11–12Enterprise Computing 11–12 Syllabus (2022)

The Enterprise Computing 11–12 Syllabus aligns with the Loading  to provide opportunities for integrated delivery.

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

The Year 11 course provides students with the opportunity to develop and apply an understanding of enterprise computing systems in the safe and secure usage and storage of data. This is done by manipulating tools and resources while being aware of their social, ethical and legal implications.

The Year 12 course provides students with the opportunity to extend their knowledge and understanding of enterprise computing systems. This will then be applied to the development of a major enterprise project using project management skills.

Figure 1 shows the organisation of Enterprise Computing 11–12.

Image long description: This is a diagram outlining the organisation of content for the Enterprise Computing 11–12 Syllabus. Content is listed in boxes. Interactive media and the user experience, Networking systems and social computing, and Principles of cybersecurity fall under Year 11 on the left. Data science, Data visualisation, Intelligent systems and Enterprise project fall under Year 12 on the right. In the middle is Learning through project work, with lines coming from this box and encircling the content. Surrounding all content of the diagram is a line which is joined at the bottom by a box labelled, Skills. This demonstrates that Skills is being both developed and used in all focus areas.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.