dot points about typography choices for business documents. Apply the Normal style to this text. Font: Calibri or Times New Roman, 11pt or 12pt. Why do we avoid decorative fonts in business documents?
4. Create a new blank document. Go to Layout > Margins and set all margins to 2.5cm (standard business). Save as YourName_T1_Letter.docx.
5. Set line spacing: select all text (Ctrl+A), then go to Home > Line Spacing > 1.0. Business letters typically use single spacing within paragraphs with a blank line between them.
6. Type your own name, school address (as sender), and today's date in the correct positions at the top of the document. This is the start of your business letter layout.

By the end of this lesson you will have completed the top section of your business letter including sender details, recipient details, date, and an appropriate salutation using correct block format.

1. Open your YourName_T1_Letter.docx. Your teacher will provide the business scenario: you are writing on behalf of a fictional local business (e.g. Boyanup Cafe) to a supplier about an order issue.
2. At the top of the document, type the sender address (your fictional business name, street address, suburb, postcode). Press Enter twice after the postcode.
3. Type today's date in Australian format: e.g. 16 June 2026. Press Enter twice.
4. Type the recipient's name, job title, business name, and address. Press Enter twice after the recipient's postcode.
5. Type a formal salutation. If you know the recipient's name: Dear Ms Smith, If you do not know: Dear Sir or Madam, Press Enter twice after the salutation. This is the point where your letter body begins.
6. Review your layout against the block format reference on the board. All text should align to the left margin - there is no indentation in block format.

By the end of this lesson you will have a complete business letter with three body paragraphs, a correct complimentary close, and a signature block - all saved with an appropriate file name.

1. Open your letter document. Write three body paragraphs based on the scenario. Paragraph 1: state the purpose of the letter. Paragraph 2: provide the key details or issue. Paragraph 3: state what action is required or expected, and a deadline if relevant.
2. After the body, press Enter twice and type the complimentary close. If your salutation named the person (Dear Ms Smith): use Yours sincerely, If you used Dear Sir or Madam: use Yours faithfully,
3. Press Enter four times (to leave space for a physical signature), then type your full name, your job title (e.g. Manager), and your business name.
4. Proofread: check spelling, grammar, consistent font and size, and that all block format rules are followed. Use Word's built-in spell check (Review > Spelling & Grammar).
5. File naming: rename your document using the convention Smith_J_T1_Letter.docx (surname, initial, task number, document type). Create a folder called T1_BusinessDocSuite on the school network drive and save your file there.

By the end of this lesson you will have produced a complete internal memo with all required header fields, appropriate workplace tone, and a clear purpose statement.

1. Create a new Word document. Save as Smith_J_T1_Memo.docx in your T1 folder.
2. At the top, add the word MEMORANDUM in bold, size 14, centred. Then switch back to left-aligned Normal style for the body.
3. Type the four required header fields on separate lines using bold labels and tab-aligned values:
   TO: [Recipient Name and Job Title]
   FROM: [Your Name and Job Title]
   DATE: [Today's date]
   SUBJECT: [A brief descriptive subject line]
4. Add a horizontal rule (line) under the header fields: go to Home > Borders > Bottom Border. Then press Enter twice.
5. Write the memo body. Your teacher will give you a scenario (e.g. informing staff about a new break room policy). Memo body: purpose statement, key information, any action required. Keep it concise - memos are not essays.
6. End with your initials (no complimentary close - memos use initials or a printed name, not "Yours sincerely").

By the end of this lesson you will have produced a complete meeting agenda with at least five numbered items, time allocations, chair and secretary fields, and apologies listed.

1. Create a new Word document. Save as Smith_J_T1_Agenda.docx in your T1 folder.
2. Add a centred title block at the top:
   [Business Name] - Staff Meeting Agenda
   Date: [meeting date] Time: [e.g. 10:00 AM - 11:00 AM]
   Venue: [e.g. Board Room, Level 2]
   Chair: [Name] Secretary: [Name]
3. Add a section: Apologies: [list anyone who sent apologies]. Even if none, include the field and write "Nil".
4. Add a section: Agenda Items. Use Word's numbered list feature. Add at least five items, each with a time allocation in brackets. Examples:
   1. Welcome and housekeeping (5 min)
   2. Confirmation of previous minutes (5 min)
   3. Budget update - Q2 report (15 min)
   4. Staff rosters for July (10 min)
   5. New client communication policy (15 min)
   6. General business (5 min)
   7. Next meeting date and close (5 min)
5. At the bottom, add: Next Meeting: [Date and Time]. Review your agenda for correct formatting and complete content.

By the end of this lesson you will be able to apply basic design principles to a business letterhead, explain why visual hierarchy matters in professional documents, and describe how audience and purpose shape design decisions.

1. Return to your business letter document. We will add a simple letterhead at the top. A letterhead is the branded section of a business letter that identifies the sender before any address or date appears.
2. Click at the very top of the document. Go to Insert > Header and choose "Edit Header". In the header area, type your fictional business name in a slightly larger font (14pt Calibri Bold) and your business tagline or contact details in smaller text (9pt Calibri). Add a bottom border to the header to separate it from the body.
3. Consider visual hierarchy: in your document, the business name should be the most visually prominent element, followed by the recipient's name, then the body text. Adjust font sizes if needed so this hierarchy is clear.
4. In your notes document, write 3-4 sentences answering: Who is the target audience for a business letter? How does knowing your audience change your design choices? (This connects to your Task 1 reflection.)
5. Review all three of your documents. Do they share a consistent font, colour scheme (if any), and professional appearance? This consistency is a design principle called repetition - it builds brand identity.

By the end of this lesson you will have reviewed a classmate's documents against the rubric, received feedback on your own work, and made targeted improvements to at least two areas of your document suite.

1. Swap seats with a classmate (or share your screen if working digitally). Open each other's three documents one at a time.
2. Use the Task 1 rubric to evaluate each criterion. For each criterion, give a specific comment: what is done well and what could be improved. Write your feedback in a separate Word document or on a sticky note.
3. Return your classmate's work and review the feedback you received. Highlight the two most useful pieces of feedback you will act on.
4. Open each of your three documents and make the targeted improvements. Focus on: block format compliance, missing header fields, font consistency, and file naming.
5. Check your Connect submission folder. Make sure you know how to upload files to your teacher's assignment task. If you are unsure, ask now - not at the last minute before the due date.

By the end of this lesson you will have a complete polished document suite and a 5-8 sentence written reflection ready to submit.

1. Open all three documents. Do a final check against the rubric criteria: letter format, memo header fields, agenda items and time allocations, typography consistency, and file naming.
2. Use Word's Read Aloud feature (Review > Read Aloud) to hear your documents read back. This helps catch awkward phrasing and missing words that you might skip when reading silently.
3. Create a new document: Smith_J_T1_Reflection.docx. Write 5-8 sentences reflecting on: which document was most challenging to format and why, what you learned about typography in professional contexts, and how you would apply these skills in a real workplace.
4. Self-assess against the rubric. For each criterion, note honestly where you think your work sits (A/B/C/D/E). This self-assessment does not affect your mark but helps you identify last-minute improvements.

By the end of this lesson all four Task 1 files will be correctly named, organised in your submission folder, and ready to upload to Connect.

1. Open your T1 folder on the network. Confirm all four files are present: Letter, Memo, Agenda, Reflection - each named with the correct convention.
2. Open each file one last time and do a 60-second visual scan: fonts consistent? Block format correct? No obvious typos? Header fields complete?
3. Ask a classmate to open each of your files and confirm they can see all required sections without having to scroll horizontally or find missing content.
4. If your teacher has provided a checklist document, complete it and save it in your T1 folder.
5. You have until L12 to submit. Use any remaining time in this lesson to strengthen your weakest document.

By the end of this lesson your Task 1 submission will be uploaded to Connect and confirmed as received.

1. Log in to connect.det.wa.edu.au and navigate to your AIT class assignment for Task 1.
2. Upload all four files. Most Connect assignment areas allow multiple file uploads - check the submission instructions your teacher has provided.
3. After uploading, click into the submission to confirm all four files appear in the submission summary. Take a screenshot and save it as T1_SubmissionConfirmation.png in your folder.
4. If you have not finished all documents, use this lesson to complete outstanding work. Alert your teacher if you need an extension - do not just submit incomplete work silently.

By the end of this lesson Task 1 is submitted and you have been introduced to the hardware and workplace technology content that underpins Task 2.

1. Last chance to submit Task 1. If your files are still sitting on the school network and not on Connect - upload them now. Alert your teacher immediately if you cannot access Connect.
2. Your teacher will introduce Task 2: Hardware and Workplace Technology. This is an in-class short answer test scheduled for Week 3 of next term. You have Weeks 1-3 of next term to prepare.
3. In your notes document, start a new section: Task 2 - Hardware Notes. Add the following question headings that you will need to be able to answer for the test: What is the CPU and what does it do? What is RAM? What is storage? Name 5 input devices. Name 5 output devices.
4. Begin answering the first question from memory. You will build on these notes in the first lessons of next term.

By the end of this lesson you will be able to explain the role of the CPU in a computer system, describe the fetch-decode-execute cycle in plain language, and give two examples of how CPU performance matters in a business context.

1. Create a new section in your notes: Task 2 - Hardware Content. Under this, start with HW-01: The CPU.
2. The CPU (Central Processing Unit) is the brain of the computer. It processes all instructions from software and hardware. Write this definition in your notes.
3. The CPU works using the Fetch-Decode-Execute cycle: it fetches an instruction from memory, decodes it to understand what to do, then executes (carries out) the instruction. This happens millions of times per second. Add this to your notes.
4. CPU speed is measured in GHz (gigahertz). A 3.5 GHz CPU performs 3.5 billion cycles per second. In business contexts, CPU speed affects how fast large spreadsheets calculate, how quickly software loads, and how smoothly video conferencing runs. Add two business examples to your notes.
5. Modern CPUs have multiple cores. A quad-core CPU can handle four sets of instructions simultaneously - this is important for businesses running multiple applications at once. Note: cores vs clock speed trade-off.

By the end of this lesson you will be able to distinguish between RAM, ROM, and cache memory, explain the concept of volatile vs non-volatile memory, and state typical business RAM requirements.

1. Add HW-02: Types of Memory to your notes.
2. RAM (Random Access Memory): temporary, fast memory that holds data the CPU is currently using. When you power off the computer, RAM is cleared - this makes it volatile. A business PC typically needs 8-16 GB of RAM to run multiple applications smoothly.
3. ROM (Read-Only Memory): permanent memory that holds firmware - software built into the hardware (e.g. the BIOS that starts your computer). ROM is non-volatile - it keeps its data when powered off. You cannot write to ROM under normal conditions.
4. Cache memory: extremely fast, small memory built into or near the CPU. Stores recently used instructions so the CPU does not have to re-fetch them from slower RAM. L1, L2, L3 cache - smaller and faster as the number decreases.
5. Business context: a graphic designer or video editor needs 32+ GB RAM; an office worker doing email and spreadsheets can manage with 8 GB. Note this in your "business context" column.

By the end of this lesson you will be able to describe four types of storage media (HDD, SSD, USB, cloud), compare their speed and capacity, and explain which types are appropriate for different business scenarios.

1. Add HW-05: Storage Types to your notes. Create a comparison table with columns: Storage Type / Capacity / Speed / Portable? / Business Use.
2. HDD (Hard Disk Drive): magnetic spinning disk. Large capacity (1-10 TB), affordable, but slower than SSD and vulnerable to physical shock. Used in desktop computers and NAS (network-attached storage) servers.
3. SSD (Solid State Drive): no moving parts, stores data in flash memory chips. Much faster than HDD - boot time drops from 45 seconds to under 10. More expensive per GB. Preferred in business laptops for speed and reliability.
4. USB drive (thumb drive / flash drive): portable, small capacity (8 GB - 1 TB), easy to lose. Used for transferring files but not recommended for long-term business storage due to security risks.
5. Cloud storage (e.g. OneDrive, Google Drive, Dropbox): files stored on remote servers, accessible anywhere with internet. Used extensively in modern businesses for collaboration and remote work. Dependent on internet connectivity.

By the end of this lesson you will be able to name and describe at least five input and five output devices and explain their role in a business or office environment.

1. Add HW-03 and HW-04: Input and Output Devices to your notes. Create two columns: Input Devices and Output Devices.
2. Input devices send data INTO the computer. List at least eight with a one-sentence description of business use: keyboard, mouse, touchpad, scanner, webcam, microphone, barcode reader, digital pen/stylus, touchscreen, card reader.
3. Output devices send data OUT from the computer to the user. List at least six: monitor/display, printer, speakers, projector, headphones, 3D printer.
4. Some devices are both input and output - called I/O devices. Examples: touchscreen (touch = input, display = output), USB hub (data in and out). Note this in your list.
5. Quick practice: your teacher will call out a device - you write I (input), O (output), or IO (both). Do at least 15 items. This is exactly the format questions may appear in during Task 2.

By the end of this lesson you will be able to recommend appropriate hardware for three different business scenarios and justify your choices using correct hardware terminology.

1. Your teacher will present three business scenarios on the board. For each one, you will recommend a hardware setup (CPU speed, RAM amount, storage type, key peripherals) and write a short justification.
2. Scenario A: A small cafe using a POS (point-of-sale) system for orders and a receipt printer. What hardware does the POS terminal need? What peripherals?
3. Scenario B: A graphic designer working on large print advertisements. What CPU and RAM specs matter? Why SSD over HDD?
4. Scenario C: A remote customer service worker who needs to take calls, access cloud-based CRM software, and send emails from home. What hardware and peripheral devices are essential?
5. For each scenario, write your recommendation in your notes file using this format: [Hardware component] - [Spec/Type] - [Justification in one sentence].

By the end of this lesson you will have produced a clearly labelled diagram of a desktop computer system that correctly identifies all five hardware areas: CPU, memory, storage, input devices, and output devices.

1. In Word (or on paper if your teacher prefers), draw or insert a diagram of a desktop computer system. Your teacher will provide a blank diagram template if needed.
2. Label the following components with their name AND one-sentence function description: CPU, RAM, HDD or SSD, Monitor, Keyboard, Mouse, Printer (or other output peripheral), USB drive (or other storage peripheral).
3. Use arrows and clearly positioned text labels. Avoid cluttered labels - each component should be easy to identify.
4. Add a legend at the bottom showing which components are: Input / Output / Processing / Storage. This categorisation is directly tested in Task 2.
5. Save your diagram as Smith_J_T2_Diagram.docx. This is a study resource, not a submitted file, but it demonstrates your understanding.

By the end of this lesson you will have identified your knowledge gaps through a comprehensive Kahoot review and updated your notes to address those gaps before the practice test next lesson.

1. Kahoot hardware review: 20-question game covering all five hardware content areas (HW-01 to HW-05). Teacher launches - everyone joins. This is the most comprehensive review before the practice test.
2. After Kahoot, note which questions you got wrong or were unsure about. These are your weak points. Write them at the top of your notes document under a heading GAPS TO REVIEW.
3. For each gap, find the relevant notes section and re-read it. If you are still unsure, look it up in the textbook, ask a classmate, or use the school-provided resources.
4. Update your notes with any missing definitions, examples, or business context you did not have before.
5. Close your notes. Spend the last 10 minutes testing yourself by covering your notes and trying to answer the Task 2 practice questions your teacher provides verbally.

By the end of this lesson you will have completed a practice test under similar conditions to the real Task 2 test, self-marked your responses, and identified which areas need most attention before Lesson 11.

1. Put away all notes and devices. Your teacher will open the practice Socrative quiz. You have 30 minutes. Complete the test individually and in silence - treat this like the real thing.
2. When time is called, teacher distributes marking guide. Self-mark honestly - circle wrong or incomplete answers. Do not change your answers before marking.
3. Tally your score out of 30. Write your score at the top of the practice test. For any answer you scored 0 or partial marks, re-read the model answer and understand where you went wrong.
4. In your notes file, update your GAPS TO REVIEW list based on your practice test performance. Add a note about HOW you will address each gap before L11 (re-read notes, ask teacher, Copilot explanation, etc.).

By the end of this lesson you will have completed targeted revision on your three weakest content areas and practised answering short answer questions at the required level.

1. Review your GAPS TO REVIEW list. Open your notes to the section you most need to revise.
2. Your teacher will put 5 short answer questions on the board - one from each hardware content area. Answer each without looking at your notes first. Write full sentences.
3. Check your answers against your notes. For any question where your answer is incomplete or incorrect, rewrite it correctly in your notes immediately.
4. Pair up: test each other verbally. One person asks "What is the difference between RAM and ROM?" - the other answers without looking at notes. Switch roles. Do at least 5 questions each.
5. Tonight: re-read your full hardware notes once through. The test is tomorrow (L11 after L10 review tomorrow).

By the end of this lesson you are as prepared as possible for the Task 2 test. No new content - just consolidation, questions, and calm preparation.

1. Open your notes. This lesson is structured revision only - no new content. Spend the first 15 minutes re-reading your notes in silence.
2. Open Q&A: ask your teacher any remaining questions about hardware content. If you do not understand something, ask now - not during the test.
3. Your teacher will outline exactly what the Socrative quiz looks like tomorrow: number of questions, question types (define / explain / describe / compare), and any specific areas that will be covered.
4. Final self-check: can you answer these without notes? (1) What does the CPU do? (2) What is the difference between RAM and a hard drive? (3) Name two input devices and explain their business use. (4) What is cloud storage? (5) What is a peripheral device?
5. If you can answer all five comfortably, you are ready. Pack up, relax, and come in tomorrow focused.

1. Sit in your assigned seat with your device open and logged in to Socrative. Clear your desk of everything else. No notes, no other devices.
2. Your teacher will open the Socrative room. Wait for the instruction to begin - do not start until told.
3. You have the full lesson (approximately 50 minutes) to complete 30 marks of short answer questions. Manage your time: approximately 90 seconds per mark.
4. Read each question carefully before writing. Answer in full sentences unless the question asks for a list or diagram.
5. When you finish, review your answers. If time permits, re-read each response and check for missing detail or terminology errors.
6. Submit your test paper to the teacher when instructed. Do not take it home.

By the end of this lesson you have reviewed your Task 2 test results, completed any required corrections, and been introduced to the design content that underpins Task 3.

1. Your teacher returns your Socrative results. Do not compare marks with classmates immediately - focus on your own feedback first.
2. Work through the marking guide with the class. For each question, the teacher explains the model answer. Highlight any questions where your answer was incorrect or incomplete.
3. Complete corrections: for any question where you scored 0 or partial marks, write the correct answer in your notes. This reinforces the correct information and is submitted to the teacher at the end of class.
4. Your teacher will introduce Task 3: Business Promotional Materials. This task involves design principles, Canva or Word, and producing a business document (flyer, newsletter, or brochure) with a written design rationale. Starting next lesson (Task 3, Week 4 of Term 2).

By the end of this lesson you can identify and describe the six elements of design and explain how they are used in business promotional materials.

1. Your teacher will introduce the six elements of design: dot, line, shape, texture, colour, and space (positive/negative). Copy each element into your notes with a quick sketch or example.
2. Open the example promotional materials shared on Google Classroom (3 examples: flyer, brochure, newsletter). For each example, identify which design elements are most prominent. Record your observations in a simple table: Example | Element | How it is used.
3. Discussion: Which elements do you think are most important for business documents? Why? Be ready to share one idea with the class.
4. Begin thinking about your own design: jot down 3 design element ideas you could use for your promotional material. You do not need to finalise anything yet.

By the end of this lesson you can explain five principles of design and identify them in real promotional materials.

1. Your teacher presents the five design principles: contrast (making things stand out), alignment (invisible lines connecting elements), repetition (consistent visual style), proximity (grouping related items), hierarchy (guiding the viewer's eye). Add these to your design notes with a real-world example of each.
2. Return to the three example materials from L1. For each, annotate (on paper or digitally) at least two design principles you can identify. Use arrows or circles to mark where each principle appears.
3. AI Copilot activity: Open the AI Copilot tool. Ask it to explain "contrast in graphic design" and "the difference between alignment and proximity." Read the response and add anything new to your notes.
4. Start a Design Decisions table in your notes document with columns: Principle | My planned use. Fill in at least 3 rows based on your business/promotion idea.

By the end of this lesson you can choose an appropriate colour scheme and font pairing for a business promotional document and justify your choices.

1. Colour theory mini-lesson: primary/secondary colours, warm vs cool, complementary and analogous schemes, colour psychology in marketing (e.g. blue = trust, red = urgency, green = health). Record key points in your design notes.
2. Go to coolors.co and generate 3 different colour palettes. Screenshot each one and paste into your notes. Choose one palette for your promotional material and explain why (2-3 sentences).
3. Typography: your teacher explains serif vs sans-serif, display fonts, font pairing rules (one heading font + one body font), and readability at small sizes. Add examples of each font type to your notes.
4. Choose your heading font and body font for Task 3. Record them in your Design Decisions table with a brief justification (why this pairing suits your business).
5. AI Copilot: Ask "What are best practices for typography in a business flyer?" Add any new ideas to your notes.

By the end of this lesson you have made final decisions about your document type, audience, and layout, and produced at least two thumbnail sketches.

1. Finalise your document type: flyer (one page, large image, minimal text), newsletter (multi-section, columns, updates), or brochure (tri-fold or bi-fold). Consider your business scenario and what suits it best.
2. Audience analysis: Who is your target audience? Age range, interests, what will motivate them to act? Write 3-5 sentences describing your audience and how your design will appeal to them.
3. Produce two thumbnail sketches of your layout (rough hand-drawn is fine). Label where you will place: headline, images/graphics, body text, call to action, logo/branding, contact details.
4. Content plan: list all the text content you will need to write (headline, subheadings, body paragraphs, contact info). Write this in a draft content doc - you can refine it, but having the words ready saves time in production.
5. Show your sketches to your teacher before starting production next lesson.

By the end of this lesson you have a working Draft 1 of your promotional document with layout, headings, and placeholder content in place.

1. Tool choice: Open Canva (canva.com) or Microsoft Word. In Canva, search for a template matching your document type and customise it - change colours, fonts, and content to match your plan. In Word, set up your page size (A4), margins, and apply your chosen fonts using Styles.
2. Build your layout structure first: place all major sections/blocks before adding real content. Use placeholder text ("Lorem ipsum" or your own) to check spacing.
3. Apply your chosen colour palette: set background, heading, and accent colours. Apply your font pairing to headings and body text.
4. Add your actual text content from your content plan (L4). Do not worry about perfection - get words and structure in place.
5. Save your file and take a screenshot. Paste the screenshot into your design notes as "Draft 1." Write 2 sentences: what you like about it, what needs work.

By the end of this lesson you have sourced appropriate images and graphics for your document and applied them to reinforce your design principles.

1. Image sourcing: your teacher explains copyright for images. Use copyright-free sources only: Unsplash, Pixabay, or Canva's built-in library. Do not use Google Images directly.
2. Search for 3-5 images relevant to your business/promotion. Download or save them. For each image, record the source URL in your notes (this is part of good document practice).
3. Place images in your document. Apply design principles: consider proximity (image near related text), contrast (light image on dark background or vice versa), and visual hierarchy (the most important image should be largest or most prominent).
4. Refinement check: step back from your document and look at it as a viewer. Ask: Is the headline the first thing you see? Does the colour scheme feel consistent? Is there too much or too little white space? Make adjustments.
5. Save as Draft 1b. Screenshot and add to design notes with 2-3 observations about your changes.

By the end of this lesson you have received structured peer feedback on your Draft 1b and identified 3 specific improvements to make.

1. Open the Peer Review Form on Google Classroom. You will review one classmate's document and they will review yours. Swap documents (share your Canva link or share your Word file).
2. Using the Peer Review Form, evaluate your partner's document on these criteria: (a) Is the design principle of contrast visible? (b) Is alignment consistent? (c) Is the document appropriate for the target audience? (d) Is the colour scheme effective? (e) Is the text readable? Write at least one specific suggestion for each criterion.
3. Receive your own feedback. Read all five criteria responses. Highlight the 3 suggestions that would make the biggest improvement to your document.
4. In your design notes, add a "Peer Review" section. Record: the feedback received, which 3 improvements you will make, and why you chose those 3 (not others).
5. Begin implementing changes if time allows.

By the end of this lesson you have a polished Draft 2 that addresses peer feedback and consciously applies at least 3 design principles throughout.

1. Open your Draft 1b file. Work through your 3 peer feedback improvements systematically. Do not get distracted by small tweaks before fixing the main issues.
2. Design principles audit: go through each of the five principles (contrast, alignment, repetition, proximity, hierarchy) and tick off whether your document demonstrates each one clearly. If not, fix it now.
3. Final text check: proofread all text for spelling and grammar. Check that your headline is compelling and your call to action is clear (what do you want the reader to do?).
4. Save as Draft 2. Screenshot and add to design notes. Write 3 sentences describing the changes you made from Draft 1b and why.

By the end of this lesson you have a complete first draft of your design rationale (200-300 words) that justifies at least 3 design decisions with reference to design principles.

1. Structure your rationale using this three-part format:
   Introduction (2-3 sentences): what is the document, who is the audience, what is its purpose?
   Body (3-4 paragraphs, one per major decision): colour choice, font choice, layout/alignment, image selection. Each paragraph names the principle, explains your decision, and states why it suits the audience/purpose.
   Conclusion (1-2 sentences): overall effectiveness of your design choices.
2. Write your first draft directly in a Google Doc. Aim for 200-300 words. Do not worry about perfection - get ideas on paper.
3. Check: does each body paragraph mention at least one design principle by name? If not, add the term.
4. AI Copilot: paste your rationale draft and ask "Does this rationale clearly link design decisions to design principles? What is missing?" Use suggestions to improve - but rewrite in your own words.
5. Save your rationale draft. You will refine it in L10.

By the end of this lesson your promotional document and design rationale are in final form and ready for submission.

1. Final document check: zoom to 100% and inspect every section. Fix any remaining spacing, alignment, or colour issues. Check that all text is readable (minimum 10pt body text).
2. Export your document: Canva users export as PDF. Word users export as PDF using File > Export. Do not submit the editable file as your final - submit the PDF.
3. Rationale refinement: re-read your L9 draft. Improve sentences for clarity. Check word count (200-300 words). Ensure each major design decision is covered.
4. Run the submission checklist (on Google Classroom): promotional document PDF, design rationale (PDF or Google Doc link), design notes with screenshots and draft history, completed peer review form. Tick each item.
5. Submit everything to Google Classroom before the end of this lesson. If you are not finished, you have L11 and L12 as catch-up time.

By the end of this lesson all Task 3 components are submitted. Students who submitted in L10 use this time for extension or getting ahead on Task 4.

1. If you have not submitted all Task 3 components: use this lesson to finalise and submit. Your teacher will do individual check-ins with students who are still working.
2. If you submitted in L10: your teacher will introduce Task 4 (Extended Answer). Read the Task 4 brief on Google Classroom. Write 3 questions about things you want to understand before starting.
3. Extension option: review the design of a real business promotional material from your local area (flyer, brochure, shop poster). Annotate a photo of it identifying design elements and principles. This can be submitted as bonus evidence.

By the end of this lesson you have reflected on your Task 3 design process and have a clear understanding of what Task 4 requires.

1. Design reflection: In your notes, write 3-5 sentences answering: What is the strongest design decision you made in Task 3? What would you do differently if you had more time? Which design principle was hardest to apply and why?
2. Your teacher introduces Task 4: Impacts of Technology in the Workplace. This is a short Extended Answer task (4 lessons, due end of Week 8). It requires you to analyse stimulus materials and write a structured response - no production involved, purely analytical writing.
3. Preview the stimulus material for Task 4 on Google Classroom. Read it once through and highlight anything that relates to technology's impact on workers, businesses, or society.
4. Note: Task 4 is worth 5% and /25 marks. It is shorter than Tasks 1-3 but requires careful analytical writing. Your teacher will explain the format next lesson.

By the end of this lesson you have read and annotated the stimulus document and identified at least 4 key points about technology's impact on the workplace.

1. Open the Task 4 stimulus document on Google Classroom. Read it all the way through without annotating first - just get the overall picture.
2. Read it a second time. This time, highlight or underline: (a) facts or statistics, (b) examples of technology in the workplace, (c) positive impacts mentioned, (d) negative impacts mentioned. Use a different colour for each category if possible.
3. Your teacher explains the extended answer format: introduction (state your position), body (2-3 paragraphs, each addressing a different impact), conclusion (restate position with summary). Take notes on this structure.
4. In your planning doc, write a dot-point list of at least 4 key points from the stimulus that you could use in your response.
5. AI Copilot: ask "What are common positive and negative impacts of digital technology on workplaces?" Add any new points not in the stimulus to your list (label them "own knowledge").

By the end of this lesson you have a complete dot-point outline for your extended answer with a clear argument, 2-3 body points, and selected stimulus evidence for each.

1. Decide your position: overall, do you think digital technology has had a net positive or negative impact on workplaces? You do not need to be certain - but having a clear position makes your response stronger.
2. Plan your introduction: 2 sentences - what is the topic, what is your position.
3. Plan 2-3 body paragraphs. For each, write: the main idea (one sentence), evidence from the stimulus (quote or paraphrase with reference), supporting example from your own knowledge.
4. Plan your conclusion: restate your position and summarise your 2-3 main points in 1-2 sentences.
5. Check your outline: have you covered at least one positive and one negative impact? If not, add a paragraph addressing the missing side.

By the end of this lesson you have a complete draft extended answer of 400-500 words with direct stimulus references and a clear argument.

1. Open your outline from L2. Write your extended answer directly in a Google Doc, working through each section of the outline. Write in full sentences and paragraphs - the outline is your guide, not your final answer.
2. Stimulus references: each time you mention a fact or example from the stimulus, write "(stimulus)" after it. You need at least 2 stimulus references in your final response.
3. Check word count: aim for 400-500 words. If you are under 400, expand your explanations. If over 500, look for repetition to cut.
4. Quick peer check: swap your draft with a partner. They check: (a) Does it have an introduction with a clear position? (b) Are there at least 2 stimulus references? (c) Does it cover both positive and negative impacts? Give each other 2 minutes of verbal feedback.
5. Note the feedback you received. You will implement it in L4.

By the end of this lesson your Task 4 extended answer and planning evidence are submitted to Google Classroom.

1. Implement peer feedback from L3. Make targeted improvements - do not rewrite everything, just address the specific gaps identified.
2. Final proofread: check every sentence for clarity. Read it out loud (quietly) - if a sentence is hard to say, it is probably hard to read. Fix it.
3. Submission checklist: (a) extended answer Google Doc (share link with teacher), (b) planning outline (in the same doc, below your response, or as a separate section), (c) annotated stimulus (scan or photo of paper annotations, or digital annotations).
4. Submit all components to Google Classroom. This is the final task of Semester 1 / Module 1. Well done.

By the end of this lesson you can navigate a spreadsheet interface and have your Task 5 dataset set up with headers and initial data entered.

1. Open Microsoft Excel or Google Sheets. Your teacher gives a brief interface tour: ribbon/toolbar, cell address bar, sheet tabs, column letters and row numbers. Take notes on any terms you do not know.
2. Open the Task 5 starter dataset from Google Classroom (or create your own based on your warmup question). The dataset should have at least 20 rows of data across at least 4 columns.
3. Enter the data into your spreadsheet. Row 1 = headers (bold them). Rows 2 onwards = data. Do not leave blank rows between data rows.
4. Save your file: File > Save As, name it "Task5_YourName." If using Google Sheets, it saves automatically.
5. AI Copilot: ask "What should I include in a business spreadsheet to make it easy to analyse?" Add any ideas to your plan.

By the end of this lesson you can write SUM and AVERAGE formulas using cell references and explain the difference between relative and absolute references.

1. Formula basics: a formula always starts with =. Your teacher demonstrates =SUM(A2:A10) and =AVERAGE(B2:B10). Copy the formula syntax into your notes.
2. In your Task 5 spreadsheet, add a totals row or column. Use =SUM() to calculate a meaningful total (e.g. total sales, total hours). Label the cell clearly.
3. Add an averages row or cell. Use =AVERAGE() to find the average of a numerical column (e.g. average daily sales).
4. Relative vs absolute: your teacher explains that cell references change when copied (relative) unless you add $ signs (absolute, e.g. $A$1). Demonstrate this by copying a formula down a column - observe how the references change.
5. Add a meaningful label next to each formula result so a reader knows what it shows.

By the end of this lesson you can write an IF formula with a logical test and a COUNTIF formula to count cells meeting a condition.

1. IF formula: your teacher explains the syntax =IF(logical_test, value_if_true, value_if_false). Example: =IF(B2>1000,"High","Low") labels sales as High or Low. Copy and test this formula in a new column in your spreadsheet.
2. Apply an IF formula relevant to your data. Add a column that categorises each row (e.g. above/below target, pass/fail, peak/off-peak).
3. COUNT and COUNTIF: =COUNT(A2:A20) counts all numbers in a range. =COUNTIF(C2:C20,"High") counts cells matching a value. Use COUNTIF to count how many rows meet a specific condition in your dataset.
4. AI Copilot: type "Give me an example of a useful IF formula for a sales spreadsheet." Try implementing the suggestion in your spreadsheet.
5. Check: you now have SUM, AVERAGE, IF, and COUNT/COUNTIF all applied. That meets the Task 5 formula requirement.

By the end of this lesson your spreadsheet has professional formatting including consistent fonts, appropriate number formats, borders, and a readable layout.

1. Number formats: select monetary cells, apply Currency format ($ sign, 2 decimal places). Select date cells, apply a date format (dd/mm/yyyy). Select percentage cells, apply Percentage format. Use the Format Cells menu (right-click or Ctrl+1 in Excel).
2. Borders: select all data cells (including headers), apply a medium outer border and thin inner borders. This makes the data easier to read in print or PDF.
3. Column widths: double-click each column divider to auto-fit. Then manually widen any column where text is cut off. Aim for no truncated text.
4. Header row: bold the header row text. Apply a fill colour (match your business's colour scheme if you have one). Make font colour white or dark enough to contrast.
5. Freeze panes: freeze the top row (header row) so it stays visible when scrolling. In Excel: View > Freeze Panes > Freeze Top Row. In Google Sheets: View > Freeze > 1 row.
6. Screenshot your formatted spreadsheet and paste into your design notes as "Spreadsheet - formatted."

By the end of this lesson you can explain when to use bar, line, pie, and scatter charts and have selected the two most appropriate chart types for your data.

1. Chart types lesson: Bar/Column (comparing categories), Line (trends over time), Pie (parts of a whole - best with 2-5 slices), Scatter (relationship between two numerical variables). Record a use case and a limitation for each type.
2. Look at your Task 5 dataset. Decide which two chart types best suit your data. In your notes, write: Chart 1 type + why; Chart 2 type + why. Your teacher must approve your choices before you start building.
3. Understand what makes a bad chart choice: pie charts with 10 slices are unreadable; bar charts for time-series data are misleading. AI Copilot: ask "What are common mistakes when choosing chart types?" Add key points to your notes.

By the end of this lesson you have both required charts built with title, axis labels, and a legend.

1. Select the data for your first chart. Include headers in your selection. Insert > Chart (Excel) or Insert > Chart (Google Sheets). Choose your approved chart type.
2. Add a chart title: double-click the title area and type a descriptive name (e.g. "Monthly Sales by Product - Jan to Jun 2025"). A title like "Chart 1" is not acceptable.
3. Add axis labels (not all chart types require both): right-click the chart, go to Chart Elements / Edit Chart, and add Axis Titles. Label the X axis (what category) and Y axis (what value, including units if applicable).
4. Add or verify the legend is visible and correctly identifies each data series.
5. Format: change chart colours if needed (click a bar/line, right-click > Format Data Series). Make sure colours are distinguishable if printed in greyscale.
6. Repeat for your second chart. Move both charts to a separate "Charts" sheet tab (Excel) or leave on the same sheet but below the data (Google Sheets).

By the end of this lesson you can describe what your data shows and make a specific, justified business recommendation based on the evidence.

1. Interpretation language: your teacher models how to describe data professionally: "The data shows...", "Sales peaked in...", "The most significant finding is...", "Compared to..., the figure for... was...". Note these sentence starters.
2. Look for patterns: What is the highest value? Lowest? Any unexpected spikes or drops? Any obvious trends over time? Record at least 4 observations about your data.
3. Write your business recommendation: based on your data, what should the business do? (e.g. "Stock more of Product X in summer months as demand increases by 40%.") Your recommendation must be specific and directly supported by your data.
4. Draft your interpretation summary (150-200 words). Include: summary of key findings (2-3 sentences), reference to at least one chart (mention the chart name), and your business recommendation (2-3 sentences).

By the end of this lesson you have received peer feedback on your spreadsheet and interpretation and have identified improvements to make before submission.

1. Swap spreadsheets with a partner (share Google Sheets link or open each other's Excel file). Use the Task 5 Peer Review Form on Google Classroom.
2. Check your partner's work: (a) Are there at least 3 formulas? (b) Do the formulas produce logical results? (c) Are there 2 labelled charts? (d) Is the formatting professional? (e) Does the interpretation make a specific recommendation? Write one piece of positive feedback and one improvement suggestion for each criterion.
3. Receive your own feedback. Review all 5 criteria. Choose 3 improvements to implement before submission.
4. Document in your notes: feedback received, improvements chosen, and brief reason for each choice.

By the end of this lesson your Task 5 spreadsheet and interpretation are in final form.

1. Implement your 3 peer feedback improvements. Work through them systematically. Do not get sidetracked by minor cosmetic changes until the main improvements are done.
2. Final formula check: click on each formula cell and confirm the range is correct and the result makes logical sense. Check for any #REF!, #DIV/0!, or #VALUE! errors and fix them.
3. Final interpretation check: re-read your 150-200 word summary. Is the recommendation specific? Does it reference actual data values? Is the language professional? Fix any issues.
4. Submission: share your Google Sheets link (set to "Anyone with the link can view") and submit it via Google Classroom, OR export as .xlsx and upload. Also submit your interpretation summary as a Google Doc link or paste it into the Google Classroom assignment comment.

By the end of this lesson all students have submitted Task 5, and students who have submitted are introduced to advanced spreadsheet features.

1. If not yet submitted: finalise and submit Task 5 in this lesson. Your teacher will assist with any final issues.
2. Extension (submitted students): your teacher introduces VLOOKUP syntax: =VLOOKUP(lookup_value, table_array, col_index_num, FALSE). Try implementing a simple VLOOKUP in a new sheet using your existing data.
3. Extension: nested IF: =IF(A2>1000,"High",IF(A2>500,"Medium","Low")). Apply this to create a three-tier category column.
4. Extension: Data Validation - restrict a column to only accept values from a dropdown list (Data > Data Validation). This is used in professional business spreadsheets to prevent data entry errors.

By the end of this lesson you have reflected on your Task 5 experience and been introduced to the network concepts needed for Task 6.

1. Reflection: In your notes, write 3-5 sentences: What was the hardest part of Task 5? Which formula did you find most useful? How could you use spreadsheets in a future job you are interested in?
2. Real-world connection: your teacher shows examples of how businesses use spreadsheets (inventory management, payroll, budgeting, data dashboards). Discuss: what would happen if a formula error went unnoticed in a payroll spreadsheet?
3. Task 6 preview: your teacher introduces the network content for Task 6. You will learn about LAN, WAN, internet connections, network hardware, and cloud computing. Read the Task 6 brief on Google Classroom.

By the end of this lesson you can define LAN and WAN, name three types of network hardware, and explain one advantage of cloud computing over on-premise storage.

1. Network types: LAN (Local Area Network - within a building), WAN (Wide Area Network - across multiple locations or the internet). Add to notes with an example of each.
2. Network hardware: router, switch, modem, access point, network cable (Cat5/Cat6), Wi-Fi adapter. For each, write its function in one sentence.
3. Cloud vs on-premise: cloud stores data on remote servers (Google Drive, OneDrive, iCloud), on-premise stores data locally (school server, external hard drive). Advantages of cloud: accessible from anywhere, automatic backup, scalable. Disadvantages: requires internet, privacy/security concerns, ongoing subscription cost.
4. AI Copilot: ask "What network hardware would a small business of 10 people need?" Read the response and add any new hardware to your notes.
5. Task 6 is a Short Answer test (same format as Task 2). It covers everything learned in this lesson and the next 11 lessons. Start your Task 6 notes document now.

By the end of this lesson you can define LAN, WAN, MAN, and PAN and describe two common network topologies with their advantages and disadvantages.

1. Network types: PAN (Personal Area Network - Bluetooth, <10m), LAN (Local Area Network - home/school/office), MAN (Metropolitan Area Network - city-wide), WAN (Wide Area Network - national/global, includes the internet). Record definition and business example for each.
2. Network topologies lesson: Star (all devices connect to a central switch - most common, easy to manage), Bus (all devices on one cable - old, single point of failure), Mesh (every device connected to every other - redundant, expensive), Ring (devices in a loop - rare). Sketch each topology in your notes.
3. Business context: why does a small business use a star LAN topology? Discuss with a partner and write 2 reasons.
4. AI Copilot: ask "What are the advantages and disadvantages of a star network topology for a small business?" Add any new points to your notes.

By the end of this lesson you can describe the function of at least 5 network hardware components and explain when to use wired vs wireless connections.

1. Hardware components: your teacher presents each item with a photo. For each, write its name, function (what it does), and location (where it sits in a network). Components: router, switch, modem, wireless access point, NIC (Network Interface Card), patch cable (Cat6), firewall (hardware).
2. Wired vs wireless: wired (faster, more secure, less interference) vs wireless (convenient, flexible, more interference, security risks). Record a scenario where each is preferred.
3. Group activity: draw a simple network diagram for a small business with 8 computers, 1 printer, 1 server, and internet access. Label all hardware on your diagram.
4. AI Copilot: ask "What network hardware does a business with 20 employees need and why?" Note anything your diagram is missing.

By the end of this lesson you can explain at least 3 types of internet connection and define bandwidth, latency, IP address, and DNS.

1. Internet connection types: NBN FTTP (fibre to the premises - fastest), NBN FTTN (fibre to the node - slower, copper last mile), Cable, 4G/5G mobile, Satellite (Starlink). For each: typical speed, cost, and where it is used. Add to notes.
2. Bandwidth vs latency: bandwidth = how much data per second (Mbps), latency = delay (ms). High bandwidth = fast downloads. Low latency = fast response (important for video calls, gaming). Record definitions with examples.
3. Protocols: IP address (unique address for every device on a network, e.g. 192.168.1.1), DNS (Domain Name System - translates domain names like google.com into IP addresses), HTTP/HTTPS (protocol for web pages - HTTPS is encrypted). Record each with a 1-sentence explanation.
4. Discussion: why does a business pay for high-speed internet rather than using a home connection? Write 3 business reasons.

By the end of this lesson you can explain the three cloud service models and evaluate cloud computing's benefits and risks for a small business.

1. Cloud service models: SaaS (Software as a Service - use software online, e.g. Google Workspace, Microsoft 365, Xero), PaaS (Platform as a Service - develop and host apps, e.g. AWS, Azure), IaaS (Infrastructure as a Service - rent servers and storage, e.g. Amazon S3). Record with a business example for each.
2. Benefits of cloud for business: no hardware maintenance, pay-as-you-go, access from anywhere, automatic backups, scalable, collaboration (multiple users).
3. Risks: requires internet connection, data stored overseas (data sovereignty), subscription costs add up, vendor lock-in, security/privacy concerns.
4. Data sovereignty: Australian businesses storing data overseas must comply with Australian privacy laws even if data is on foreign servers. Your teacher explains the Australian Privacy Act relevance.
5. Write a 5-sentence paragraph: "Should a 10-person accounting firm move from on-premise servers to the cloud? Explain your recommendation with reference to benefits and risks."

By the end of this lesson you can define 6 cybersecurity threats and explain the potential business impact of each.

1. Threat definitions: Malware (malicious software - viruses, worms, trojans), Phishing (fake emails/websites to steal credentials), Ransomware (encrypts files, demands payment), Social Engineering (manipulating people into revealing information), DDoS (Distributed Denial of Service - overwhelms a server), Data Breach (unauthorised access to sensitive data). For each: definition, how it occurs, and a real or hypothetical business example.
2. Case study: your teacher presents a brief real-world ransomware attack on a business. Discuss: what was the impact, what could have prevented it?
3. Create a threat summary table in your notes: columns = Threat | Definition | Business Impact | Prevention measure. Complete all 6 rows. This is excellent revision material for the test.

By the end of this lesson you can recommend at least 4 cybersecurity measures a business should implement and explain why each is important.

1. Security measures lesson: Firewall (monitors/blocks unauthorised traffic), Antivirus/Anti-malware (detects and removes malicious software), 2FA (Two-Factor Authentication - requires two forms of verification), Encryption (scrambles data so only authorised parties can read it), Regular backups (3-2-1 rule: 3 copies, 2 different media, 1 offsite), User training (teaching staff to recognise phishing), Security policy (documented rules for staff behaviour).
2. Add each measure to your threat summary table as the "Prevention" column entry for the relevant threat.
3. Scenario: a small dental clinic has 5 computers, patient records, and no IT staff. Write a recommended cybersecurity plan using at least 4 measures from the lesson. Justify each recommendation.
4. AI Copilot: ask "What are the most important cybersecurity measures for a small business?" Check if the suggestions align with what you learned.

By the end of this lesson you can identify and describe at least 4 technology systems used in business and explain the advantages of each.

1. Business technology systems: POS (Point of Sale - processes sales, tracks inventory), ERP (Enterprise Resource Planning - integrates finance, HR, supply chain in one system), CRM (Customer Relationship Management - tracks customer interactions and sales pipeline), VoIP (Voice over Internet Protocol - internet-based phone calls), Videoconferencing (Zoom, Teams - remote meetings), BYOD (Bring Your Own Device - policy allowing staff to use personal devices). For each: definition, example product/service, one advantage.
2. Add all 6 systems to your Task 6 notes with definitions and examples.
3. Discussion: what is one disadvantage of BYOD for a business? (Security, support costs, data separation.) Record in notes.

By the end of this lesson you have attempted a set of practice test questions under timed conditions and identified knowledge gaps to fill before L11.

1. Your teacher distributes the Task 6 Practice Test. Complete it without AI Copilot or notes (try from memory first). 25 minutes to attempt all questions.
2. Time up: your teacher reveals model answers. Self-mark your practice test. For every question where you scored 0 or partial marks, add the correct answer to your notes in a different colour.
3. Knowledge gap analysis: circle the 3 topics where you performed worst. These are your revision priorities for L9 and L10.
4. AI Copilot: for each of your 3 weak topics, ask the Copilot to explain it in a different way. If the first explanation did not make sense, a different explanation often helps.

By the end of this lesson you have a completed revision summary card covering all key Task 6 topics and have tested yourself with a partner.

1. Create a one-page revision summary card. It must cover: network types (PAN/LAN/MAN/WAN), network hardware (7 items), topologies (4 types), internet connections (5 types), cloud models (SaaS/PaaS/IaaS), cybersecurity threats (6), cybersecurity measures (6), business technology systems (6). This is your study card for tonight.
2. Targeted revision: work on the 3 weak topics identified in L8. Re-read your notes, then write the key information again from memory.
3. Quiz partner: take turns asking each other "define" and "explain" questions from the Task 6 topic list. Each person asks 5 questions. Award a point for each correct answer. The person with more correct answers gets their partner to buy them a snack (honour system).

By the end of this lesson you are confident in all key Task 6 topics and know how to manage your time and approach questions in the formal test.

1. Final content check: your teacher goes through the complete topic list for Task 6. For each topic, rate yourself 1-3 (1 = not confident, 3 = confident). Use the last 15 minutes of class to revise any 1s.
2. Exam technique: read each question carefully. "Define" = give a precise meaning. "Explain" = definition + how it works. "Describe" = key features. "Evaluate" = give pros and cons with a judgement. Write these in your notes.
3. Time management: the test is 60 minutes for /30 marks. That is 2 minutes per mark. If a question is worth 4 marks, spend about 8 minutes. If you get stuck, move on and come back.
4. Tomorrow: bring nothing but a pen. No notes, no devices, no AI. The test starts at the beginning of L11.

1. Log in to Socrative (b.socrative.com/student-v2/join) and enter the Room Name. Read the instructions on the front page before starting.
2. Work through the test at your own pace. Manage your time: approximately 2 minutes per mark. If you finish early, review your answers.
3. When time is called, stop writing immediately. Turn over your paper. Your teacher will collect all papers.
4. Results will be returned in L12.

By the end of this lesson you have reviewed your Task 6 test results, completed corrections, and been introduced to Task 7: Business Website.

1. Your teacher returns your Socrative results. Focus on your own feedback - do not compare marks with classmates immediately.
2. Marking walkthrough: your teacher explains the model answer for each question. Highlight questions where your answer was incorrect or incomplete.
3. Corrections: for any question where you scored 0 or partial marks, write the correct answer in a different colour. This reinforces the correct information and is submitted at the end of class.
4. Your teacher introduces Task 7: Business Website. This is the largest task of Module 2 (20%, /60). You will choose one of three pathways: HTML/CSS coding, platform-based (Wix or Google Sites), or AI-assisted (CodePen with prompting). Starting next lesson (Task 7, Term 4 Week 4).

By the end of this lesson you have chosen your pathway, defined your business concept, and identified your target audience and website purpose.

1. Pathway decision: Read the three pathway descriptions at the top of Task 7. Decide which pathway suits your skills and interests. Record your choice and write 2 sentences explaining why you chose it. Tell your teacher your choice today - some pathways may have limited availability.
2. Business concept: Choose a fictional business for your website. It should be a type of business you know something about (cafe, gym, photography studio, repair shop, clothing store, etc.). Name your business.
3. Audience and purpose: Write 3 sentences: Who is your target audience? What do you want visitors to do when they reach your site (buy, book, call, learn)? What tone should the website have (professional, friendly, creative)?
4. Site map: Plan the 3+ pages of your website. Draw a simple site map showing which pages link to each other. Minimum: Home, About, Contact. Optional extras: Services, Gallery, Blog, FAQs.

By the end of this lesson you have wireframe sketches for at least 2 pages and have chosen your colour palette and font pairing.

1. Wireframes: draw hand-drawn or digital wireframes for at least 2 pages (Home and one other). A wireframe shows layout only - boxes for images, lines for text, rectangles for buttons. No colour or real content yet. Label every section (nav, hero, content, footer).
2. Revisit your Task 3 design principles notes. Apply them to your website planning: how will you use contrast, alignment, and hierarchy on your home page?
3. Colour palette: choose 2-3 colours for your website. Use coolors.co if needed. Record your hex codes. Ensure sufficient contrast (dark text on light background or vice versa).
4. Font pairing: choose a heading font and a body font. For web: Google Fonts (fonts.google.com) are free and easy to embed. Record your font names.
5. Add your colour palette and fonts to a "Design Plan" doc that will become the basis of your design rationale.

By the end of this lesson you have your development environment set up and a working home page skeleton with navigation and a hero section.

1. Follow the pathway instructions above to set up your project and build your home page skeleton.
2. Screenshot or share a link to your progress at the end of the lesson. Show your teacher.
3. In your design notes, record any decisions or problems you encountered and how you resolved them.

By the end of this lesson your home page has real content, colour, typography, at least 1 image, and a clear call to action.

1. Follow pathway instructions to complete home page content and styling.
2. Check design principles: does your home page demonstrate contrast, alignment, and hierarchy? Make any adjustments needed.
3. Save and screenshot. Add to design notes as "Home page - Draft."

By the end of this lesson your About and Contact pages are built with consistent navigation and appropriate content.

1. About page: Create/build your About page. Content: business story (2-3 sentences), business values or mission (1-2 sentences), a team or founder section (fictional is fine). Apply consistent navigation - the same nav as the home page.
2. Contact page: Create/build your Contact page. Content: business name, fictional address, phone number, email. Optional: embedded Google Map (platform users), simple contact form (HTML users: <form> element with name, email, message fields - styling only, no backend required).
3. Navigation check: click every nav link on every page. All links must work. Fix any broken links immediately.
4. Visual consistency check: does every page use the same fonts, colours, and header/footer? If not, fix it.

By the end of this lesson your website has been tested in a mobile view, any obvious responsive issues have been addressed, and a footer is present on all pages.

1. Mobile view test: Pathway A: right-click in browser > Inspect > toggle device toolbar (Ctrl+Shift+M), choose "iPhone SE." Pathway B: Platform tools have a mobile preview - activate it. Pathway C: Same as Pathway A.
   Look for: text too small to read, images overflowing the screen, nav items too close together. Note all issues.
2. Fix the most obvious mobile issues. Pathway A CSS tip: add img { max-width: 100%; } and * { box-sizing: border-box; } to catch most overflow problems.
3. Add a footer to all pages: business name, copyright year, and at least one contact detail. The footer should appear at the bottom of every page consistently.
4. Optional 4th page: if you have time, add a Services or Gallery page. This can improve your content quality marks.

By the end of this lesson you have received structured peer feedback on your website and identified 3 improvements to make.

1. Open the Task 7 Peer Review Form on Google Classroom. You will review one classmate's website and they will review yours.
2. Review your partner's website using the criteria: (a) Visual design - is it professional and consistent? (b) Navigation - do all links work and is it intuitive? (c) Content - is it relevant and professional? (d) Mobile - does it look acceptable on a small screen? (e) Design principles - can you identify contrast, alignment, and hierarchy? Write specific feedback for each.
3. Receive your own feedback. Identify 3 specific improvements to make. Record in design notes: feedback received, 3 improvements chosen, reason for each.
4. Begin implementing changes if time allows.

By the end of this lesson your website is near-final with peer feedback implemented and all content proofread.

1. Implement your 3 peer feedback improvements. Work through them in order of impact (biggest improvement first).
2. Content proofread: read every word on your website. Fix spelling and grammar errors. Check that business names are consistent. Ensure no placeholder text (Lorem ipsum) remains.
3. Link check: click every button and every nav link on every page. Document any broken links and fix them.
4. Image check: ensure all images load correctly. Check alt text (Pathway A: add alt="" attributes to all img elements - even if empty, this is good practice).
5. Screenshot all pages and add to your design notes as "Final Draft."

By the end of this lesson you have a draft design rationale of 250-350 words that justifies at least 4 major design decisions with reference to principles and audience.

1. Website rationale structure:
   Introduction (2 sentences): business, audience, purpose of the website.
   Visual design decisions (2-3 sentences each): colour palette choice + justification, font pairing + justification, use of images + justification.
   Structural/navigation decisions (2-3 sentences): page structure, navigation design, layout choices.
   Design principles applied (2 sentences): name 2-3 principles and where they appear.
   Conclusion (1-2 sentences): overall effectiveness and any limitations.
2. Write your rationale draft in a Google Doc. Target 250-350 words. Use the structure above but write in full paragraphs, not bullet points.
3. AI Copilot: paste your draft and ask "Does this rationale clearly justify design decisions with reference to design principles? What is missing?" Refine in your own words.

By the end of this lesson your website and rationale are in final form and ready for submission.

1. Final website review: view your website as a first-time visitor. Ask: is the business purpose clear? Is navigation obvious? Does it look professional? Fix any final issues.
2. Rationale refinement: re-read your L9 draft. Check word count (250-350 words). Ensure each design decision is clearly justified. Check for spelling and grammar.
3. Submission checklist (from Google Classroom): website link (shared link or GitHub Pages URL or Wix/Google Sites published link), design rationale (Google Doc link or PDF), wireframes/thumbnails, peer review form. Tick all items.
4. Teacher sign-off: show your teacher your completed website on screen. They will note it as complete. This is separate from the formal submission via Google Classroom.
5. Submit all components to Google Classroom if ready. You have L11 and L12 as catch-up if needed.

By the end of this lesson all Task 7 components are submitted. Students who submitted earlier use this time for Task 8 preparation.

1. If not yet submitted: finalise and submit Task 7 in this lesson. Your teacher will assist with any final issues.
2. If submitted: read the Task 8 brief on Google Classroom. Task 8 is the final task of the year (4 lessons, 5%, /25). It is an Extended Answer on digital technology and business ethics. Preview the stimulus material if available.
3. Extension option: if you chose Pathway B or C, explore the basics of the HTML/CSS your website uses. Open browser DevTools and inspect your website's code. Identify one CSS property you can explain.

By the end of this lesson you have reflected on your Task 7 website project and been introduced to the Task 8 ethics content.

1. Mini showcase: your teacher selects 3-4 websites (with permission) to display to the class. Class feedback: one thing done well, one suggestion. Participate constructively.
2. Personal reflection: write 3-5 sentences: What are you most proud of in your Task 7 website? Which pathway would you choose again and why? What skill from Task 7 could you use outside school?
3. Task 8 intro: your teacher introduces the final task - Digital Technology & Business Ethics. This covers data privacy, AI in the workplace, and ethical use of technology. Read the stimulus on Google Classroom. Note: same format as Task 4 (Extended Answer, 4 lessons).

By the end of this lesson you have read and annotated the stimulus document and identified at least 4 ethical issues or considerations raised by it.

1. Open the Task 8 stimulus document on Google Classroom. Read it all the way through without annotating first.
2. Read it a second time. Annotate: (a) ethical issues raised (e.g. privacy violation, unfair use of AI, data misuse), (b) stakeholders affected (employees, customers, shareholders, community), (c) business responses mentioned or implied, (d) any statistics or specific examples.
3. Ethics framework mini-lesson: your teacher introduces key concepts - data privacy (right to control your personal data), algorithmic bias (AI making unfair decisions), workplace surveillance (monitoring employees), digital divide (unequal access to technology). Add definitions to your planning doc.
4. In your planning doc, write a dot-point list of at least 4 ethical issues from the stimulus. For each, note who is affected and how.
5. AI Copilot: ask "What are the main ethical issues businesses face when using AI and collecting customer data?" Add new points not in the stimulus (label as "own knowledge").

By the end of this lesson you have a complete dot-point outline for your extended answer with a clear position, 2-3 body points, and selected stimulus evidence for each.

1. Decide your position: overall, do you think the business in the stimulus is acting ethically? Or does the ethical harm outweigh the business benefit? You can also argue "it depends on..." - but be specific.
2. Plan your introduction: 2 sentences - what is the ethical issue, what is your position.
3. Plan 2-3 body paragraphs. For each, write: the ethical issue (one sentence), how the stimulus demonstrates it (paraphrase + "(stimulus)"), a broader example from your own knowledge, and what the business should do about it (the ethical response).
4. Plan your conclusion: restate your position and summarise 2-3 key points.
5. Check: have you covered at least one data privacy or AI ethics issue, and have you proposed at least one concrete business response? If not, revise your plan.

By the end of this lesson you have a complete draft extended answer of 400-500 words with direct stimulus references and clear ethical reasoning.

1. Open your outline from L2. Write your extended answer in a Google Doc, working through each section. Write in full sentences and paragraphs.
2. Stimulus references: each time you reference the stimulus, write "(stimulus)" after the point. You need at least 2 stimulus references.
3. Ethical reasoning language: use terms like "This raises an ethical concern because...", "The business has a responsibility to...", "Stakeholders affected include...", "A more ethical approach would be..."
4. Check word count: aim for 400-500 words. Expand thin paragraphs if under 400; trim repetition if over 500.
5. Quick peer check: swap with a partner. They check: (a) Is there a clear position in the introduction? (b) At least 2 stimulus references? (c) Is at least one ethical issue clearly explained? (d) Is at least one business response proposed? Give 2 minutes of verbal feedback each.

By the end of this lesson your Task 8 extended answer and planning evidence are submitted, completing Year 11 AIT General.

1. Implement peer feedback from L3. Make targeted improvements - address the specific gaps identified, not a full rewrite.
2. Final proofread: read every sentence. Fix unclear phrasing. Check that every body paragraph has an ethical term, a stimulus reference, and a proposed business response.
3. Submission checklist: (a) extended answer Google Doc link, (b) planning outline (in the same doc or separate section), (c) annotated stimulus. Submit all to Google Classroom.