2026-04-30 18:17:38lisa:
School name → 'The Hamilton and Alexandra College' across all wiki pages
Sweep rename of the standard subtitle line on every wiki page
(sd/, hub, resources). 25 files affected.
Home.md ..
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Pick your class:
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- **[🔍 Year 7 Digital Technologies](/dt7/Year%207%20Hub)** — Hamilton College, 2026
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- **[🔍 Year 7 Digital Technologies](/dt7/Year%207%20Hub)** — The Hamilton and Alexandra College, 2026
- **[💻 VCE Software Development](/sd/VCE%20Software%20Development%20Hub)** — Year 12, 2026
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dt7/Year 7 Hub.md ..
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# 🔍 Year 7 Digital Technologies — Hub
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Hamilton College · 2026 · Term 2
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The Hamilton and Alexandra College · 2026 · Term 2
This is your home for everything Year 7 Digi Tech online. Bookmark this page.
sd/C01/C01-home.md ..
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# C01 — Design Brief & Project Management
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The first SAT checkpoint covers your design brief, your project plan (Gantt chart in GitHub Projects), and how you keep that plan trustworthy through the year.
sd/C02/Building Your C2-1 Poster.md ..
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# Building Your C2-1 Poster
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Your C2-1 poster is not a summary of what you did — it is the **documented evidence** the teacher scores you on during the gallery walk. Everything the rubric rewards (methods, findings mapped to SRS categories, visible labelling work, method rationale) must appear on the poster itself. Your station defence adds depth, but the poster sets your floor.
sd/C02/C02-home.md ..
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# C02 — Data Collection & Analytical Diagrams
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The second SAT checkpoint covers how you gather evidence about your client's needs and how you model the system you are about to build. You will collect data from real people, prepare it for analysis, and produce three analytical diagrams — all under timed, hand-drawn conditions.
sd/C02/Context Diagram vs Data Flow Diagram.md ..
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# Context Diagram vs Data Flow Diagram — What Goes Where
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
One of the most common errors in C2-2 is treating these two diagrams as interchangeable — or producing a second context diagram and calling it a DFD. They are different levels of the same model, and each has strict rules about what can appear on it.
sd/C02/Context Diagram.md ..
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# Context Diagram
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
A context diagram is the **highest-level** view of your software system: one shape for the whole system, the external entities it talks to, and the named data flows between them. Nothing inside, nothing extra. It is the diagram that defines the **scope** of what you are building — and it is the foundation every later diagram (Level-1 DFD, use case) must stay consistent with.
sd/C02/Data Collection Methods.md ..
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# Data Collection Methods
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
For C02 you must collect data using **at least three different methods** and explain *why* you chose each one. This page covers the four methods VCE Software Development recognises — what they are, when each works best, and how to use them in your SAT project.
sd/C02/Data Flow Diagram.md ..
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# Data Flow Diagram (Level-1)
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
A Level-1 DFD is the **floor-plan view** of your software: the single circle from your context diagram is split open to reveal the major processes inside, the data stores where information lives, and the labelled flows connecting everything. Every entity that appeared on your context diagram must reappear here — and no new ones should suddenly show up.
sd/C02/Essential Terms.md ..
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# Essential Terms — C02
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
A glossary of every term you need to recognise and use correctly across C02. Click a term to expand its definition. Use this as a vocabulary self-check before your C2-1 (Poster Peer-Assessment) and C2-2 (Hand-Drawn Diagrams) validations — if you can't define a term in your own words, you can't defend it under questioning.
sd/C02/Excalidraw Diagram Starters.md ..
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# Excalidraw Diagram Starters — C02
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Drawing from scratch each session costs 10–15 minutes of setup time and often produces inconsistent notation across the three diagrams. These Excalidraw starters give you pre-framed skeletons — correct shapes, correct labels — so you can focus on the content, not the canvas.
sd/C02/Explaining vs Describing Your Data Collection.md ..
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# Explaining vs Describing Your Data Collection
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The jump from 7–8 to 9–10 on Indicator 1 (Data Collection) comes down to a single word in the rubric: **"explains"** instead of **"describes"**. Every year, students hit 7–8 and can't understand why — it is almost always this.
sd/C02/Hand-Drawing Cheat-Sheet.md ..
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# Hand-Drawing Cheat-Sheet
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
This page is your single reference for what every symbol should look like when drawn **by hand under timed conditions**. It does not re-teach concepts — it shows you the right shape, the wrong shape, and what gets crossed off by the marker.
sd/C02/Use Case Diagram.md ..
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# Use Case Diagram (UCD)
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
A use case diagram shows **who** can do **what** with your system. Actors (the *who*) sit outside the system boundary; use cases (the *what*) sit inside. It is the third of the three C02 analytical diagrams and is hand-drawn under timed conditions in the C2-2 validation.
sd/C02/User Stories and MoSCoW.md ..
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# User Stories and MoSCoW
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Every requirement you write, every question you ask in data collection, and every scope decision in your SRS traces back to one source: what your users actually need. User stories give that need a concrete written form. MoSCoW tells you which ones to act on first. Together they are the foundation the entire C02 pipeline rests on.
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## A worked example
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**Project:** School canteen pre-order app for Hamilton College students.
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**Project:** School canteen pre-order app for The Hamilton and Alexandra College students.
| # | User story | MoSCoW | Why |
|---|---|---|---|
sd/C02/What Is an Entity.md ..
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# What Is an Entity? (It's Not Just a Person)
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
On context diagrams and data flow diagrams, students frequently draw only the humans they can think of — *"Student"*, *"Teacher"* — and miss every external system their software talks to. Missing an entity is a rubric error at every level above 3–4, because the rubric rewards *"relationships between the existing system, entities and data flows"*.
sd/C03/Analytical Tools Template Guide.md ..
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# Documenting Analytical Tools in the SRS — UCD, CD, DFD
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
In **C02** you *created* the Use Case Diagram, Context Diagram, and Data Flow Diagram (the analytical tools). In **C03** you *document* those diagrams inside your formal SRS — that's a different job. C03's rubric reads "Documents the analytical tools" — the diagrams are evidence, but the tables, descriptions, and traceability around them are what the marker reads. This page is a guide to the documentation pattern.
sd/C03/C03-home.md ..
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# C03 — Skills in Documenting a Software Requirements Specification
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The third SAT criterion covers the full Software Requirements Specification (SRS) — the formal document you produce after your data collection. You will write functional and non-functional requirements, define scope using MoSCoW, document constraints across five categories, describe your users, and specify the technical environment. You will also practise critical thinking by writing, evaluating, and following up on questions that test your own SRS.
sd/C03/Evaluating Your Own Questions.md ..
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# Evaluating Your Own Questions
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
For C3-2, the **7–8 band** requires you to *evaluate* your critical analysis questions — rating each one as High, Medium, or Low against what it would actually improve in your SRS. Most students assign High to every question. That is not an evaluation; it is a claim. The rubric is checking whether you can honestly judge your own work.
sd/C03/Functional vs Non-Functional Requirements.md ..
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# Functional vs Non-Functional Requirements — What's the Difference?
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
One of the most common errors in C3-1 is writing performance targets ("the app shall load in under 2 seconds") under functional requirements, or writing feature steps under non-functional requirements. These two requirement types are defined differently — and the C3-1 rubric checks both at 5–6 band.
sd/C03/Scope vs Constraints.md ..
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# Scope vs Constraints — What's the Difference?
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
In C3-1 interviews, students frequently say "we couldn't do X because of budget" and call it out-of-scope — when it is actually a constraint. These two concepts live in different sections of the SRS and serve different purposes.
sd/C03/Technical Environment — Five Categories.md ..
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# Technical Environment — Five Categories
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The technical environment section is the **sole 9–10 differentiator for C3-1**. Every student who reaches 7–8 band has already described users and scope — the jump to top marks lives entirely here. Students most commonly submit a bare table with one-word cells ("Windows", "Wi-Fi", "MySQL") and wonder why they stall at 7–8.
sd/C04/C04-home.md ..
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# C04 — Skills in Generating Design Ideas and Developing Evaluation Criteria
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Criterion 4 covers two linked tasks: generating design ideas using ideation techniques (mood boards, brainstorming, mind mapping, sketches), and developing evaluation criteria that connect those ideas back to your SRS. You will annotate all design work and build an evaluation matrix that explains and justifies which design elements should proceed to detailed designs.
sd/C04/Efficiency vs Effectiveness.md ..
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# Efficiency vs Effectiveness — What's the Difference?
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Two of the most commonly confused terms in C4-2 are *efficiency* and *effectiveness*. The rubric treats them as distinct — and the evaluation matrix has separate tables for each. Getting them confused means applying the wrong criteria to your design ideas.
sd/C04/Evaluation Criteria and the SRS.md ..
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# Evaluation Criteria Must Come From Your SRS
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
One of the most commonly skipped steps in C4-2 is linking evaluation criteria back to the SRS. Students often write criteria that sound plausible but weren't in the requirements they set at the start of the project. The rubric penalises this — criteria that float free of the SRS cannot provide genuine evidence that your solution met its goals.
sd/C04/Evaluation vs Testing.md ..
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# Evaluation vs Testing — What's the Difference?
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
One of the most persistent mistakes in C4-2 is writing about *testing* when the rubric is asking about *evaluation*. These two processes are defined differently, use different evidence, and answer different questions. You can pass every test and still fail an evaluation criterion.
sd/C05/Annotated Mock-up in Excalidraw.md ..
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# Annotated Mock-up in Excalidraw — Reusable Template
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Setting up a fresh Excalidraw file from scratch each time costs 10+ minutes and often produces sparse, inconsistent annotations. This page gives you a standard starting point: a blank screen frame with labelled callout arrows and a dedicated annotation zone, so your time goes into the annotations themselves rather than the scaffolding.
sd/C05/C05-home.md ..
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# C05 — Skills in Producing Detailed Designs
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Criterion 5 covers three linked indicators: producing detailed designs using the full set of design tools (mock-ups, data dictionary, IPO charts, pseudocode, object descriptions); documenting how design principles and UX characteristics are applied; and showing evidence of critical and creative thinking through research, traceability between design layers, and contingency planning.
sd/C05/Design Principles vs UX Characteristics.md ..
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# Design Principles vs UX Characteristics — Two Separate Lists
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
One of the most reliable ways to lose marks in C5-2 is to mix up the seven design principles with the four UX characteristics, or to count usability once in each list and assume you have covered both. These are two distinct frameworks defined in the study design — you must use the right name from the right list at the right time.
sd/C05/Plan B Contingency Table.md ..
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# Plan B Contingency Table — Reusable Template
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
The C05-3 step "Plan B Ready" asks you to show that you have thought about what could go wrong and prepared a specific alternative. The most common problem: students write "I'll think of another way" — which is not a contingency plan, it is a placeholder.
| [AI Disclosure Log — worked C02 example](https://git.jeremychen.au) | Hamilton College (AU) | Markdown template | AI disclosure — C02 authenticity requirement | Your `C020-AI-Disclosure-Log.md` task file contains a complete worked example entry for a context-diagram AI interaction. Use the four-field format (what you asked / what it produced / what you kept / what you changed) for every C02 AI interaction. Start logging in Week 1 — retrospective logs collapse under presentation questioning. |
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| [AI Disclosure Log — worked C02 example](https://git.jeremychen.au) | The Hamilton and Alexandra College (AU) | Markdown template | AI disclosure — C02 authenticity requirement | Your `C020-AI-Disclosure-Log.md` task file contains a complete worked example entry for a context-diagram AI interaction. Use the four-field format (what you asked / what it produced / what you kept / what you changed) for every C02 AI interaction. Start logging in Week 1 — retrospective logs collapse under presentation questioning. |
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sd/Resources/SAT-Tools.md ..
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# SAT Tools
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Practical tools you'll use across the SAT — for writing, diagramming, version control, and presentation. Each section links to free, account-free options where possible, with short orientation videos.
sd/Test-Excalidraw-Embed.md ..
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# Test — Excalidraw Embed
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Test page for embedding an Excalidraw read-only diagram. Trying several approaches so we can see which OtterWiki actually renders.
sd/VCE Software Development Hub.md ..
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# 💻 VCE Software Development — Hub
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Hamilton College · Year 12 · 2026
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The Hamilton and Alexandra College · Year 12 · 2026
Your central page for VCE Software Development resources, SAT checkpoints, and coursework references.
