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Page 1Digital Solutions — IA2 
 
Context 
In addition to supplying all uniform requirements to St Laurence's College, The Lauries 
Shop also "stocks a range of stationery, sport and music accessories, supporter apparel 
for parents and Old Boys as well as an extensive selection of College-branded giftware" 
(St Laurence's College, 2019). It has recently been suggested by College stakeholders 
that an overhaul of the current system for managing customer orders and payments as 
well as stock inventory at The Lauries Shop is required. This would improve customer 
experiences, for example allow members of the College community to shop online, as 
well as allow staff to centrally manage the shop. 
Task 
Develop a new web application for St Laurence's College according to the 
requirements outlined in the provided technical proposal. Document the problem- 
solving process in Digital Solutions and demonstrate the functionality of the user 
interface, data and coded components of the digital solution in a video recording. 
To complete this task, you must: 
● recognise and describe 
– programmed and user-interface components 
– useability principles, including accessibility, effectiveness, safety, utility and 
learnability 
● symbolise 
– the user and developer problem using mind maps and one or more 
constructed sketches, annotated diagrams, images or screenshots 
– algorithms communicated using pseudocode that demonstrate knowledge 
and understanding of programming features 
– interrelationships between user experiences and data in the prototype web 
application 
● explain 
– internal and external data components and data structures using appropriate 
symbols, code, data samples and screenshots from the prototype web 
application with annotations 
– the prototype web application from a user-experience perspective 
communicated by way of a collection of annotated images of the user- 
interface components 
– how programming elements and user-interface components connect, 
communicated in an annotated diagram 
– the functionality, useability and efficiency of the coded components 
Page 4Digital Solutions — IA2 
- 2019 2020 
– the functionality, useability and efficiency of the coded components 
communicated through code comments and annotations on the 4–6 A4 
pages 
● analyse the prototype web application problem and information to identify 
– data inputs 
– data and programmed components and their relationships to the structure of 
the prototype web application 
– the prototype web application’s potential personal, social and economic 
impacts 
● determine 
– solution requirements that include 
– essential elements and features of the user interface based on useability 
principles 
– data structures and linkage to interface and code 
– prescribed and self-determined criteria 
● synthesise ideas and information about solutions for 
– user interfaces 
– data and programmed components of the prototype web application, e.g. 
annotated diagrams identifying and describing proposed components of the 
prototype web application 
– data repositories 
– programming to generate a prototype web application 
● generate 
– sample code for the digital prototype on the 4–6 A4 pages, demonstrating 
■ selection 
■ iteration 
■ user input 
■ data output 
– a prototype web application by combining the user interface, data and coded 
components 
● evaluate against criteria 
– personal, social and economic impacts supported by a collection of data 
samples or representations 
– accuracy and efficiency of the coded components supported by a collection 
of annotated code segments in tables, diagrams and written paragraphs 
identifying errors and actions to make refinements 
– the prototype web application from a user-experience perspective supported 
by a collection of annotated images of the user-interface components 
● make refinements and justified recommendations for current and future 
improvements. 
Page 5Digital Solutions — IA2 
- 2019 2020 
Term 2, Week 4: Submit final via Student Café and hard copy. Submit video via 
USB, email or link. 
Term 2, Week 2: Submit complete draft via Student Café. 
Term 1, Week 9: Submit exploration of solution, identification of algorithms and 
user interface sketches via Student Café. 
Stimulus 
See the attached technical proposal. 
Checkpoints 
Authentication strategies 
● You will provide documentation of your progress at Checkpoint 1 (Term 1, Week 9) 
and Checkpoint 2 (Term 2, Week 2). 
● Your teacher will collect copies of your response and monitor at key junctures. 
● You must acknowledge all sources. 
● You must submit a declaration of authenticity. 
● Your teacher will conduct interviews or consultations as you develop the response. 
● Your teacher will collect and annotate a draft. 
Scaffolding 
Your response must include: 
● A3 pages that 
– demonstrate all phases of the problem-solving process in Digital Solutions 
– communicate knowledge and understanding by way of annotated sketches, 
diagrams, images or screenshots 
● a video 
– in mp4 file format 
– no larger than 200 MB 
– demonstrating the functionality of the user interface, data and coded 
components of the web application 
● A4 pages of code with annotations explaining analysis, synthesis and evaluation 
decisions related to the code element or problem 
● referencing of sources following St Laurence's College's referencing style 
Page 6Digital Solutions — IA2 
- 2019 2020 
● referencing of sources following St Laurence's College's referencing style 
● written and visual features, as well as grammatically accurate language 
conventions, to communicate your decision-making 
● headings that organise and communicate the iterative phases of the problem- 
solving process in Digital Solutions. 
A is used to inform the development of a digital innovation and technical proposal 
includes detailed user requirements, diagrams and algorithms that outline how a 
proposed web application will interact with users and data stores. 
A presentation uses a combination of at least two modes (e.g. spoken, multimodal 
written), delivered at the same time, to communicate ideas and information to a live or 
virtual audience for a particular purpose. The selected modes are integrated so that 
each mode contributes significantly to the response. 
Examples of a multimodal presentation include: 
● a web page, in which elements such as visual effects, oral language, written 
language and still or moving images are combined 
● a slideshow or animation documenting the application of the problem-solving 
process 
● multimedia movies that may combine photographs, video, sound, text and a 
narrative voice 
● a webinar, vodcast or podcast. 
Instrument-specific marking guide (IA2): Project — digital solution (30%) 
Criterion: Retrieving and comprehending 
Assessment objectives 
1. recognise and describe programming elements , user interface components and useability principles 
2. symbolise and explain programming information and ideas, data structures and interrelationships between user experiences and 
data of the digital prototype 
The student work has the following characteristics: Marks 
• accurate and discriminating recognition and discerning description of relevant programming elements, user-interface 
components and useability principles 
• adept symbolisation and discerning explanation of algorithms and relevant programming information and ideas, data structures 
and interrelationships between user experiences and data of the digital prototype. 
7–8 
• accurate recognition and effective description of relevant programming elements, user-interface components and useability 
principles 
• methodical symbolisation and effective explanation of algorithms and relevant programming information and ideas, data 
structures and interrelationships between user experiences and data of the digital prototype. 
5–6 
• appropriate recognition and description of some programming elements, user-interface components and useability principles 
• competent symbolisation and appropriate explanation of algorithms and some information and ideas, and interrelationships 
between user experiences and data of the digital prototype. 
3–4 
• variable recognition and superficial description of programming elements, user-interface components or useability principles 
• variable symbolisation and superficial explanation of information, ideas or interrelationships. 
1–2 
• does not satisfy any of the descriptors above. 0 
Criterion: Analysing 
Assessment objectives 
3. analyse the problem and information related to the technical proposal for a low-fidelity prototype digital solution 
4. determine user interface , data, programmed and solution requirements of the digital solution and prescribed and self-determined 
criteria 
The student work has the following characteristics: Marks 
• insightful analysis of the problem and relevant contextual information to identify the essential elements and features of user 
interface, data and programmed components and their relationships to the structure of the low-fidelity prototype digital solution 
• astute determination of the user interface, data, programmed and solution requirements of the digital solution and essential 
prescribed and self-determined criteria. 
7–8 
• considered analysis of the problem and relevant contextual information to identify the relevant elements and features of user 
interface, data and programmed components and their relationships to the structure of the low-fidelity prototype digital solution 
• logical determination of the user interface, data, programmed and solution requirements of the digital solution and effective 
prescribed and self-determined criteria. 
5–6 
• appropriate analysis of the problem and contextual information to identify some elements and features of user interface, data and 
programmed components and their relationships to the structure of the low-fidelity prototype digital solution 
• reasonable determination of the user interface, data, programmed and solution requirements of the digital solution and some 
prescribed and self-determined criteria. 
3–4 
• superficial analysis of the problem or partial information to identify aspects of elements or features of the low-fidelity prototype 
digital solution 
• vague determination of some solution requirements of the digital solution and some criteria. 
1–2 
• does not satisfy any of the descriptors above. 0 
Criterion: Synthesising and evaluating 
Assessment objectives 
5. synthesise information and ideas to determine data elements, user interface and programmed components for a digital solution 
6. generate user interfaces and programmed components of the digital solution 
7. evaluate impacts , components and the digital solution against prescribed and self-determined criteria to make refinements and 
justified recommendations 
Digital Solutions 2019 
General Senior Syllabus 
Queensland Curriculum Assessment Authority 
ISMG v1.2 June 2018 
The student work has the following characteristics: Marks 
• coherent and logical synthesis of relevant information and ideas to determine data elements, user interface and programmed 
components for a digital solution 
• purposeful generation of efficient user interface and programmed components of the digital solution 
• critical evaluation of impacts, user experience and coded components and the digital solution against essential prescribed and 
self-determined criteria to make discerning refinements and astute recommendations justified by data. 
9–10 
• logical synthesis of relevant information and ideas to determine data elements, user interface and programmed components for a 
digital solution 
• effective generation of user interface and programmed components of the digital solution 
• reasoned evaluation of impacts, user experience and coded components and the digital solution against effective prescribed and 
self-determined criteria to make effective refinements and considered recommendations justified by data. 
7–8 
• simple synthesis of information and ideas to determine data elements, user interface and programmed components for a digital 
solution 
• adequate g eneration of user interface and programmed components of the digital solution 
• feasible evaluation of impacts, user experience and coded components and the digital solution against some prescribed and self- 
determined criteria to make adequate refinements and fundamental recommendations justified by data. 
5–6 
• rudimentary synthesis of partial information or ideas to determine data elements, user interface or programmed components 
• partial generation of user interface and programmed components of the digital solution 
• superficial evaluation of impacts, user experience components or the solution against some criteria. 
3–4 
• unclear combination of information, ideas or solution components 
• identification of a change to an idea or a solution. 
1–2 
• does not satisfy any of the descriptors above. 0 
Criterion: Communicating 
Assessment objectives 
8. make decisions about and use mode-appropriate features, written language and conventions for a technical audience. 
The student work has the following characteristics: Marks 
• discerning decision-making about, and fluent use of 
− written and visual features to communicate about a solution 
− language for a technical audience 
− grammatically accurate language structures 
− referencing and project conventions. 
3–4 
• variable decision-making about, and inconsistent use of 
− written and visual features 
− suitable language 
− grammar and language structures 
− referencing or project conventions. 
1–2 
• does not satisfy any of the descriptors above. 0 
Digital Solutions 2019 
General Senior Syllabus 
Queensland Curriculum Assessment Authority 
ISMG v1.2 June 2018 
 
 
Digital Solutions – IA2 Page 1 
2019 - 2020 
Stimulus 
Technical proposal for a new web application 
 
1. Identification 
In addition to supplying all uniform requirements to St Laurence's College, The Lauries Shop 
also "stocks a range of stationery, sport and music accessories, supporter apparel for parents 
and Old Boys as well as an extensive selection of College-branded giftware" (St Laurence’s 
College, 2019). Currently, systems and processes for managing customer orders and payments 
as well as stock inventory at The Lauries Shop are outdated and inefficient. As such, St 
Laurence’s College stakeholders require development of a new web application to replace 
existing systems and streamline processes, thus improving customer experiences and staff 
management of the store. 
 
The new web application for staff, students, parents and members of the College community 
must utilise a backend relational database and: 
• allow administrators to: 
- add, delete, update stock inventory details 
- generate stock inventory reports 
- manage customer orders and payments 
• allow customers to: 
- register and update an account and payment information 
- browse and purchase items for sale 
- check the status of existing orders 
• generate confirmation of purchase and order status messages for customers. 
 
In addition, the digital solution must: 
• be clear, consistent and comply with accessibility guidelines (Queensland Government 
2016a). A web writing and style guide has been provided with suggestions for writing and 
style techniques that should be used. 
• include appropriate reference to data and images used and comply with copyright law 
• include a link to the legal disclaimer at 
https://www.qld.gov.au/education/schools/procedures/management on the landing (index) 
page. 
 
 
Digital Solutions – IA2 Page 2 
2019 - 2020 
2. Interactions 
Proto-personas have been developed for potential users of the web application (see Figure 1). 
 
Figure 1: User profiles for the new web application 
 
 
Parent 
Browses items online and in-store 
Interested in purchasing wide range of stocked items 
Preferred payment method is credit card 
Prefers to access order status messages by email or SMS 
Staff 
Browses items in-store 
Interested in purchasing co-curricular polo shirts for co-curricular events 
Preferred payment method is credit card, cash or EFTPOS at point of sale 
Prefers to access order status messages by email or SMS 
Old Boy 
Browses items in-store 
Interested in purchasing supporter apparel and/or College-branded giftware 
Preferred payment method is credit card or cash at point of sale 
Student 
Browses items in-store 
Interested in purchasing uniform items, stationery, sport and/or music accessories 
Preferred payment method is cash, EFTPOS or student card (pre-credited) at point of sale 
Prefers to access order status messages by email or SMS 
 
 
Digital Solutions – IA2 Page 3 
2019 - 2020 
3. Component specifications 
Data 
• Stock inventory data: 
- Name 
- Description 
- Category 
- Quantity in stock 
- Item price 
• Customer data: 
- Name 
- Password 
- Email 
- Contact number 
- Address 
- Payment information: card no., expiry, name on card 
• Administrator/staff data: 
- Name 
- Password 
- Email 
- Contact number 
• Transaction data: 
- Number 
- Date 
- Item ID 
- Payment method 
- Amount paid 
- Customer ID 
• Order data: 
- Item details: name, size ordered, quantity ordered, price 
- Transaction details: payment method, amount paid 
- Customer details: name, email, address, contact number 
- Order status: PROCESSED, READY FOR PICKUP or COMPLETED. 
 
 
Digital Solutions – IA2 Page 4 
2019 - 2020 
User experience 
• The web application must: 
- include a responsive user interface based on the following wireframes: 
www.forgov.qld.gov.au/cue-module2-elements-screen-layout. An optional ‘Customer user 
experience’ web template available from www.forgov.qld.gov.au/cue- template-downloads 
can be used for the user interface. This includes sample HTML templates and CSS styles 
that can be adapted for the new web application. However, this will need to be modified to 
adhere to useability principles. 
- comply with Queensland Government website standards: https://www.forgov.qld.gov.au/web- 
publishing-standards-and-guidelines 
- comply with the Australian Privacy Act (1988) and the Australian accessibility standards 
(see Appendix A) 
- include user interfaces for: 
- customer account registration and login 
- customer account and payment information management 
- customer browsing and purchasing of items 
- administrator backend for management of customer accounts, transactions, orders and stock 
inventory. 
 
 
Code 
• The web application must include the following functionality: 
- validate user account registration and login input 
- upon login, authenticate users and provide applicable functionality based on account type 
- process customer orders and payments (including adding 10% GST) and update stock 
inventory as necessary 
- generate confirmation of purchase and order status messages, sent via email or SMS, for customers 
- store session data for shopping cart functionality for customers 
- store all transaction history information 
- allow customers to: 
- register for an account 
- update account and payment information 
- browse items for sale and sort results by name, price or item category 
- view order history 
- view existing order status 
- allow administrators to: 
- add, delete, update stock inventory data from a .csv file 
- generate stock inventory reports 
- manage customer orders and payments. 
 
 
 
Digital Solutions – IA2 Page 5 
2019 - 2020 
4. References 
Queensland Government, 2016, Elements of screen layout, 
www.forgov.qld.gov.au/cue-module2-elements-screen-layout accessed 24/7/2019 
Queensland Government, 2016a, Web writing and style guide, 
www.forgov.qld.gov.au/web-writing-and-style-guide accessed 24/7/2019 
St Laurence’s College, 2019, The Lauries Shop, 
https://www.slc.qld.edu.au/community/the-lauries-shop accessed 
4/8/2019 
 
 
Digital Solutions – IA2 Page 6 
2019 - 2020 
Appendix A: Accessibility guidelines adapted from the Australian accessibility standards 
 
Accessibility guidelines 
Page titles: 
• must appear in the browser tab for all pages 
• must be appropriate for the page 
• must be different for each page. 
Alt text: 
• must be used for all content images (except decorative images) 
• attribute is set to null for decorative images 
• appropriately describes the content of the image to which it relates 
• gets larger when pages are zoomed. 
Headings: 
• are on every page (at least one) 
• levels on each page have a meaningful hierarchy. 
Zooming of pages: 
• results in correct display of the page with no horizontal scrolling 
• allows all buttons to remain visible. 
Non-mouse navigation (keystrokes or tabs): 
• of page is in a logical order 
• allows access to all page elements. 
Fields: 
• in forms and other form controls have a visible label to allow interaction with voice input 
and increase the clickable area 
• that are mandatory are clearly indicated and do not rely on colour alone 
• with required formats, such as dates (year, month, day), are clearly indicated. 
Error messages (or validation messages): 
• are clear and specific 
• do not cause the form to be completely reset. 
Accessibility options include: 
• general instructions for user input at the top of the form or section to which they relate 
• text transcripts provided for audio and video elements 
• appropriate contrast ratio between text and background (colour contrast) 
• a five-second time limit for all moving or flashing content, and the content can be disabled or 
controlled by the user. 
 
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