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By the end of this lesson you understand the Task 1 brief, have identified your client and topic, and have written a first draft of your design criteria and target audience analysis.

1. Open the Task 1 brief on Google Classroom. Read it fully before doing anything else. Note: who is the client, what is the topic, what format is required, when is it due.
2. In a new Google Doc titled T1 Planning Doc, write your client brief summary in your own words (3-4 sentences). Confirm your topic with your teacher if unsure.
3. Target audience: write a paragraph (5-6 sentences) describing your target audience. Include: approximate age range, background knowledge level, why they would engage with this poster, what visual style would suit them.
4. Design criteria: write 4-5 measurable criteria your poster must meet. Example: “The poster must use a colour palette of no more than 4 colours.” Criteria must be specific enough to mark against.
5. Share your Planning Doc with your teacher and submit the link to Google Classroom before the end of the lesson.

By the end of this lesson you can define and give examples of line, shape, and space as elements of design, and identify how each is used in a real-world poster.

1. Line - In your Planning Doc, add a section titled “Elements Notes”. Define line: a mark connecting two points; can be straight, curved, diagonal, thick, thin, dotted. Write how line can direct the viewer’s eye across a composition.
2. Shape - Define shape: a two-dimensional area defined by an outline or contrast. Geometric shapes (circles, rectangles) feel structured; organic shapes feel natural. Logos and icons are primarily shape-based communication.
3. Space - Define space: the area around, between, or within objects. Positive space = the subject; negative space = the background. Deliberate negative space prevents visual clutter and helps key messages stand out.
4. Find a poster image online (government health campaign, event poster, or product ad). In your doc, annotate with 2 examples of each: line, shape, space. Screenshot and paste.
5. Add one sentence per element explaining how its use in your chosen poster affects how you read it.

By the end of this lesson you can define texture, colour, and tone as design elements and explain how colour choices communicate mood and meaning in poster design.

1. Texture - Define texture: the visual or tactile quality of a surface. In print/digital design, texture is usually visual (simulated). Give one example of texture used in a poster and explain the effect (rough textures feel raw/industrial; smooth textures feel modern/clean).
2. Colour - Colour has three properties: hue (the colour itself), saturation (intensity), and value (lightness/darkness). Define each. Note: warm colours (red, orange) attract attention and feel urgent; cool colours (blue, green) feel calm or trustworthy.
3. Tone - Tone is the lightness or darkness of a colour. High-contrast tonal combinations (black text on white) maximise readability. Low contrast creates mood but reduces legibility. Add one real-world example.
4. For your own poster topic: write 3 sentences justifying your colour palette choice. Reference mood, target audience, and contrast needs.
5. Use an online colour palette tool (Adobe Color, Coolors, or similar) to generate your poster palette. Screenshot and paste into your Planning Doc.

By the end of this lesson you can define balance, emphasis, contrast, and dominance as principles of design and explain how they are achieved using the elements covered in L2-L3.

1. Add a new section to your Planning Doc: “Principles Notes”. Balance: Symmetrical balance places equal visual weight either side of a central axis. Asymmetrical balance achieves equilibrium through contrasting sizes or placement - often more dynamic. Define both with a one-sentence example each.
2. Emphasis: Drawing attention to the most important element. Achieved through size, colour, contrast, or isolation. In a poster, the headline or key image usually carries the most emphasis. Note how you will apply emphasis in your poster.
3. Contrast: The juxtaposition of opposing qualities - light/dark, large/small, rough/smooth. High contrast creates visual energy and directs attention. Define contrast and write one example from a real poster.
4. Dominance: One element is designed to dominate the composition - the ‘hero’ element. Describe which element will dominate your poster (headline text? A key image?) and why.
5. Annotate the poster image you found in L2 with at least 2 principles. Add brief captions explaining each.

By the end of this lesson you can define unity, proximity, repetition, and proportion, and explain how typography functions as both an element and a carrier of principles.

1. Unity: The feeling that all elements belong together as a cohesive whole. Achieved through consistent colour, font, and style choices. Add to your Principles Notes.
2. Proximity: Related elements are placed near each other; unrelated elements are spaced apart. This groups information visually without lines or boxes. Example: contact details grouped at the bottom of a poster use proximity.
3. Repetition: A visual element (colour, shape, icon) repeated throughout the design creates rhythm and reinforces theme. Describe one way you will use repetition in your poster.
4. Typography in design: Typeface choice, size, weight, alignment, and spacing are all design decisions. Write your font choices for your poster and justify each against your target audience and mood.
5. Proportion: The relative size of elements to each other. Define proportion and note your size hierarchy: heading - subheading - body text planned sizes.

By the end of this lesson you have applied the rule of thirds and grid alignment to produce at least 3 thumbnail sketches of your poster layout.

1. Rule of thirds: Divide your poster into a 3×3 grid. Place key focal points at or near the four intersection points. Draw a 3×3 grid diagram in your Planning Doc and annotate where your dominant element will sit.
2. Grid and alignment: Professional layouts use an underlying grid - columns, gutters, and margins - to align elements consistently. Even if invisible in the final design, the aligned result feels structured and intentional. Describe your grid plan (e.g. 2-column layout with 15mm margins).
3. Produce 3 thumbnail sketches of your poster layout. These can be hand-drawn and photographed, or drawn in Google Slides/Canva. Each should show a different layout option. Label each with which compositional rule it uses.
4. Select your preferred thumbnail. Write 3-4 sentences justifying your choice by referencing your design criteria, target audience, and compositional rule applied.
5. Show your teacher your preferred thumbnail and planning doc before starting L7 - get sign-off before opening production tools.

By the end of this lesson you have set up your poster canvas with correct dimensions, established your background and colour palette, and placed your headline text using your chosen typography.

1. Open your design tool (Canva, Adobe Express, or Google Slides). Create a new canvas: A3 portrait (297mm × 420mm) or A4 portrait (210mm × 297mm) - confirm with your teacher which is required for printing.
2. Set your background colour from your palette. Do not use a plain white background unless it is part of your deliberate design rationale - add at least a subtle tonal difference or texture overlay.
3. Set up visual guides or a grid if your tool allows. This ensures your alignment is deliberate.
4. Place your headline text. Apply your chosen display font, size, and colour. Check that it sits on a rule-of-thirds intersection. Adjust weight and letter spacing for readability at poster size.
5. Save your file. In your Planning Doc, take a screenshot of your progress at the end of the lesson. Caption: “L7 progress - layout and headline set.”

By the end of this lesson you have placed and adjusted your main image(s) or graphic elements, applied body text with correct typographic hierarchy, and documented image sources.

1. Image sourcing: Only use images you have the right to use. Options: Canva’s built-in library (licensed), Unsplash (free commercial licence), your own photographs, or icons from Flaticon/The Noun Project (check licence). You cannot use a Google Image Search result without checking its licence.
2. Place your main image. Apply the rule of thirds - if your image is a photograph, the main subject should sit on a grid intersection, not dead-centre. Adjust scale and cropping to suit your layout.
3. Add body text: any subheadings, statistics, or key information points. Apply your body font at a size clearly smaller than your headline. Use proximity to group related text together.
4. Apply repetition: check that your colour and typography choices are consistent throughout. If you used blue for the headline, use blue for icons or bullet points to maintain unity.
5. Source documentation: in your Planning Doc, list every image or asset used with its source URL and licence type. This is your intellectual property acknowledgement - required for the task.

By the end of this lesson you have evaluated your in-progress poster against your design criteria and made targeted refinements to address gaps.

1. Export your poster as PDF and zoom to 100%, or present on screen at near-final size. Stand back and look at it as a viewer, not a designer.
2. Open your design criteria from L1. Work through each criterion: Met / Partially Met / Not Met. Write a brief note on what needs to change.
3. Check visual hierarchy: if you squint at your poster, which element catches your eye first? It should be your intended dominant element. If it isn’t, adjust size, colour contrast, or weight.
4. Check balance: cover one half of the poster. Does the other half look complete or unbalanced? Adjust element placement if one side feels heavy.
5. Make all identified changes. Take a new screenshot and add to your Planning Doc labelled “L9 post-refinement.”

By the end of this lesson you have completed a structured peer review form for a classmate’s poster and received feedback on your own, with at least two specific improvement suggestions documented.

1. Export your poster as a PDF or PNG. Share it with your peer review partner via Google Drive or Classroom.
2. Review your partner’s poster. Write 1-2 sentences for each: (a) Which design elements can you identify? Name them. (b) Which principles are clearly applied? Name them. (c) Does the poster suit its stated target audience? (d) What is the single most effective part and why? (e) What one specific change would improve it most?
3. Return your written feedback to your partner. Feedback must reference specific design terminology - not just “I liked it.”
4. Read the feedback you received. In your Planning Doc, add “Peer Feedback - Response.” For each suggestion: (a) Do you agree? Why or why not? (b) Will you act on it? If yes, describe the change. If no, justify why your current decision was deliberate.
5. Submit your peer review form to Google Classroom by end of lesson.

By the end of this lesson your poster is production-quality, peer feedback has been actioned, and your annotated design document is complete.

1. Implement your chosen peer feedback changes. Each change should be a conscious design decision, not just making something look “different.”
2. Create an annotated version of your poster. Export your poster as an image, then add text callouts pointing to specific elements/principles. Label at least 6 annotations (e.g. “Asymmetrical balance - large image left, text block right creates visual tension that draws the eye across”).
3. Final export: export your poster as a PDF at highest quality. Name the file: T1_Poster_[YourName].pdf
4. Export your annotated version separately: T1_Annotated_[YourName].pdf
5. Ensure your Planning Doc includes: design criteria, target audience, 3 thumbnail sketches with justification, progress screenshots, peer review response, IP acknowledgement, and annotations. This is your PM evidence portfolio.

By the end of this lesson all Task 1 components are submitted to Google Classroom and you have written a brief reflection on your design process.

1. Final checklist - verify before submitting: ☐ Poster PDF (final) ☐ Annotated poster PDF ☐ Planning Doc (criteria, audience, thumbnails, IP acknowledgement) ☐ Peer review form submitted ☐ Progress screenshots in planning doc ☐ All filenames include your name.
2. Submit all files to the Task 1 assignment on Google Classroom. If any file exceeds the upload limit, share via Google Drive and paste the link into the submission comment.
3. Write a 5-sentence reflection in your Planning Doc: (a) Which element/principle are you most proud of? (b) Which design criteria did you fully meet? (c) Which criteria were hardest and why? (d) What would you change with more time? (e) What design skill from T1 will you use again in T4 or T7?
4. Submit your Planning Doc link with your final submission.

By the end of this lesson you can define all elements of design, the key principles, and both compositional rules from memory, and you can apply them to analyse a given design stimulus.

1. Make flashcards (physical or Quizlet) for all 7 elements: line, shape, space, texture, colour, tone, form. Each card: term on front, definition + example on back.
2. Make flashcards for key principles: balance (symmetrical/asymmetrical), emphasis, contrast, dominance, unity, proximity, repetition, proportion. Same format.
3. Practice stimulus analysis: your teacher will display a poster. Write 3 minutes of analysis: name 3 elements, name 3 principles, explain one relationship between an element and a principle.
4. Pair up and quiz each other - one reads the definition, the other names the term. Swap after 5 minutes.
5. On your own: write a model short-answer response to this question: “Identify two principles of design in the image below and explain how each principle uses elements of design to direct the viewer’s attention.”

By the end of this lesson you can accurately define all key PM terms and write a model answer for a scenario-based PM question.

1. PM terms to define: scope, time, resources, client brief, design criteria, target audience characteristics, presentation medium, design plan representations (annotated diagrams, storyboards, thumbnails), evaluation criteria. Write one definition from memory for each.
2. Practice scenario: “A school is creating a poster to promote their Year 12 formal. Identify three design criteria they should include and justify each one.” Check: each criterion should be measurable and reference a design concept.
3. Target audience practice: “Describe the target audience for a mental health awareness poster aimed at secondary school students.” Include: age range, knowledge level, what will engage them, what design style would suit them.
4. Write the difference between design criteria and evaluation criteria in 2 sentences.
5. Write a full practice answer: “Explain why identifying the target audience before starting a design project is important. Include reference to how target audience affects at least two design decisions.”

By the end of this lesson you have completed the Task 2 in-class test under formal conditions.

• Read all questions before starting - identify which carry the most marks and plan your time accordingly.
• For a 4-mark question: aim to write 4 distinct, accurate points or a well-structured paragraph of 4-6 sentences.
• Stimulus questions: describe what you can see first, then name the design term, then explain the effect.
• If stuck on a question, skip and return. Do not spend more than 5 minutes on a 2-mark question.
• Leave 3-4 minutes at the end to re-read your answers. Check: did you use design terminology? Did you fully answer each question?

By the end of this lesson you can accurately describe the purpose and specifications of the CPU, RAM, ROM, HDD, and SSD and explain the practical difference between primary and secondary storage.

1. Open a new Google Doc: T3 Hardware Notes & Report. Create a table with columns: Component | Purpose | Key Specs | Business Relevance.
2. CPU: Central Processing Unit - executes instructions. Key specs: clock speed (GHz), number of cores. More cores = better multitasking; higher GHz = faster per-task processing. Fill in the table.
3. Primary storage - RAM: Random Access Memory - volatile (lost on shutdown), holds currently running programs and data. Measured in GB. ROM: Read-Only Memory - non-volatile, stores firmware (BIOS). Fill in the table.
4. Secondary storage - HDD vs SSD: HDD (Hard Disk Drive) = magnetic platters, slower, higher capacity, cheaper per GB. SSD (Solid State Drive) = flash memory, faster, more durable, more expensive per GB. An SSD dramatically reduces boot times - significant for productivity. Fill in the table.
5. Read the T3 business scenario provided by your teacher. Write two sentences: which CPU specification matters most for this client and why, and which storage type you recommend and why.

By the end of this lesson you can compare the main operating systems for business use, explain software compatibility issues, and correctly identify software licence types relevant to a business scenario.

1. Add to your Hardware Notes doc - OS comparison table: OS | Platform | Key Business Use Case | Compatibility Notes. Fill in: Windows 11, macOS, iOS, Android, Ubuntu Linux.
2. Compatibility issues: (a) Older software on newer hardware/OS - e.g. a legacy accounting program designed for Windows 7 may not run on Windows 11 without compatibility mode. (b) Newer software on older hardware - e.g. Adobe Creative Cloud 2024 requires a 64-bit OS and minimum 8GB RAM; older machines may not meet spec. Write one example of each for your scenario.
3. Software licence types: Open source (source code freely available - e.g. LibreOffice); Proprietary (owned by a company, purchase required - e.g. Microsoft Office); Shareware (free to trial, pay to keep); Freeware (free to use permanently - e.g. Adobe Acrobat Reader). Add definitions to your notes.
4. For the T3 business scenario: identify which OS you recommend and justify why; identify one software compatibility concern; identify which licence type applies to the key software the business will use.
5. Physical maintenance note: add a short paragraph on hardware maintenance relevant to the scenario - UPS (uninterruptible power supply), temperature control/ventilation, regular software updates.

By the end of this lesson you have a complete planning outline for your Task 3 report and a draft introduction paragraph.

1. Create a heading outline in your doc: (1) Introduction - who is the client, what do they need, what will this report cover (2-3 sentences). (2) Hardware Recommendations - CPU, memory, storage, peripherals with justification. (3) Operating System & Software - OS recommendation, compatibility considerations, licence type. (4) Maintenance & Considerations - UPS, temperature, updates, budget. (5) Conclusion - summary recommendation in 2-3 sentences.
2. Under each heading, add dot-point notes from your L1 and L2 research. This is your planning outline.
3. Write your introduction paragraph (80-100 words): name the client/scenario, state the purpose of the report, and give a brief preview of sections covered. Do not start your recommendation in the introduction.
4. Check: does your outline cover all rubric criteria? Hardware: CPU, memory/storage, peripherals. Software/OS: OS justified, compatibility issue named, licence type identified. Communication: structure clear, 400-500 word target achievable.
5. Save and share your planning outline with your teacher for a quick review before L4.

By the end of this lesson your Task 3 report is complete, proofread, within 400-500 words, and submitted to Google Classroom with your planning outline.

1. Write the full report using your outline from L3. Write in complete sentences and paragraphs - this is a report, not a list of dot points.
2. Technical language check: replace vague phrases like “the computer’s brain” with “the CPU (Central Processing Unit).” Replace “the memory” with the specific type: “RAM (Random Access Memory)” or “SSD (Solid State Drive).”
3. Word count: check in Google Docs. If under 400 words, expand your weakest section. If over 500, trim repetition - do not remove required content.
4. Proofread: read every sentence aloud. Fix unclear sentences. Ensure each paragraph has a clear topic sentence. Ensure your conclusion restates key recommendations without introducing new content.
5. Submit to Google Classroom: attach the report (Google Doc link or PDF) and your planning outline. Name files: T3_Report_[YourName] and T3_Outline_[YourName]

By the end of this lesson you understand the Task 4 brief, have chosen your digital technology topic, and can accurately describe the three key Copyright Act 1968 provisions tested in the EST.

1. Open the Task 4 brief on Google Classroom. Choose your digital technology topic. Requirements: the topic must be a real digital technology with social and ethical implications (e.g. social media platforms, AI image generators, surveillance technology, e-commerce). Confirm with your teacher.
2. Create a new Google Doc: T4 Research & Planning. Write your topic, a one-sentence rationale for choosing it, and your intended target audience for the presentation.
3. Copyright Act 1968 - Fair Dealing: Fair dealing allows limited use of copyrighted material without permission for specific purposes: research or study, criticism or review, news reporting, parody or satire. Write the definition. Add one example of each purpose in a digital context.
4. Moral Rights: The right of attribution (having your work credited to you), the right of integrity (your work not being distorted or treated in a derogatory way), and the right not to have work falsely attributed. These rights cannot be sold or transferred. Write these in your notes.
5. Private Use: Making a single copy of legally owned content for personal use (e.g. format-shifting a CD to MP3 for personal listening). Limited in scope - does not extend to sharing. Add to notes.

By the end of this lesson you can write a correctly formatted APA in-text citation and reference list entry for a website source, and explain what intellectual property means in the context of digital publishing.

1. Intellectual Property (IP): Any creation of the mind - writing, music, art, inventions, designs, logos - that is legally protected. In digital contexts: website content, social media posts, digital images, code, and databases can all be IP. Write the definition. In your doc, give 3 examples of digital IP relevant to your chosen technology topic.
2. APA in-text citation - website: Format: (Author Last Name, Year). Example: Social media has fundamentally changed how news is distributed (Carey, 2023). If no author: use a shortened title in italics (e.g. (Instagram statistics, 2024)). Practice: write one sentence about your topic with a correct in-text citation for a source you have found.
3. APA reference list entry - website: Format: Author Last, First Initial. (Year, Month Day). Title of page. Site Name. URL. Example: Carey, J. (2023, March 15). How social media is reshaping journalism. The Conversation. https://theconversation.com/example. Add two reference entries for sources you will use in T4.
4. Find 3 credible sources for your topic (government websites, academic articles, reputable news sources). Add all three to your reference list in correct APA format in your T4 Research doc.
5. Check each reference entry: Author? Year? Italicised title? Site name? Full URL? In-text citation matching the reference? Fix any gaps before moving on.

By the end of this lesson you can define cyberbullying, distinguish it from traditional bullying with at least 3 specific differences, name the main forms, and describe two effective management strategies.

1. Definition: Cyberbullying is the use of digital technologies (social media, messaging apps, online platforms) to repeatedly harass, threaten, humiliate, or exclude another person. Add to your T4 Research doc. Key requirement: it is usually repeated and deliberate.
2. Forms of cyberbullying: Harassment (sending offensive messages repeatedly), flaming (online arguments with hostile language), exclusion (deliberately excluding someone from online groups), outing (sharing private information without consent), cyberstalking (repeated tracking/following online), impersonation (creating fake profiles). Write all six with a one-sentence example each.
3. How cyberbullying differs from traditional bullying: (a) 24/7 reach - victims cannot escape even at home; (b) anonymity - perpetrators can hide behind fake profiles; (c) audience scale - content can be shared to thousands instantly; (d) permanence - digital content is difficult to fully remove; (e) physical distance - no face-to-face confrontation required. Write at least 3 of these differences in full sentences.
4. Management strategies: (a) Block and report the perpetrator on the platform; (b) Do not respond to provocation; (c) Screenshot evidence before blocking; (d) Tell a trusted adult or school counsellor; (e) Contact the eSafety Commissioner (Australia) if severe. Write 3 strategies with a brief explanation of why each is effective.
5. Add a slide outline for your cyberbullying section of the T4 presentation: title, key points, supporting statistic or example, APA citation.

By the end of this lesson you can describe the impact of social networking on information publication and distribution, explain strategies for responsible digital citizenship, and discuss work-life balance in the context of digital technologies.

1. Social networking & information publication: Social media platforms have shifted information publishing from traditional gatekeepers (newspapers, broadcasters) to individuals. This has both positive impacts (speed of distribution, democratisation of voice, global reach) and negative impacts (misinformation spread, echo chambers, loss of editorial standards). Write 2 positives and 2 negatives in your notes.
2. Impact on mobile devices: The availability of smartphones has accelerated social networking, enabling constant connectivity. Consider: how has mobile access changed when and where people receive information? Add a 3-sentence paragraph to your notes.
3. Responsible social networking strategies: Think before posting; check sources before sharing; respect others’ privacy; use privacy settings; understand that public posts are permanent; consider your digital footprint. List all 6 in your notes with a brief why for each.
4. Work-life balance: Digital technologies blur the line between work and personal time (e.g. checking work emails after hours, being contactable at all times via smartphone). Positive aspects: flexibility and remote work. Negative aspects: difficulty disconnecting, increased stress, reduced personal time. Write 2 positive and 2 negative effects in full sentences.
5. Add slide outlines for the responsible networking and work-life balance sections of your T4 presentation. Each slide should have a title, 3 dot points, and at least one APA citation planned.

By the end of this lesson you have your presentation structure set up in Google Slides with a consistent visual design, and at least 4 slides are drafted with content and speaker notes.

1. Create a new Google Slides presentation: T4 - Impacts of Technology - [Your Name]. Set up 10-12 slide placeholders with these titles: (1) Title slide, (2) Introduction & chosen technology, (3) Copyright Act 1968, (4) Intellectual Property & Referencing, (5) Cyberbullying - Definition & Forms, (6) Cyberbullying - Differences & Strategies, (7) Responsible Social Networking, (8) Work-Life Balance, (9) Analysis - Your Chosen Technology, (10) Conclusion, (11) References.
2. Apply design principles from T1. Choose a consistent colour palette (3-4 colours). Select one display font for headings and one body font. Set up a master slide template or apply a consistent theme. Slides must not look like unformatted default templates - design marks are at stake.
3. Draft slide content for slides 3, 4, and 5 using your research notes. Each slide: 3-5 dot points maximum (slides are not essays), plus 1 relevant image or icon, and at least one APA in-text citation.
4. Write speaker notes for each drafted slide. One paragraph per slide (5-7 sentences). Speaker notes must explain and expand on the dot points - not simply repeat them.
5. Screenshot your progress and add to your T4 Research doc. Caption: “L5 progress - presentation structure and initial slides drafted.”

By the end of this lesson your presentation has all slides drafted including your chosen technology analysis, and your APA reference list slide is complete and correctly formatted.

1. Complete slides 6, 7, and 8 using your research notes from L3 and L4. Apply the same design standards and citation requirements. Ensure speaker notes are written for each.
2. Slide 9 - Analysis of your chosen technology: This is the slide that connects the impacts content to your specific topic. For your chosen technology: identify at least 2 specific social or ethical impacts. For each: describe the impact, provide evidence (cited), evaluate whether the impact is positive or negative or both, and suggest a mitigation or responsible use strategy.
3. Complete your Conclusion slide (Slide 10): summarise your 3 key takeaways from the research. Do not introduce new information. Write 3 strong bullet points and a full speaker notes paragraph.
4. References slide (Slide 11): List all sources in correct APA format. Check: author, year, italicised title, site name, full URL. Hanging indent (use a 0.5cm hanging indent or format manually). Alphabetical order. Minimum 3 references. Fix any formatting errors now.
5. Check all in-text citations: every factual claim in the presentation should have a citation. Go through every slide and mark any uncited claims. Add citations before the next lesson.

By the end of this lesson you have completed a peer review of a classmate’s presentation and used the feedback received to identify and action at least two improvements in your own work.

1. Share your presentation with your peer review partner (view-only link). They will review your work; you will review theirs. Give 10 minutes each way.
2. Review your partner’s presentation. Write feedback on: (a) Is the Copyright Act content accurate? (b) Are cyberbullying differences from traditional bullying clearly explained? (c) Are APA citations present throughout? (d) Does the design follow consistent visual principles? (e) One specific content improvement they should make. (f) One specific design improvement.
3. Read the feedback on your own presentation. In your T4 Research doc, add “Peer Feedback - Response” and respond to each point: agree/disagree and what you will change.
4. Action at least two improvements before the end of the lesson. Screenshot the before and after for each change.
5. Submit your peer review form to Google Classroom by end of lesson.

By the end of this lesson your presentation is polished, your speaker notes are complete, and you have completed a rubric self-assessment identifying your expected grade for each criterion.

1. Run through every slide: check spelling and grammar. Check that no slide has more than 5 bullet points. Check that every slide has a citation if it contains factual claims. Check that speaker notes are written for every content slide.
2. Design consistency check: does every slide use the same fonts? Same heading size? Consistent colour use? Check that images are not stretched or pixelated.
3. Rubric self-assessment: open the T4 rubric above. For each of the 4 criteria, write your expected grade (A/B/C/D/E) and one sentence justifying it. Be honest - this is for your own improvement, not marks.
4. If your rubric self-assessment shows a gap, spend the remaining lesson time addressing it. Content gaps are more costly than design gaps at this point.
5. Export a PDF version of your presentation for backup: File → Download → PDF Document. Name it T4_Presentation_[YourName].pdf

By the end of this lesson all Task 4 components are submitted to Google Classroom.

• ☐ Google Slides presentation shared with your teacher (comment access) OR PDF exported and uploaded
• ☐ Speaker notes complete on all content slides
• ☐ APA reference list slide present and correctly formatted
• ☐ In-text citations present on all factual claim slides
• ☐ Peer review form submitted to Classroom
• ☐ T4 Research & Planning doc submitted (contains your research notes and peer review response)

By the end of this lesson you understand the structure and format of the EST, have a time allocation plan, and know the question types you are likely to face based on the 2026 EST structure as a format example.

1. Create a new Google Doc: EST Preparation Notes. This doc will be your study resource for the weeks before the EST.
2. EST structure (based on 2026 format as an example of question style - not a guarantee of 2027 content): The 2026 EST had 5 questions totalling 46 marks across approximately 50 minutes. Question types included: short answer with stimulus analysis (design/PM), IP and copyright application, social networking discussion, cyberbullying scenario, APA referencing task, and work-life balance discussion. Note: the specific content focus changes each year.
3. Time allocation strategy: Divide your 50 minutes by marks. 46 marks in 50 minutes = roughly 1 minute 5 seconds per mark. A 9-mark question should get approximately 10 minutes. A 4-mark question: 4-5 minutes. Write your time allocation plan in your EST Prep doc. Include 3 minutes at the end for review.
4. Mark-hunting strategy: In short answer exams, each mark corresponds to a distinct, assessable point. If a question is worth 3 marks, you need 3 clearly distinguishable correct pieces of information. Listing one great point in depth will not earn 3 marks - you need 3 separate points.
5. Write the Unit 3 content areas you feel least confident in. Prioritise these for the remaining EST prep lessons.

By the end of this lesson you can annotate a design stimulus in under 3 minutes, identifying elements, principles, and PM information that will help you answer questions accurately and quickly under exam conditions.

1. The annotation method: When you receive a stimulus image in the EST (e.g. a poster or design), spend the first 2 minutes annotating it before reading the questions. Circle the dominant element. Note the colour palette. Mark any use of rule of thirds. Identify the target audience from visual cues. This primes your memory so answers come faster.
2. Practice with a printed or on-screen poster. Set a 2-minute timer. Annotate: (a) circle 3 elements you can see, (b) mark 2 principles in action, (c) note the compositional rule, (d) write a one-word description of the target audience. Stop at 2 minutes.
3. PM scenario reading: For text-based stimuli (a client scenario, a project description), underline: the client’s name, the project goal, any constraints (budget, time, audience), and any design criteria mentioned. These are the reference points your answers must connect back to.
4. Practice PM scenario annotation: your teacher provides a short project scenario (2-3 paragraphs). Annotate it in 3 minutes using the method above. Then answer: “Identify two design criteria the designer should use. Justify each.”
5. In your EST Prep doc, write the annotation checklist you will use in the actual EST: Element (3) → Principle (2) → Composition rule → Target audience → PM reference points. Keep this short enough to recall from memory.

By the end of this lesson you can write a 4-mark PEEL response on a given AIT topic in under 5 minutes, and identify the difference between a 2-mark and a 4-mark answer quality.

1. PEEL structure: Point - state your answer; Evidence - support with an example or fact; Explain - elaborate on why or how; Link - connect back to the question. In the EST, a well-structured PEEL paragraph typically earns full marks on a 4-mark question. A bare “point” with no explanation earns 1 mark.
2. Worked example - Question: “Describe one strategy a student can use to manage cyberbullying. (2 marks)”. Weak answer: “Block the bully.” (1 mark). Strong answer: “A student experiencing cyberbullying should block and report the perpetrator on the platform. Blocking removes immediate contact, while reporting flags the account to the platform’s moderation team for review and potential removal. This addresses the behaviour at the source rather than simply avoiding it.” (2 marks).
3. Practice: write a PEEL response to: “Explain how social media has changed the way information is published and distributed. Discuss one advantage and one disadvantage. (4 marks).” Set a 5-minute timer. Check: Point + Evidence + Explain + Link for both advantage AND disadvantage. Count your distinct assessable points.
4. Swap responses with a partner. Each person mark the other’s response: how many distinct, correct assessable points does it contain? Anything fewer than 4 = needs work for a 4-mark question.
5. In your EST Prep doc, write a “PEEL template” you can apply to any impacts question in the EST. Keep it to 4 lines: Point → Evidence → Explain → Link.

By the end of this lesson you can write a correct APA in-text citation and reference list entry from memory in under 2 minutes, and recall all elements, principles, and key PM terms without notes.

1. APA from memory drill: Close all notes. Given this information - Author: Sarah Jones, Year: 2024, Month/Day: June 5, Title: “The rise of TikTok and teen mental health”, Website: The Conversation, URL: https://theconversation.com/example - write the full APA reference list entry in under 2 minutes. Check against the format: Jones, S. (2024, June 5). The rise of TikTok and teen mental health. The Conversation. https://theconversation.com/example
2. In-text citation drill: Write an in-text citation for (a) a single author with year; (b) no author (use shortened title in italics); (c) a direct quote (requires page number or paragraph number). Three different examples from memory.
3. Design elements speed review: Set a 2-minute timer. Write all 7 elements of design from memory with a one-word description each: Line (direction), Shape (form), Space (breathing room), Texture (surface quality), Colour (hue/saturation/value), Tone (lightness/darkness), Form (3D quality in 2D design).
4. PM terms speed review: Set a 2-minute timer. Write: scope, client brief, design criteria, target audience, evaluation criteria, presentation medium, annotated diagram, storyboard, thumbnail. One-sentence definition each from memory.
5. Identify your 3 weakest areas from this lesson. Write them in your EST Prep doc with a focus note for the remaining study time.

By the end of this lesson you have completed a full practice EST under near-exam conditions and identified specific content or technique gaps to address before the real EST.

1. Your teacher will provide a practice EST paper. Exam conditions apply for this lesson: close all tabs, put away notes, use pen only for your answers.
2. Set a 50-minute timer. Work through the practice paper. Apply your time allocation strategy from L1: check the mark value of each question before starting, allocate time proportionally.
3. Apply stimulus annotation before answering any question that includes an image or scenario text. Do not skip this step even under time pressure - it saves time overall.
4. When time is called: stop. Do not add or change answers after time.
5. Self-mark using the model answers your teacher provides. For each question: score your answer, then write one sentence on why you lost marks (if any) - wrong term? Missing point? Didn’t apply PEEL? Added to EST Prep doc.

This lesson is the formal EST examination administered by SCSA.

• Read all questions before writing. Identify the highest-mark questions first and allocate time accordingly.
• Annotate any stimulus material for 2 minutes before answering questions about it.
• Every mark = one assessable point. For a 3-mark question, write 3 distinct, accurate pieces of information.
• Write full sentences. “Fair dealing” alone does not earn a mark - “Fair dealing allows limited use of copyrighted material for purposes such as research, study, or criticism without requiring permission from the copyright holder” earns marks.
• Leave 3 minutes at the end to review. Check you have answered every question. Add missed points rather than rewriting correct answers.

By the end of this lesson you can distinguish between file optimisation for print, digital, and online purposes, and accurately explain lossy and lossless compression with correct file format examples.

1. Create a new Google Doc: T6 Managing Data Notes & Response. Add a table: Purpose | Resolution/Quality | File Format | Why.
2. File optimisation purposes: (a) Print - requires high resolution (300 DPI minimum), large file size acceptable, formats: TIFF, high-quality PDF, PNG. (b) Digital display (on-screen) - 72-96 DPI acceptable, moderate file size, formats: PNG, JPEG. (c) Online/web - smallest file size for fast loading, 72 DPI, formats: JPEG, WebP, compressed PNG. Fill in your table.
3. Lossy compression: Permanently removes data to reduce file size. Quality degrades with each save. Example formats: JPEG (images), MP3 (audio), MP4 (video). Useful when: small file size is priority and some quality loss is acceptable (web images, streaming audio). Write definition + 2 examples.
4. Lossless compression: Reduces file size without losing any data - the original can be perfectly reconstructed. Example formats: PNG (images), FLAC (audio), ZIP (general files). Useful when: quality must be preserved exactly (medical images, print files, archives). Write definition + 2 examples.
5. Cropping and resampling: Cropping removes unwanted parts of an image (reduces file size by reducing pixel count). Resampling changes the number of pixels - upsampling adds pixels (reduces quality), downsampling removes pixels (reduces file size). Note the difference in your doc.

By the end of this lesson you can explain version control, describe the concept of cloud computing with a business benefit, and correctly name and describe at least 3 system utility tools.

1. Document version control: Managing multiple versions of a document to avoid confusion about which is current. Strategies: (a) file naming convention with date/version number (e.g. Report_v3_2026-06-10.docx); (b) using Google Drive or OneDrive version history (automatic); (c) keeping a change log inside the document. Write all 3 strategies with one sentence each explaining why it helps a business.
2. Online data management: Strategies for managing data stored online: regular backups (3-2-1 rule: 3 copies, 2 different media, 1 offsite), access control (who can view/edit), folder structure conventions. Add to your notes.
3. Cloud computing: Storing and accessing data and applications over the internet rather than on local hardware. Key benefit: accessible from any device with internet; data backed up by the provider; scalable storage. Example: Google Drive, Microsoft OneDrive, Dropbox. Write definition + 1 business benefit + 1 risk.
4. System utility tools: (a) Disk clean-up - removes temporary files, browser cache, and system files to free storage space; (b) Disk defragmentation - reorganises fragmented data on HDDs for faster read/write (note: not needed for SSDs); (c) Anti-malware/antivirus software - detects and removes malicious software; (d) Spam filter - reduces unsolicited emails entering inboxes; (e) Deletion of temp files and internet cache - frees space and improves performance. Write all 5 with purpose and one real example each.
5. Read the T6 scenario provided by your teacher. Identify: which compression type is relevant, which version control strategy applies, which system utility tool could help, and whether cloud storage is part of the solution. Note in your doc.

By the end of this lesson you have a complete planning outline for your Task 6 response and a draft introduction paragraph directly connected to the scenario.

1. Re-read the T6 scenario carefully. Underline every specific problem mentioned (e.g. “files are too large to email” → compression; “multiple conflicting versions” → version control; “slow computer performance” → system utilities). Your response must connect directly to these problems - do not write generically.
2. Create a heading outline: (1) Introduction - identify the scenario business and the data management problems (2-3 sentences). (2) File Optimisation & Compression - which type applies here and why. (3) Version Control & Online Management - specific strategy for the scenario. (4) Cloud Computing & Utilities - recommendations with justification. (5) Conclusion - summarise 2-3 key recommendations.
3. Under each heading, add dot-point notes from your L1 and L2 research, directly referenced to the scenario. This is your planning outline - must be submitted with the final response.
4. Write your introduction paragraph (80-100 words). It must: name the scenario context, identify the key data management problems, and state the purpose of the response. Do not begin recommendations in the introduction.
5. Check your outline covers all rubric criteria: Stimulus Analysis (file optimisation for correct purpose, problems identified); Data Management Application (compression types correct, version control strategy, cloud concept, 2 utility tools); Communication (structure, word count target met).

By the end of this lesson your Task 6 response is complete, proofread, within 400-500 words, and submitted to Google Classroom with your planning outline.

1. Write the full response using your outline from L3. Write in complete sentences and paragraphs. Each paragraph should address one specific data management strategy and connect it clearly to the scenario problem it solves.
2. Technical language check: replace vague phrases with precise terms. “Making the file smaller” → “applying lossless compression using PNG format.” “Saving it online” → “storing to a cloud platform such as Google Drive, which provides automatic versioning and remote access.”
3. Word count: check in Google Docs. If under 400 words, expand your weakest strategy section with more specific justification. If over 500, trim repetition - do not remove required content areas.
4. Proofread: read every sentence aloud. Ensure each recommendation is clearly connected to a scenario problem. Ensure your conclusion restates the 2-3 key recommendations without introducing new content.
5. Submit to Google Classroom: attach both the response and your planning outline. Name files: T6_Response_[YourName] and T6_Outline_[YourName]

By the end of this lesson you understand the three website pathways available, have chosen your pathway with teacher confirmation, and can explain key web authoring concepts including HTML structure, CSS, hyperlinks, and responsive design.

1. Open the Task 7 brief on Google Classroom. Read it fully. Note: client, purpose, minimum page count, due date. Create a new Google Doc: T7 Planning Doc.
2. Three pathways - choose one: (a) HTML/CSS - code your site using a text editor and browser; full control over design; requires prior knowledge or willingness to learn; (b) Platform tool (Wix, Google Sites) - drag-and-drop builder; built-in templates; easier to produce a functional site quickly; (c) AI-assisted - use a tool such as Framer AI, Wix ADI, or similar to generate a base site, then customise. Discuss with your teacher. Note your chosen pathway and one sentence of justification in your planning doc.
3. Web authoring concepts: Add a notes section to your planning doc. Define: (a) HTML - HyperText Markup Language, defines the structure and content of web pages using tags; (b) CSS - Cascading Style Sheets, controls visual presentation (colours, fonts, layout); (c) Hyperlinks - <a href="..."> tags that link pages or external URLs; (d) Templates - pre-built HTML/CSS structures you customise; (e) Graphics on the web - JPEG for photos (small file), PNG for graphics with transparency, SVG for scalable icons.
4. Responsive design concept: A website is responsive when its layout adapts to different screen sizes (desktop, tablet, phone). Platform tools handle this automatically. In HTML/CSS you use media queries. Add to notes: what is responsive design and why does it matter for users?
5. Write your design criteria for T7 (minimum 4). Each must be measurable and reference a design concept from T1 or a web-specific requirement (e.g. “All navigation links work on desktop and mobile.”).

By the end of this lesson you have a site map showing all pages and navigation, wireframes for each page, and a content plan listing what goes on every page.

1. Types of online collaboration: Add to your notes: (a) Real-time collaborative editing - Google Docs/Slides, multiple people editing simultaneously (b) Asynchronous collaboration - shared drive, version history, comment threads (c) Project management tools - Trello, Asana, shared task lists (d) Video conferencing - Meets, Teams, for remote communication. Define each with a one-sentence example relevant to a web design project.
2. Site map: Draw a simple site map in your planning doc showing every page and how they link. Minimum structure: Home → [Page 2] → [Page 3]. Add more pages if the client brief requires. Label each page with its purpose and a brief description of content (2-3 bullet points).
3. Wireframes: Produce one wireframe per page. Wireframes are low-fidelity layout sketches - boxes and labels showing where each element sits. No colour, no fonts. Just structure: header position, navigation bar, main content area, images, footer. Can be hand-drawn, or use Google Slides, Canva, or Figma (free). Label every element.
4. For each wireframe, add a note on: which design principle governs that page’s layout (e.g. rule of thirds on the home page hero image, proximity for the contact details group).
5. Share your site map and wireframes with your teacher for sign-off before starting production in L3. Do not build without planning approval.

By the end of this lesson your website project is set up in your chosen tool, global styles (colours, fonts) are applied, the navigation bar is built and links to all planned pages, and the home page hero section is complete.

1. HTML/CSS pathway: Create a project folder. Add: index.html, style.css, and empty files for each additional page (about.html, contact.html). Link the CSS to every HTML file using <link rel="stylesheet" href="style.css"> in the <head> of each page. Platform pathway: Create your Wix or Google Sites project, set the colour palette and font system in the site-wide settings, and create placeholder pages for each section of your site map.
2. Apply global styles first: colour palette (using CSS variables or platform theme settings), heading font, and body font. Consistent global styles prevent the most common design inconsistency issues.
3. Build your navigation bar. It must appear on every page. For HTML/CSS: code it once, then copy the exact same HTML to every page (or use an include pattern if you are confident with JavaScript). Links must point to the correct file names. For platform tools: use the built-in navigation component - any changes propagate automatically.
4. Build your home page hero section: main heading, sub-heading or tagline, and one strong hero image. Apply the rule of thirds. Check that the heading uses your display font at the correct size. Screenshot and add to your planning doc: “L3 progress - setup and home hero.”
5. Test every navigation link. Open each page. Confirm the links work and land on the correct page. Fix any broken links before moving to L4.

By the end of this lesson all inner pages are built with their core content, images are placed with IP sources documented, and design principles are visibly applied across at least 2 pages.

1. Build each inner page using your wireframe as a guide. Work from your content plan: add headings, body text, and images for each page. Do not freestyle - compare against your wireframe at the end of each page build.
2. Image sourcing and IP: Use the same sourcing rules as T1 (Unsplash, Canva library, own photos). In your planning doc, add an IP table: Image | Source URL | Licence | Which page. This is your intellectual property acknowledgement. Every image must be in this table.
3. Apply design principles across pages: use proximity to group related content; apply repetition by reusing your colour and font choices consistently; check balance on each page by covering one half and assessing the other.
4. Typography hierarchy: every page should have a clear heading → subheading → body text size progression. Ensure line length is readable (45-75 characters per line is the readable sweet spot for body text).
5. Screenshot each completed page and add to your planning doc. Caption each with the page name and one sentence noting which design principle was prioritised.

By the end of this lesson you have audited your site for design consistency, tested all links, and completed a self-evaluation against your design criteria with targeted improvements made.

1. Cross-page consistency audit: Open each page side-by-side (or flip between them quickly). Check: same navigation? Same footer? Same font sizes for headings and body? Same colour usage? Same button style? Note any inconsistencies and fix them before moving on.
2. Link test: Click every single hyperlink in your site. Navigation links, in-page links, any external links. Any broken links must be fixed now. In HTML/CSS, check for typos in href attributes - filename capitalisation matters.
3. Mobile responsiveness check: In Chrome, open DevTools (F12) → Toggle Device Toolbar and view your site at 375px width (iPhone). Does text overflow? Are images still visible? Does the navigation still work? Note any issues in your planning doc.
4. Design criteria self-evaluation: Open your criteria from L1. Rate each: Met / Partially Met / Not Met. Write one sentence on what needs to change for each “Partially Met” or “Not Met” criterion.
5. Make all identified changes. Prioritise: broken links (Functionality marks) > missing criteria content (Design marks) > visual polish. Take post-refinement screenshots.

By the end of this lesson you have written a complete design rationale of 250-350 words that analytically justifies your major design decisions by referencing specific design principles, your target audience, and the client brief.

1. Add a section to your planning doc: Design Rationale. The rationale explains why you made design decisions, not just what the design looks like. “I used blue because it looks good” is descriptive and earns no marks. “I used blue tones throughout because the client’s target audience is corporate professionals for whom cool, calm colours convey trustworthiness and authority, aligned with the balance principle” is analytical and earns marks.
2. Structure your rationale in 4-5 paragraphs: (a) Introduction - client, audience, and overarching design goal (b) Colour and typography decisions (c) Layout and compositional choices (d) Navigation and functionality decisions (e) Evaluation of how well the design meets the criteria. One paragraph per topic, 50-70 words each.
3. Every design decision must reference at least one design principle by name. Minimum 4 different principles named across the rationale.
4. Word count check: aim for 250-350 words. Under 250: expand your weakest paragraph. Over 350: tighten sentences - remove repetition and passive constructions.
5. Proofread the rationale. Every sentence should answer the question: “Why did you make this design choice?” If a sentence only answers “What does it look like?”, rewrite it.

By the end of this lesson you have completed a structured peer review of a classmate’s website and used the feedback received to identify and action at least two improvements in your own site.

1. Share your website with your peer reviewer: provide the live URL (Wix/Google Sites) or share your HTML files via Google Drive. For HTML files: share the folder so they can open index.html directly.
2. Review your partner’s website. Write feedback covering: (a) Does navigation work on every page? (b) Can you identify at least 3 design principles? Name them. (c) Does the design suit the stated target audience? (d) Is the content relevant to the client brief? (e) One specific design improvement suggestion. (f) One specific functionality improvement suggestion.
3. Return written feedback to your partner. Feedback must be specific - “looks nice” is not acceptable peer review feedback in Year 12.
4. Read your received feedback. In your planning doc, add “Peer Feedback - Response.” For each point: agree/disagree and what you will change.
5. Action at least 2 improvements before end of lesson. Screenshot before and after for each change.

By the end of this lesson your website is in its final state, your planning doc is complete, and you have a submission package ready to go.

1. Final full-site test: open the live site or index.html and walk through every page as a first-time user. Click every link. Read every piece of text. Check every image loads. Fix anything that fails.
2. Rubric self-assessment: rate each of the 4 criteria (Design, Functionality, Rationale, PM Evidence) with an expected grade and one justifying sentence. Spend remaining time addressing any “C or below” rated criterion.
3. Ensure your planning doc contains all PM evidence: wireframes for every page, site map, content plan, IP table, progress screenshots, peer review response, design rationale.
4. For HTML/CSS pathway: compress your project folder into a ZIP file. Name it T7_Website_[YourName].zip. Test that the ZIP can be extracted and index.html opens correctly before submitting. For platform tools: confirm the site is published/live and copy the public URL.
5. Check your design rationale is saved separately (not just inside the planning doc) as a clearly labelled document for the teacher to mark independently.

By the end of this lesson any remaining gaps identified in the L8 self-assessment are addressed and your rationale is in final form.

1. Return to your L8 rubric self-assessment. Work through any criteria rated C or below. Design gaps: add missing visual elements. Functionality gaps: fix any remaining broken links or missing pages. Rationale gaps: rewrite descriptive sentences as analytical ones.
2. If your website’s weakest page is clearly thinner than the others (less content, less design work), invest this lesson in bringing it up to the standard of your strongest page.
3. Final rationale read-through: print it or read it on a different device. Does every sentence answer “why”? Does it cover colour, typography, layout, and navigation? Does it reference the client brief and target audience? Fix any remaining descriptive passages.
4. Confirm all planning evidence is in order in your planning doc. Check the IP table is complete - every image on every page is listed.
5. Save and back up all files. If using HTML/CSS, commit to Google Drive. If using platform tools, confirm the site is published.

By the end of this lesson all Task 7 components are submitted to Google Classroom.

• ☐ Website: live URL (platform tools) OR ZIP file containing all HTML/CSS/image files
• ☐ Planning doc with wireframes, site map, content plan, IP table, progress screenshots, peer review response
• ☐ Design rationale (250-350 words) submitted as a separate document
• ☐ Peer review form submitted to Google Classroom
• ☐ Confirmed that all navigation links work and all pages are accessible

By the end of this lesson you can accurately describe the purpose of each LAN component and explain the differences between the four main LAN topologies with a real-world use case for each.

1. Create a new Google Doc: T8 LAN Networking. Add a components table: Component | Purpose | Physical Description | Scenario Relevance.
2. LAN components: Fill in the table for each - (a) Server: stores shared files, hosts applications, manages network access; central to client-server networks; (b) Router: connects the LAN to the internet (WAN); assigns IP addresses via DHCP; (c) NIC (Network Interface Card): allows a device to connect to a network - every networked device has one (built-in or add-on); (d) Switch: connects multiple devices within the LAN; intelligently forwards data only to the correct device (unlike a hub); (e) Modem: modulates/demodulates signal between the internet provider’s line and the router; (f) Wireless Access Point (WAP): extends the wired LAN to allow Wi-Fi connections; connects to the switch via ethernet.
3. LAN topologies: Add a topologies section. For each, write: name, description, diagram sketch, advantage, disadvantage, and a real-world use case. (a) Wired star: all devices connect to a central switch; easy to add/remove devices; one device failure doesn’t affect others; switch failure brings down the whole network. Used in: offices, schools. (b) Wireless (Wi-Fi): devices connect wirelessly to an access point; flexible and mobile; subject to interference and range limits. Used in: homes, cafes, open-plan offices. (c) Client-server: devices (clients) request resources from a central server; centralised management and security; server is a single point of failure. Used in: business networks with shared resources. (d) Peer-to-peer: devices connect directly to each other with no central server; simple and cheap; poor security at scale. Used in: small home networks, file sharing.
4. Transmission media: (a) Optic fibre - fastest, highest capacity, immune to electrical interference, expensive; (b) Wired (copper/Cat5e/Cat6) - reliable, moderate speed, affordable; (c) Wireless (Wi-Fi/802.11) - flexible, no cable required, subject to interference and distance limits. Add to notes.
5. Read the T8 scenario. Note which topology would suit it and why. Write 3 bullet points as the basis for your topology justification.

By the end of this lesson you have a complete, annotated LAN diagram showing all required components with correct connections, labels, and transmission media types indicated.

1. Choose your diagram tool: Google Slides (shapes + lines), draw.io (free, network-specific icons), Canva, or hand-drawn on A4 paper (photograph at high resolution afterwards).
2. Place components on the diagram in logical positions reflecting your chosen topology. For a wired star: switch in the centre, client devices radiating outward. Add the router connected to the switch. Add the modem connected to the router. Add the server connected to the switch. Add a wireless access point connected to the switch for any wireless devices in the scenario.
3. Draw connection lines. Solid lines = wired (ethernet). Dotted or wave lines = wireless. Label each connection with the transmission media type (e.g. “Cat6 ethernet”, “Wi-Fi 802.11ac”).
4. Label every component with: (a) its name (e.g. “Switch”) and (b) a brief annotation of its purpose (e.g. “Switch - connects all wired devices within the LAN and forwards data to the correct device”). Keep annotations concise: 10-15 words.
5. Check your completed diagram against the requirements: ☐ Server ☐ Router ☐ NIC (can be noted on each client device) ☐ Switch ☐ Modem ☐ Access point ☐ All connections drawn ☐ All labels present ☐ Transmission media types indicated. Fix any missing elements.

By the end of this lesson your written justification and topology explanation are complete and your full Task 8 submission is in Google Classroom.

1. Component justification (150-200 words): Write one sentence per major component explaining its purpose in the context of the scenario. Each sentence must answer: “Why does this specific scenario need this component?” Not “A switch connects devices” but “The switch connects the 8 desktop workstations in the [scenario] office and forwards data packets only to the intended recipient, preventing unnecessary network traffic that would slow performance.”
2. Topology explanation (50-80 words): Name your chosen topology. Explain why it suits this scenario. Reference at least 2 specific scenario requirements that drove the decision. Example: “A wired star topology was chosen because the [scenario] office has 8 fixed desktop workstations requiring reliable, high-speed connections for file sharing. The central switch makes it easy to add or remove devices as the business grows, and a single device failure does not affect the rest of the network - critical for the 24/7 operating requirement stated in the brief.”
3. Word count checks: justification 150-200 words, topology explanation 50-80 words. Fix if outside range.
4. Final diagram check: ensure the diagram is exported as a clear image (PNG or PDF) or photographed cleanly if hand-drawn. All text in annotations must be readable.
5. Submit to Google Classroom: diagram image/file + written justification + topology explanation. Name files: T8_Diagram_[YourName] and T8_Written_[YourName]

By the end of this lesson you can define the digital divide with all four syllabus dimensions, explain the implications of e-commerce for consumers and businesses, and discuss the concept of dependency on electronic communication.

1. Create a new Google Doc: T9 Social Impacts Study Notes. This will be your study resource for the T9 test.
2. The digital divide: The gap between those who have access to and the skills to use digital technologies, and those who do not. The SCSA syllabus identifies 4 dimensions - add all four to your notes with a definition and one real-world example each: (a) Availability of digital resources - not all geographic areas have broadband, devices, or reliable power; (b) Dependency on electronic communication - as society increasingly relies on digital channels (e-government, online banking, telehealth), those without access are increasingly excluded; (c) Use of digital technologies - skills gap between generations, socioeconomic groups, or geographic regions; (d) Availability of web-based applications - cloud-based services may be inaccessible to those with low bandwidth or no internet.
3. E-commerce implications: Electronic commerce has changed how businesses and consumers interact. Key implications: (a) 24/7 availability - customers can purchase, contact, and receive services at any time from any location; (b) Reduced overheads for businesses - no physical storefront required; (c) Increased competition - businesses compete globally, not just locally; (d) Changed consumer expectations - fast delivery, instant communication, always-available support. Write 3 positive and 2 negative implications in your notes.
4. Dependency on electronic communication: Society and individuals increasingly rely on digital technologies for work, education, healthcare, and social connection. Positive: greater efficiency and reach. Negative: system failures have widespread impact; reduced face-to-face skills; risk of surveillance and data collection. Write a 4-sentence paragraph in your notes.
5. Self-test: close your notes. Write from memory: the 4 digital divide dimensions and 3 e-commerce implications. Check and correct.

By the end of this lesson you can explain the Privacy Act 1988 provisions for collection, use, and access to personal information, define identity theft with a digital example, and describe at least two safe data disposal methods.

1. Privacy Act 1988: Australian law governing how organisations collect, use, store, and disclose personal information. Add to your study notes: (a) Collection - organisations may only collect personal information that is necessary for their functions; individuals must generally be informed at the time of collection; (b) Use - personal information can only be used for the purpose for which it was collected, or for a directly related purpose; (c) Access - individuals have the right to access personal information an organisation holds about them, subject to limited exceptions; (d) Disclosure - personal information generally cannot be shared with third parties without consent. Write all four with a one-sentence real-world digital example (e.g. an online retailer collecting a customer’s email address at checkout).
2. Identity theft: The fraudulent use of another person’s personal information (name, address, date of birth, financial details) to commit fraud or access resources. Digital examples: phishing emails, data breaches, skimming. Prevention strategies: strong unique passwords, multi-factor authentication, not sharing sensitive information online, checking bank statements regularly, being cautious of phishing. Write definition + 2 digital examples + 2 prevention strategies.
3. Safe disposal of data: Simply deleting files does not remove data from a device - it remains on the storage media until overwritten. Safe disposal methods: (a) Digital files - use secure deletion software that overwrites the data (e.g. Eraser, DBAN); (b) Storage media - physical destruction (shredding hard drives, degaussing magnetic media); (c) Cloud data - verify with the provider that data is permanently deleted from all servers. Write all three methods with a brief justification.
4. Privacy Act vs Copyright Act - key distinction: The Privacy Act protects personal information about individuals from misuse by organisations. The Copyright Act protects creative works (text, images, music, software) from unauthorised use. A common exam error is confusing the two. Write one sentence clearly distinguishing their scope.
5. Self-test: close notes. Write from memory: 3 Privacy Act provisions, 2 identity theft digital examples, 2 safe disposal methods. Check and correct.

By the end of this lesson you can write structured answers for all T9 content areas and have completed at least 4 practice questions under timed conditions.

1. Responsible technology use: Strategies for individuals and businesses: (a) Protecting personal privacy online - using strong passwords, enabling MFA, not oversharing on social media; (b) Maintaining security - keeping software updated, using reputable antivirus, recognising phishing attempts; (c) Ethical digital behaviour - respecting others’ privacy, not sharing others’ personal information without consent, responsible social media use; (d) Managing personal technology use - setting limits on screen time, maintaining work-life balance (connected to T4 content). Write all 4 with one practical example each.
2. Rapid revision - create a one-page summary of all T9 content: Digital divide (4 dimensions), E-commerce (3 implications), Dependency (2 positive, 2 negative), Privacy Act (4 provisions), Identity theft (definition + 2 examples + 2 strategies), Safe disposal (2 methods), Responsible use (3 strategies). This summary is your pre-test study sheet.
3. Practice questions - write full answers to: (a) “Define the digital divide. Describe two of its dimensions with a real-world example for each. (4 marks)” (b) “Explain two implications of e-commerce for small businesses. (4 marks)” (c) “Describe two provisions of the Privacy Act 1988 that apply to online retailers. (4 marks)” (d) “Explain what identity theft is and describe one strategy to reduce the risk. (3 marks)”.
4. Pair up and mark each other’s practice answers. Use the rubric as a guide: are there enough distinct, accurate assessable points? Is the terminology correct?
5. Identify your weakest content area from the practice questions. Spend 5 minutes making targeted revision notes on that area before the end of the lesson.

This lesson is the formal Task 9 in-class test.

• Read all questions before starting. 30 marks in 60 minutes = 2 minutes per mark. A 6-mark question deserves 12 minutes.
• For every answer: lead with a clear topic sentence that directly states your point. Support with an example. Explain the significance. This is the PEEL structure adapted for this test.
• Privacy Act and digital divide questions require specific terminology. “People can’t access technology” is worth 0 marks. “The availability of digital resources dimension of the digital divide identifies the unequal geographic distribution of broadband infrastructure, meaning rural and remote communities have limited or no access to services that metropolitan populations take for granted” is worth marks.
• Leave 5 minutes at the end to re-read all answers. Add missed points. Do not erase correct answers to rewrite them.
• If genuinely stuck on a question after 3 minutes, write what you know, move on, and return later. Partial marks are better than no marks.