Commit 33255f

2026-04-12 19:06:26 jeremy: Add curated learning resources for C01-C10 SAT criteria Wiki pages with external resources mapped to VCAA key knowledge/skills, covering gap criteria (C04, C06, C07) and well-resourced criteria (C01-C03, C05, C08-C10). Each page identifies gaps where custom content creation is needed. Co-Authored-By: Claude Opus 4.6 <noreply@anthropic.com>

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+	# C01 Resources — Design Brief & Project Management
+
+	**Criterion scope:** Design brief (problem/need/opportunity, proposed solution, users/clients, programming language features, feasibility), project plan (Gantt chart, PSM stages, milestones, dependencies, critical path, monitoring).
+
+	---
+
+	## C1-1: Design Brief
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion01/ is well-resourced: multiple example design briefs (Adem's Gym, Breathing Exercise Game, Team Circuit Challenge, NiceQuiz), a Frayer model for feasibility, question banks, and presentation practice materials. This is one of the best-covered criteria.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [VCAA Advice for Teachers — Software Development](https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/advice-for-teachers/Pages/Unit3SoftwareDevelopmentOverview.aspx) | VCAA | Reading | Design brief — official guidance | The authority on what VCAA expects in a design brief. Teachers should read this first. |
+	| [VCAA Assessment Page](https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/applied-computing-software-development/assessment) | VCAA | Reading | All C1 topics — official assessment requirements | Official assessment guidance for all criteria including C1. |
+	| [Farrell's VCE Software Development — SAT Overview](https://farrellv0.wixsite.com/softwaredevelopment/sat) | Teacher resource | Reading | Design brief, project plan — VCE context | Teacher-curated overview of SAT expectations. Useful for understanding the broader context. |
+
+	### Gaps — C1-1
+
+	- **Minimal.** Existing materials cover this well. A short video example of a student presenting a design brief would be a nice addition but is not critical.
+
+	---
+
+	## C1-2 & C1-3: Project Plan (Gantt Chart) & Planning Detail
+
+	### Existing Materials (CriterionXX/)
+
+	Well-covered: PSM overview, PSM diagrams (including Mermaid), Gantt chart guidance, task lists, templates, and detailed planning instructions for milestones and dependencies.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [VCAA Sample Project Plan (Gantt Chart)](https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/advice-for-teachers-appliedcomputing/Pages/SampleProjectPlanGanttChartImageDescription.aspx) | VCAA | Visual example | Gantt chart, PSM stages, milestones, dependencies | Official VCAA sample Gantt chart. Shows exactly what they expect. Essential reference. |
+	| [Office Timeline — Software Development Gantt Chart Template](https://www.officetimeline.com/gantt-chart/templates/software-development) | Office Timeline | Template (free) | Gantt chart creation | Free Gantt chart template students can adapt. Useful if not using GitHub Projects. |
+	| [VCAA — 2020 Software Development SBA](https://cpb-ap-se2.wpmucdn.com/global2.vic.edu.au/dist/4/50494/files/2020/02/2020SoftwareDevelopmentSBA.pdf) | VCAA | Reading (PDF) | Project plan, monitoring, SAT structure | Official VCAA administrative document explaining SAT structure and expectations. |
+
+	### Gaps — C1-2 & C1-3
+
+	- **Dependencies and critical path** — no good free video explaining these concepts in a VCE Software Development context. Most project management tutorials are aimed at business/enterprise.
+	- **"Why monitor your project?"** — the existing c1-why-monitoring-projects.md covers this, but a short video would reinforce the concept.
+
+	---
+
+	## Recommended Actions
+
+	1. C01 is well-resourced. Focus effort elsewhere.
+	2. The VCAA sample Gantt chart is essential — ensure all students see it as the benchmark.
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+	# C02 Resources — Data Collection & Analytical Diagrams
+
+	**Criterion scope:** Data collection methods (interviews, observations, surveys, reports), user stories, analytical diagrams (context diagrams, data flow diagrams, use case diagrams), UML.
+
+	---
+
+	## C2-1: Data Collection
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion02/ has user stories activities (including teacher toolbox), data collection guidance, and links to SRS and diagrams. Solid foundation.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [VCAA Assessment — Applied Computing](https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/applied-computing/assessment) | VCAA | Reading | Data collection — official requirements | The authority on what VCAA expects from data collection evidence. |
+
+	### Gaps — C2-1
+
+	- **Minimal.** Data collection methods (interviews, surveys, observations, reports) are well-understood concepts. The existing materials and the VCAA guidance are sufficient.
+	- A short video showing a student conducting a data collection interview for their SAT would be useful as a model but is not critical.
+
+	---
+
+	## C2-2: Analytical Diagrams
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion02/ has dedicated lessons for context diagrams, data flow diagrams, and use case diagrams, plus two quizzes. Good coverage.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Ryan's Tutorials — Data Flow Diagrams](https://ryanstutorials.net/software-design-and-development/data-flow-diagrams.php) | Ryan's Tutorials | Reading + visual diagrams | Context diagrams, data flow diagrams, processes, entities, data stores, data flows | Excellent free tutorial. Uses accessible language suitable for high school students. Covers DFD components, multi-level design, balancing, and 14 rules for valid DFD construction. Includes the 8-step creation methodology. |
+	| [Lucidchart — UML Use Case Diagram Tutorial](https://www.lucidchart.com/pages/uml-use-case-diagram) | Lucidchart | Reading + interactive tool | Use case diagrams: actors, use cases, associations, system boundary, include, extend | Well-structured tutorial with visual examples. Lucidchart can also be used as a free tool for students to draw their diagrams. |
+	| [Lucidchart — How to Make a Data Flow Diagram](https://www.lucidchart.com/pages/data-flow-diagram/how-to-make-a-dfd) | Lucidchart | Reading + interactive tool | Context diagrams, data flow diagrams — creation process | Step-by-step guide to creating DFDs, starting from context diagrams. Students can use Lucidchart's free tier to create their actual SAT diagrams. |
+	| [Lucidchart — Data Flow Diagram Examples](https://www.lucidchart.com/blog/data-flow-diagram-tutorial) | Lucidchart | Reading + visual examples | DFD components, symbols, levels | Examples of DFDs at different levels with explanations of each symbol type. Good reference for students while creating their own. |
+	| [GeeksforGeeks — Use Case Diagram](https://www.geeksforgeeks.org/system-design/use-case-diagram/) | GeeksforGeeks | Reading + diagrams | Use case diagrams: actors, use cases, system boundary, relationships | Comprehensive reference with examples. Good for students who prefer text-based learning. |
+	| [Creately — Use Case Diagram Tutorial](https://creately.com/guides/use-case-diagram-tutorial/) | Creately | Reading + interactive tool | Use case diagrams — creation and relationships | Tutorial with an embedded diagram editor. Students can practice creating use case diagrams directly. |
+	| [Visual Paradigm — Use Case Diagram Tutorial](https://online.visual-paradigm.com/diagrams/tutorials/use-case-diagram-tutorial/) | Visual Paradigm | Reading + visual | Use case diagrams — comprehensive guide | Detailed beginner's guide covering all UML use case diagram elements. |
+
+	### Gaps — C2-2
+
+	- **No VCE-specific video** walking through the creation of all three diagrams (context, DFD, use case) for a single software project. Generic UML tutorials exist but don't use VCE terminology or expectations.
+	- **Hand-drawing practice** — the SAT requires hand-drawn diagrams for validation, but all external resources focus on tool-based creation. Consider creating a resource on hand-drawing techniques for diagrams.
+	- **Include and Extend relationships** in use case diagrams — students consistently struggle with these. The Lucidchart tutorial covers them but a focused VCE example would help.
+
+	---
+
+	## Recommended Actions
+
+	1. **Ryan's Tutorials DFD page** is the standout external resource for C2-2. Assign as required reading for data flow diagrams.
+	2. **Lucidchart** (free tier) is recommended as the tool for creating digital diagrams — it has templates for all three diagram types.
+	3. Consider creating a **video walkthrough** of drawing all three diagrams for a sample project, showing common mistakes students make.
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+	# C03 Resources — Software Requirements Specification & Critical Thinking
+
+	**Criterion scope:** SRS document (functional/non-functional requirements, scope, constraints — economic/legal/social/technical, user characteristics, technical environment, analytical tools), critical thinking (data analysis questions, follow-up questions).
+
+	---
+
+	## C3-1: SRS Document
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion03/ is well-resourced: step-by-step SRS creation (steps 1-6), full SRS compilation, SRS reflection, NiceQuiz SRS exemplar, and SRS 2.0 writing test preparation. Strong existing coverage.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [GeeksforGeeks — Software Requirement Specification (SRS) Format](https://www.geeksforgeeks.org/software-engineering/software-requirement-specification-srs-format/) | GeeksforGeeks | Reading | SRS structure, functional/non-functional requirements, constraints, scope | Well-structured overview of SRS format and components. Good reference for understanding the industry-standard SRS structure that VCAA mirrors. |
+	| [Perforce — How to Write a Software Requirements Specification](https://www.perforce.com/blog/alm/how-write-software-requirements-specification-srs-document) | Perforce | Reading | SRS document structure, requirements, constraints | Professional perspective on SRS writing. Helps students understand that SRS is a real industry practice, not just a school exercise. |
+	| [IEEE — Software Requirements Specifications](https://www.computer.org/resources/software-requirements-specifications) | IEEE Computer Society | Reading | SRS — industry standard | The professional standard that VCE SRS documents are based on. Good context for students to see the real-world origin. |
+	| [Vermont SC — Applied Computing: Software Development](https://www.vermontsc.vic.edu.au/wp-content/uploads/2020/12/CSD-3-4.pdf) | Vermont Secondary College | Reading (PDF) | SRS, constraints, scope — VCE-specific | VCE-specific course overview document. Shows how another school approaches the SRS requirement. |
+	| [VCAA Teaching and Learning — Software Development](https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/applied-computing-software-development/teaching-and-learning) | VCAA | Reading | All C3 topics — official teaching guidance | VCAA's own teaching guidance for software development. Essential reading for teachers. |
+
+	### Gaps — C3-1
+
+	- **Minimal for SRS document creation.** Existing step-by-step materials are strong.
+	- **Constraints (economic, legal, social, technical)** — no good external video or interactive resource specifically explains these four constraint categories in a VCE software project context. Most SRS resources focus on enterprise-scale constraints.
+	- **Technical environment documentation** — students often struggle to describe the technical environment adequately. A worked example showing hardware/software/network requirements for a typical SAT project would help.
+
+	---
+
+	## C3-2: Critical Thinking
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion03/ has critical analysis question-writing guidance (steps 1-4), a simulation exercise with examples, and Census@School NZ data for practice. Good coverage.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| No strong external resources found for this specific VCAA requirement. | — | — | — | — |
+
+	### Gaps — C3-2
+
+	- **Critical thinking for SRS development** is a VCAA-specific concept with no clear external equivalent. The requirement to write and evaluate questions that critically analyse data to inform SRS development is unique to this study design. The existing Criterion03/ materials are the best available.
+	- This is a topic where **LLM-assisted practice** (as already included in the materials) is likely the most effective resource.
+
+	---
+
+	## Recommended Actions
+
+	1. C03 is well-covered by existing materials.
+	2. The GeeksforGeeks SRS article is a good supplementary reference for understanding industry SRS standards.
+	3. For C3-2, the existing simulation exercises are the best approach — no external resource replicates this VCAA-specific requirement.
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+	# C04 Resources — Design Ideas & Evaluation Criteria
+
+	**Criterion scope:** Ideation techniques (mood boards, brainstorming, mind maps, sketches), annotations, evaluation criteria for efficiency and effectiveness.
+
+	---
+
+	## C4-1: Design Ideas & Annotations
+
+	### Existing Materials (CriterionXX/)
+
+	The Criterion04/ folder is reasonably well-stocked with step-by-step tasks (mood boards, brainstorming, mind mapping, design sketches) and Nelson textbook activities on ideation techniques. The gap is in **video/interactive content** — everything is text-based.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Miro — Free Brainstorming Tool](https://miro.com/brainstorming/) | Miro | Interactive (free tier) | Brainstorming, mind mapping, mood boards | Students can collaborate in real-time on digital brainstorming boards. Far more engaging than paper-based brainstorming. Supports mood boards, mind maps, and sticky-note brainstorming. |
+	| [Milanote — Creative Techniques](https://milanote.com/product) | Milanote | Interactive (free tier) | Mood boards, brainstorming, visual design ideas | Purpose-built for mood boards and visual brainstorming. Better for visual/design-oriented students than text tools. |
+	| [How to Use Mind Mapping for Better Thinking](https://www.designorate.com/how-to-use-mind-mapping/) | Designorate | Reading + visual examples | Mind mapping technique | Clear explanation with visual examples of mind mapping process. Good reference for students who haven't done mind maps before. |
+	| [13 Productive Brainstorming Techniques](https://creately.com/guides/visual-brainstorming-techniques/) | Creately | Reading + visual guide | Brainstorming, divergent thinking | Covers multiple brainstorming techniques with visual examples. Helps students go beyond basic brainstorming into structured techniques. |
+	| [UX Ideation Techniques](https://www.justinmind.com/ux-design/ideation-techniques) | Justinmind | Reading | Ideation techniques, design ideas, convergent/divergent thinking | Professional-grade overview of ideation techniques including SCAMPER, crazy 8s, brainwriting. Extends beyond the basic four techniques in the study design. |
+	| [VCAA Advice for Teachers — Software Development](https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/advice-for-teachers/Pages/Unit3SoftwareDevelopmentOverview.aspx) | VCAA | Reading | All C4 topics — official guidance | The authority. Teachers should read this to understand VCAA expectations for ideation and design ideas. |
+
+	### Gaps — C4-1
+
+	- **No good VCE-specific video on ideation techniques.** TSSM has a paid video series but no free VCE-targeted video walks through mood boards/brainstorming/mind maps in a software context.
+	- **Mood boards for software** (not fashion/interior design) are under-represented online. Most mood board tutorials are for visual design disciplines. May need to create our own.
+	- **Annotation examples** — difficult to find good examples of annotated software design sketches online. The Nelson textbook is the best source here.
+
+	---
+
+	## C4-2: Evaluation Criteria
+
+	### Existing Materials (CriterionXX/)
+
+	Good coverage of evaluation concepts (efficiency-and-effectiveness-factors.md, evaluation templates, AI-assisted evaluation). The gap is in **concrete examples of evaluation matrices** and **video content explaining the concept**.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [ATARNotes Forum — Efficiency and Effectiveness Criteria](https://archive.atarnotes.com/forum/index.php?topic=146265.0) | ATARNotes | Reading (forum discussion) | Evaluation criteria, efficiency, effectiveness | VCE-specific discussion of what counts as efficiency vs effectiveness criteria. Real student questions with community answers. |
+	| [VCAA Assessment Page — Software Development](https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/applied-computing-software-development/assessment) | VCAA | Reading | Evaluation criteria — official requirements | Official VCAA guidance on what the SAT assessment expects for evaluation criteria. The authority on what "develops and applies evaluation criteria" means. |
+	| [Farrell's VCE Software Development — SAT Overview](https://farrellv0.wixsite.com/softwaredevelopment/sat) | Teacher resource (Wix site) | Reading | Design folio, evaluation criteria | Overview of SAT expectations including design folio and evaluation criteria. Useful for understanding context. |
+	| [VCAA Sample Project Plan (Gantt Chart)](https://www.vcaa.vic.edu.au/curriculum/vce/vce-study-designs/computing/advice-for-teachers-appliedcomputing/Pages/SampleProjectPlanGanttChartImageDescription.aspx) | VCAA | Visual example | Links evaluation criteria to project planning | Official VCAA example showing how evaluation connects to broader project methodology. |
+
+	### Gaps — C4-2
+
+	- **No video explaining efficiency vs effectiveness** in a VCE Software Development context. This is a concept students consistently confuse.
+	- **Evaluation matrix worked examples** are scarce online. The Criterion04/ templates are the best available resource.
+	- **Connecting evaluation criteria back to SRS requirements** — no good external resource shows this linkage clearly. The sat-c-4-2 materials in Criterion04/ are the best option; consider creating a video walkthrough.
+
+	---
+
+	## Recommended Actions
+
+	1. **Create a short video** (5-10 min) walking through a mood board + brainstorm + mind map for a sample software project. No good free video exists for this.
+	2. **Create a video** explaining efficiency vs effectiveness evaluation criteria with a worked example matrix. This is a persistent gap.
+	3. **Miro or Milanote** could be adopted as classroom tools for the ideation tasks — both have free tiers and are far more engaging than paper.
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+	# C05 Resources — Detailed Designs, Design Principles & Critical/Creative Thinking
+
+	**Criterion scope:** Design tools (mock-ups, data dictionary, IPO charts, pseudocode, object descriptions), design principles (alignment, balance, contrast, space, text formatting, usability, navigation), UX characteristics (affordance, interoperability, security, usability), critical and creative thinking (existing solutions research, connecting ideas to requirements, contingencies).
+
+	---
+
+	## C5-1: Design Tools
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion05/ has step-by-step guides for mock-ups, data dictionary, IPO charts, pseudocode, class diagrams, and object descriptions. Well-structured.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Ryan's Tutorials — Input Process Output Tables](https://ryanstutorials.net/software-design-and-development/input-process-output.php) | Ryan's Tutorials | Reading + examples | IPO charts: input, process, output | Free, clear explanation of IPO charts aimed at secondary students. Good supplement to existing materials. Explains why IPO charts are useful, not just how to create them. |
+	| [Codecademy — Pseudocode and Flowchart: Complete Beginner's Guide](https://www.codecademy.com/article/pseudocode-and-flowchart-complete-beginners-guide) | Codecademy | Reading | Pseudocode — structured English, algorithm representation | Beginner-friendly guide to pseudocode with examples. Helps students understand the conventions. |
+	| [Lucidchart — UML Class Diagram Tutorial](https://www.lucidchart.com/pages/uml-class-diagram) | Lucidchart | Reading + interactive | Object descriptions, class diagrams — OOP design | Tutorial on creating UML class diagrams. Directly supports the object descriptions and class diagram requirements. Students can use Lucidchart's free tier to create their diagrams. |
+	| [StudyLib — Database Design Tools: IPO Charts, Data Tables](https://studylib.net/doc/9259677/database-design-tools---vce-it-lecture-notes-by-mark-kelly) | Mark Kelly (VCE) | Reading | IPO charts, data dictionaries — VCE-specific | VCE-specific lecture notes on design tools by Mark Kelly. Directly aligned to study design expectations. |
+	| [Figma](https://www.figma.com/) | Figma | Interactive (free tier) | Mock-ups, UI design | Industry-standard UI design tool with a free tier. Students can create professional mock-ups. More powerful than hand-drawing for detailed designs. |
+
+	### Gaps — C5-1
+
+	- **No video walkthrough** of creating a complete set of design tools (mock-up + data dictionary + IPO chart + pseudocode + object descriptions) for a single VCE project.
+	- **Object descriptions** — very few external resources explain object descriptions in the VCAA format (properties, methods, events). Most OOP resources focus on class diagrams rather than object descriptions.
+	- **Data dictionary format** — the VCE-specific format (variable name, data type, data structure, data source, description) is not well-represented in generic resources. The Criterion05/ materials are the best source.
+
+	---
+
+	## C5-2: Design Principles & UX
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion05/ has a UX characteristics and design principles guide, a Nelson activity on investigating usability, and design log templates. Good foundation.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Figma Resource Library — Design Principles](https://www.figma.com/resource-library/) | Figma | Reading + visual examples | Design principles: alignment, balance, contrast, space | Professional design principles explained with visual examples. Students can see how real designers apply these principles. |
+	| [Nielsen Norman Group — UX Research](https://www.nngroup.com/) | Nielsen Norman Group | Reading + video | UX characteristics: usability, affordance | The world authority on UX/usability. Articles and videos on usability principles. Some content free, some paid. |
+
+	### Gaps — C5-2
+
+	- **Design principles applied to software** (not graphic design or web design) — most design principle tutorials are for web/graphic design. A VCE-specific resource showing how alignment, balance, contrast, space, and text formatting apply to a Python GUI application would be valuable.
+	- **Affordance in software UX** — a concept students find abstract. Need concrete examples of good and bad affordance in software interfaces.
+	- **Annotations explaining design principle application** — no external resource shows how to annotate a mock-up with design principle justifications in the VCAA format.
+
+	---
+
+	## C5-3: Critical & Creative Thinking
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion05/ has a well-structured three-step process: Shoulders of Giants (research), Connect the Dots (link to requirements), Plan B Ready (contingencies), plus reflection activities.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| No strong external resources found for this specific VCAA requirement. | — | — | — | — |
+
+	### Gaps — C5-3
+
+	- This is a VCAA-specific requirement. The existing Criterion05/ materials are well-designed for this purpose. External resources on "critical and creative thinking in software design" are either too generic or too academic.
+
+	---
+
+	## Recommended Actions
+
+	1. **Figma** (free tier) is recommended as the mock-up tool — more professional than hand-drawing and students learn an industry tool.
+	2. **Ryan's Tutorials IPO page** is a good supplementary resource for IPO charts.
+	3. Consider creating a **design principles in software** resource showing how alignment, balance, contrast, space, and text formatting apply specifically to GUI applications (not web/graphic design).
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+	# C06 Resources — Programming Features & Data Types/Structures/Sources
+
+	**Criterion scope:** Programming language features (instructions, operators, variables, constants, control structures, GUI, functions/methods, OOP), data types (text, numeric, Boolean), data structures (arrays, records), data sources (TXT, CSV, XML), internal documentation of data choices.
+
+	---
+
+	## C6-1: Programming Language Features
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion06/ has a progressive coding lab, SRS-to-code mapping, and a Family Feud game for programming features. Good structure but **lacks video tutorials and interactive coding practice** for the specific VCAA feature progression (instructions > operators > variables > control structures > GUI > functions > OOP).
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Corey Schafer — Python OOP Tutorials (6 videos)](https://www.youtube.com/playlist?list=PL-osiE80TeTsqhIuOqKhwlXsIBIdSeYtc) | YouTube | Video series (~1.5 hrs total) | Classes, objects, inheritance, encapsulation, methods, access modifiers | The best free Python OOP tutorial series. Covers classes/instances, class variables, classmethods/staticmethods, inheritance, special methods, property decorators. Directly maps to the C6-1 top-tier requirement (classes, objects, OOP principles). |
+	| [Bro Code — Python Full Course for Beginners](https://www.youtube.com/watch?v=XKHEtdqhLK8) | YouTube | Video (12 hrs, chapter-indexed) | Instructions, variables, operators, control structures, functions, GUI, OOP | Comprehensive single-video course covering the entire VCAA programming feature progression. Students can jump to specific chapters. Good production quality. |
+	| [W3Schools — Python OOP](https://www.w3schools.com/python/python_oop.asp) | W3Schools | Interactive (try-it-yourself) | Classes, objects, inheritance, encapsulation | Interactive browser-based examples. Students can modify and run code directly. Good for the "try it yourself" learners. |
+	| [Python Official Tutorial](https://docs.python.org/3/tutorial/index.html) | Python.org | Reading | All programming features | The authoritative reference. Dense but comprehensive. Best used as a lookup reference, not a teaching resource. |
+	| [GeeksforGeeks — Python OOP Concepts](https://www.geeksforgeeks.org/python/python-oops-concepts/) | GeeksforGeeks | Reading + code examples | OOP: classes, objects, inheritance, encapsulation, abstraction | Well-structured reference with code examples for each OOP concept. Good supplement to video tutorials. |
+	| [Grok Learning — Intro to Programming (Python)](https://groklearning.com/course/intro-python-1/) | Grok Learning | Interactive (auto-graded) | Variables, control structures, functions — foundational | Australian, curriculum-aligned, auto-graded. Covers Python fundamentals with instant feedback. Good for students who need extra practice on basics before tackling OOP. Requires school subscription for full access. |
+	| [Grok Learning — Python for Beginners](https://groklearning.com/course/python-for-beginners/) | Grok Learning | Interactive (auto-graded) | Basic programming features | Designed for students with no prior text-based programming experience. Scaffolded progression. |
+	| [Isaac Computer Science — Programming Concepts](https://isaaccomputerscience.org/concepts/prog_concepts_sequence) | Isaac Computer Science | Interactive (questions + reading) | Sequence, selection, iteration, variables | Free, structured lessons with self-check questions. UK A-level aligned but concepts map directly to VCE. Covers control structures well. |
+	| [Isaac Computer Science — OOP Fundamentals](https://isaaccomputerscience.org/concepts/prog_oop_fundamentals) | Isaac Computer Science | Interactive (questions + reading) | OOP: classes, objects, methods, attributes, encapsulation, inheritance | Structured OOP content with practice questions. Good for self-assessment. |
+	| [NSCVCE — Software Development Units 3 & 4](https://nscvce.com.au/course/software-development-vce-units-3-4/) | NSCVCE | Structured lessons | All C6 topics — VCE-specific | VCE-specific lesson structure including "Features of a programming language" and "Principles of Object Oriented Programming". Paid resource but directly aligned to study design. |
+	| [VCEData.com — Software Development](https://vcedata.com/indexsd.html) | Mark Kelly (VCEData) | Reading + notes | All C6 topics — VCE-specific | Long-standing VCE Computing resource by Mark Kelly. Free study notes covering all VCE Software Development topics. |
+
+	### Gaps — C6-1
+
+	- **No VCE-specific video** walking through the VCAA feature progression (instructions > operators > variables > control structures > functions > OOP) with a single project. Generic Python tutorials exist but none map to the VCAA rubric levels.
+	- **GUI development tutorials** (specifically for VCE — likely tkinter or PyQt) that show how to create relevant GUI controls are sparse. Most tutorials focus on either too-basic or too-advanced GUI work.
+	- **Access modifiers in Python** — Python doesn't have true access modifiers like Java/C#. Need a resource explaining Python's convention-based approach (underscore prefix) and how this maps to the VCAA requirement.
+
+	---
+
+	## C6-2: Data Types, Structures & Sources
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion06/ has a slideshow on data types/structures/sources, a Q&A activity, and a data implementation lab. The gap is in **practical examples of working with CSV, TXT, and XML in Python** and **video content**.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Corey Schafer — Python CSV Module Tutorial](https://www.youtube.com/watch?v=q5uM4VKywbA) | YouTube | Video | Data sources: CSV file handling | Clear, practical tutorial on reading/writing CSV files in Python. Directly maps to the data source requirement. |
+	| [Real Python — Reading and Writing CSV Files](https://realpython.com/python-csv/) | Real Python | Reading + code | Data sources: CSV | Comprehensive guide with examples. Good reference material. |
+	| [W3Schools — Python File Handling](https://www.w3schools.com/python/python_file_handling.asp) | W3Schools | Interactive | Data sources: TXT files | Interactive examples for reading/writing text files. Students can experiment in browser. |
+	| [W3Schools — Python XML Processing](https://www.w3schools.com/python/python_xml.asp) | W3Schools | Interactive | Data sources: XML (prolog, tree, root/parent/child elements) | Interactive XML processing examples. Covers the XML-specific terminology in the VCAA essential terms (prolog, tree, root element, parent/child elements). |
+	| [Ryan's Tutorials — Software Design and Development](https://ryanstutorials.net/software-design-and-development/) | Ryan's Tutorials | Reading | Data structures, general software design | Free, high-quality tutorials aimed at secondary students. Accessible language with visual diagrams. |
+
+	### Gaps — C6-2
+
+	- **Internal documentation explaining data choices** — no external resource shows students how to write comments explaining *why* they chose specific data types and structures. This is a VCAA-specific requirement that needs custom materials.
+	- **XML in Python for VCE** — most XML tutorials are either too basic or too enterprise-focused. Need a simple "read an XML file, extract data, display it" example scoped to a VCE SAT project.
+	- **Two-dimensional arrays in Python** — Python uses lists-of-lists rather than true 2D arrays. Need a resource bridging the VCAA terminology with Python reality.
+
+	---
+
+	## Recommended Actions
+
+	1. **Corey Schafer's OOP series is the standout resource** for C6-1. Assign the first 4 videos (classes, class variables, classmethods, inheritance) as required viewing.
+	2. **Create a custom video/resource** mapping the VCAA feature progression to a single Python project — show how each rubric level maps to specific code.
+	3. **Create a resource on Python access modifiers** — explain the underscore convention and how it satisfies the VCAA requirement.
+	4. **Create worked examples** of internal documentation explaining data type/structure/source choices — this is critical for C6-2 and nothing external covers it.
/dev/null .. SAT/Resources/C07-Resources.md
@@ 0,0 1,84 @@
+	# C07 Resources — Naming Conventions, Internal Documentation & Validation
+
+	**Criterion scope:** Naming conventions (camelCase, snake_case, Hungarian notation), internal documentation (header comments, inline comments), validation techniques (existence check, range check, type check).
+
+	---
+
+	## C7-1: Naming Conventions
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion07/ has a professional naming conventions guide and "The Year That Wouldn't Change" activity on hardcoded values/magic numbers. The gap is in **interactive practice** and **video content**.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [PEP 8 — Style Guide for Python Code](https://peps.python.org/pep-0008/) | Python.org | Reading (official) | Naming conventions: snake_case for variables/functions, CamelCase for classes | The official Python style guide. Students should know this exists. Directly relevant to snake_case conventions used in Python. |
+	| [Real Python — How to Write Beautiful Python Code With PEP 8](https://realpython.com/python-pep8/) | Real Python | Reading + code examples | Naming conventions, code readability | Friendlier walkthrough of PEP 8 than the official document. Includes visual examples of good vs bad naming. |
+	| [freeCodeCamp — Programming Naming Conventions Explained](https://www.freecodecamp.org/news/programming-naming-conventions-explained/) | freeCodeCamp | Reading | camelCase, snake_case, PascalCase — comparison across languages | Explains all major naming conventions side-by-side with examples. Good for understanding why different conventions exist and when to use each. Maps directly to VCAA terms. |
+	| [Programming Naming Conventions: camelCase, snake_case, PascalCase & More](https://caesarcipher.org/learn/programming-naming-conventions-camelcase-snake-case-guide) | Caesar Cipher | Reading | camelCase, snake_case, Hungarian notation | Covers all three VCAA-required naming conventions with clear examples and comparison. |
+	| [VCEData.com — Software Development](https://vcedata.com/indexsd.html) | Mark Kelly (VCEData) | Reading | Naming conventions — VCE-specific context | VCE-specific notes on naming conventions in the context of the study design. |
+
+	### Gaps — C7-1
+
+	- **No video tutorial** specifically on naming conventions for VCE Software Development. This is a simple topic but students benefit from seeing before/after examples in a video format.
+	- **Hungarian notation in Python** is unusual — Python community doesn't use Hungarian notation, but VCAA requires students to know it. No good resource bridges this gap (most Hungarian notation examples use VB.NET or C#).
+	- **Applying naming conventions to interface controls** (a specific VCAA requirement) — needs VCE-specific examples showing how to name GUI elements with conventions.
+
+	---
+
+	## C7-2: Internal Documentation
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion07/ has good coverage: professional internal documentation guide, modern coding practices, turning comments into useful docs, and the "Programmer's Nightmare" activity. The gap is in **video content** and **examples of excellent vs poor documentation**.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Real Python — Documenting Python Code](https://realpython.com/documenting-python-code/) | Real Python | Reading + code examples | Header comments, inline comments, docstrings | Comprehensive guide on Python documentation practices. Covers docstrings, inline comments, and project documentation. Maps to VCAA "internal documentation" requirements. |
+	| [CSE Buffalo — General Style and Coding Standards](https://cse.buffalo.edu/~rapaport/code.documentation.Excerpts.pdf) | University resource | Reading (PDF) | Internal documentation best practices | Academic perspective on code documentation. Good for understanding the "why" behind documentation practices. |
+	| [Coding Standards and Best Practices (DevCom)](https://devcom.com/tech-blog/coding-standards-and-best-practices-guide-implementation-tips/) | DevCom | Reading | Naming conventions + internal documentation | Professional perspective linking naming conventions and documentation. Shows real-world practice. |
+
+	### Gaps — C7-2
+
+	- **No video** showing good vs bad internal documentation for a Python project. This would be extremely valuable — students could see the same code with poor comments vs excellent comments.
+	- **Header comment templates** for Python files — no good external resource provides a VCE-appropriate header comment template. The Criterion07/ materials are the best source.
+	- **Documentation that explains functionality AND use of data AND use of code structures** (the top VCAA tier) — no external resource demonstrates this comprehensively for a VCE project.
+
+	---
+
+	## C7-3: Validation Techniques
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion07/ has a validation detective activity and a real-life validation detective (GitHub) exercise. Good conceptual coverage but the gap is in **code examples** and **video tutorials** showing Python validation implementation.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Data Validation in Python: Range, Type, Presence and Format Check](https://medium.com/@icodewithben/data-validation-in-python-range-type-presence-and-form-aaefe8835a86) | Medium (icodewithben) | Reading + code | Existence check, range check, type check — all three VCAA types | Covers all three VCAA validation types with Python code examples. Directly maps to the study design terminology. The best single-resource match for C7-3. |
+	| [GeeksforGeeks — Input Validation in Python](https://www.geeksforgeeks.org/python/input-validation-in-python/) | GeeksforGeeks | Reading + code | Validation techniques — practical implementation | Practical Python examples of input validation. Good code snippets students can adapt for their SAT projects. |
+	| [Automate the Boring Stuff — Chapter 8: Input Validation](https://automatetheboringstuff.com/2e/chapter8/) | Al Sweigart | Reading (free online) | Validation techniques, input handling | Free, well-written chapter on input validation in Python. Accessible language for high school students. The pyinputplus module examples show professional validation patterns. |
+	| [VCEData.com — Validation](https://vcedata.com/p/validation.html) | Mark Kelly (VCEData) | Reading | Validation — VCE-specific context | VCE-specific notes on validation including the exact types required by the study design. |
+	| [Isaac Computer Science — Validation and Verification](https://isaaccomputerscience.org/concepts/soft_design_validation_verification) | Isaac Computer Science | Interactive (questions + reading) | Validation concepts, verification vs validation | Structured content with self-check questions distinguishing validation from verification. Good for conceptual understanding. |
+	| [PC-Python — Validation](https://pc-python.readthedocs.io/en/latest/python_advanced/validation.html) | PC-Python (ReadTheDocs) | Reading + code | Existence, range, type checks in Python | Python-specific validation guide with clear code examples for each check type. Well-structured for learning. |
+	| [Code ABC's — Input Validation (Python)](https://www.codeabcs.com/python/validation.php) | Code ABC's | Reading + code | Validation — practical Python examples | Simple, focused examples of Python input validation. Good for students who want quick, copy-and-adapt patterns. |
+
+	### Gaps — C7-3
+
+	- **No VCE-specific video** demonstrating all three validation types (existence, range, type) in a single Python project context. Generic Python validation tutorials exist but none use VCE terminology.
+	- **Reasonableness and completeness checks** (top VCAA tier) — most resources cover the three basic check types but don't address checking "reasonableness and completeness of all input data".
+	- **Validation in GUI context** — most validation tutorials show console-based validation. Students doing GUI projects need to see how validation works with GUI controls (entry widgets, error labels).
+
+	---
+
+	## Recommended Actions
+
+	1. **The Medium article by icodewithben** is the single best external resource for C7-3 — it maps perfectly to VCAA terminology. Assign as required reading.
+	2. **Create a video** (10-15 min) demonstrating naming conventions + internal documentation + validation in a single Python file, showing how all three work together. This integrated view is what students need and no external resource provides it.
+	3. **Create a Hungarian notation reference card** for Python — mapping common VCAA GUI controls (textbox, button, label, etc.) to Hungarian notation prefixes, since Python tutorials don't cover this.
+	4. **Create validation examples in a GUI context** — show existence/range/type checks in a tkinter application, not just console input.
/dev/null .. SAT/Resources/C08-Resources.md
@@ 0,0 1,56 @@
+	# C08 Resources — Debugging, Alpha Testing & Design Modifications
+
+	**Criterion scope:** Testing (test data, testing table, test cases, expected vs actual output), debugging (breakpoints, debugging statements, trace tables), error types (syntax, logic, runtime), design modifications, evaluation criteria updates, contingency plans.
+
+	---
+
+	## C8-1: Testing & Debugging
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion08/ is well-resourced: types of test data (with Mars Climate Orbiter challenge), alpha testing plan templates and examples, debugging guides for VSCode/PyCharm/Godot, testing documentation, AI-assisted test case generation, and the "Demo Day Disaster" activity. Strong existing coverage.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [Real Python — Python Debugging With pdb](https://realpython.com/python-debugging-pdb/) | Real Python | Reading + code | Debugging: breakpoints, stepping through code, inspecting variables | Comprehensive guide to Python's built-in debugger. Covers breakpoints, stepping, and variable inspection. Good reference for students who want to understand debugging beyond IDE buttons. |
+	| [PyCharm — Debug Your First Python Application](https://www.jetbrains.com/help/pycharm/debugging-your-first-python-application.html) | JetBrains | Reading + screenshots | Debugging: breakpoints, stepping, IDE debugging tools | Official PyCharm debugging tutorial. Step-by-step with screenshots. Directly relevant if students use PyCharm. |
+	| [GeeksforGeeks — Difference Between Alpha and Beta Testing](https://www.geeksforgeeks.org/software-engineering/difference-between-alpha-and-beta-testing/) | GeeksforGeeks | Reading | Alpha testing vs beta testing — conceptual understanding | Clear comparison of alpha and beta testing. Helps students understand where C8 (alpha) ends and C9 (beta) begins. |
+	| [W3Resource — Testing and Debugging in Python](https://www.w3resource.com/python/python-testing-and-debugging-with-examples.php) | W3Resource | Reading + code | Testing, debugging, error types | Comprehensive guide covering testing and debugging with Python code examples. Covers all three error types (syntax, logic, runtime). |
+	| [Python Engineer — Python Debugger and breakpoint()](https://www.python-engineer.com/posts/python-debugger-and-breakpoint/) | Python Engineer | Reading + code | Debugging: breakpoint() function, pdb | Focused tutorial on using Python's breakpoint() function (Python 3.7+). Quick, practical guide. |
+	| [Object-Oriented Python — Debugging and Testing](https://object-oriented-python.github.io/8_debugging.html) | Imperial College | Reading | Debugging and testing in OOP context | Debugging in an OOP context — relevant since C6 requires OOP. Shows how to debug class-based code. |
+
+	### Gaps — C8-1
+
+	- **Testing table format** — no external resource provides a testing table template in the VCE format (test case, test data, expected output, actual output, pass/fail, action). The Criterion08/ templates are the best source.
+	- **Boundary value testing** specifically for VCE — most testing resources are either too basic or enterprise-focused. A worked example showing boundary testing for a typical SAT project would help.
+	- **Video walkthrough of debugging** in VSCode or PyCharm with breakpoints — the Criterion08/ materials mention these but a short screen recording of actually debugging a Python program would be more impactful.
+
+	---
+
+	## C8-2: Design Modifications & Contingencies
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion08/ has "Save a Project" activity, design modification UI exercise, evaluation matrices update, and SRS recap. Good coverage.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| No strong external resources found for this specific VCAA requirement. | — | — | — | — |
+
+	### Gaps — C8-2
+
+	- **Design modifications in VCE context** — this is a VCAA-specific requirement (documenting modifications to designs and evaluation criteria based on development experience). No external resource covers this in a way that maps to the study design.
+	- **Contingency planning for software projects** at a VCE level — most resources on contingency planning are for enterprise project management. A simple worked example for a student SAT project would be valuable.
+
+	---
+
+	## Recommended Actions
+
+	1. **Real Python's pdb tutorial** is the best external debugging reference. Good for students who want to understand debugging at a deeper level.
+	2. **PyCharm debugging tutorial** — assign to students using PyCharm.
+	3. For C8-2, the existing Criterion08/ materials are the best available — this is a VCAA-specific requirement with no good external equivalent.
+	4. Consider creating a **short screen recording** of a live debugging session in VSCode or PyCharm, walking through setting breakpoints, stepping through code, and finding/fixing a bug.
/dev/null .. SAT/Resources/C09-Resources.md
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+	# C09 Resources — Beta Testing
+
+	**Criterion scope:** Beta testing plan (test scenarios, user selection, data collection methods), conducting beta testing (with multiple users, multiple data collection methods), beta testing results (report writing), recommended modifications (document and evaluate changes).
+
+	---
+
+	## C9-1 to C9-4: Beta Testing (Plan, Conduct, Results, Modifications)
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion09/ is extensively resourced: case studies (Pocket Prep, EasyRetail, Australian Curriculum Platform), beta testing plan templates at three levels, test scenario templates and examples (FitTrack, morning jog), data collection methods and templates (including Centercode), beta testing execution guide, report guides and examples, and modification recommendations. This is one of the most thoroughly covered criteria.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [GeeksforGeeks — Beta Testing](https://www.geeksforgeeks.org/software-engineering/beta-testing-software-testing/) | GeeksforGeeks | Reading | Beta testing — conceptual understanding | Clear explanation of beta testing concepts, process, and best practices. Good reference for students who want industry context. |
+	| [GeeksforGeeks — Alpha vs Beta Testing](https://www.geeksforgeeks.org/software-engineering/difference-between-alpha-and-beta-testing/) | GeeksforGeeks | Reading | Distinguishing alpha (C8) from beta (C9) testing | Side-by-side comparison. Helps students understand the transition from C8 (internal testing) to C9 (user testing). |
+	| [Katalon — Alpha vs Beta Testing: Key Differences, Examples](https://katalon.com/resources-center/blog/alpha-testing-vs-beta-testing) | Katalon | Reading | Beta testing — professional context | Professional testing platform's guide. More detailed than GeeksforGeeks with real-world examples. |
+	| [TechTarget — What is a Beta Test?](https://www.techtarget.com/whatis/definition/beta-test) | TechTarget | Reading | Beta testing — definition and industry practice | Concise, authoritative definition with industry context. Good for quick reference. |
+
+	### Gaps
+
+	- **Minimal for C9.** The existing Criterion09/ materials are comprehensive and well-structured.
+	- **Video of a real beta testing session** — no external resource shows a student conducting beta testing with a user for a VCE SAT project. A recording of a session would help students understand what "conducting beta testing" actually looks like.
+	- **Beta testing report writing** — the existing report guides and samples are the best available. No external resource provides VCE-format beta testing reports.
+	- **Modification evaluation** (C9-4) — assessing whether modifications actually improve the software based on beta testing results is a VCAA-specific skill with no clear external resource.
+
+	---
+
+	## Recommended Actions
+
+	1. C09 is well-covered by existing materials. This criterion has the most extensive library of activities and templates.
+	2. The GeeksforGeeks articles provide useful industry context but the existing case studies (Pocket Prep, EasyRetail) are more directly useful.
+	3. Consider recording a **sample beta testing session** as a model for students — this is the one gap where video would add significant value.
/dev/null .. SAT/Resources/C10-Resources.md
@@ 0,0 1,43 @@
+	# C10 Resources — Evaluation & Project Plan Assessment
+
+	**Criterion scope:** Solution evaluation (evaluation criteria from C4, efficiency and effectiveness, future evaluation strategy), development process review (analysis/design/development stages), plan modifications (annotated Gantt chart, logs/journals), plan effectiveness (changes, evidence, impact on project completion).
+
+	---
+
+	## C10-1 to C10-4: Evaluation & Project Plan Assessment
+
+	### Existing Materials (CriterionXX/)
+
+	Criterion10/ has a preparation guide, evaluation strategy guide, development process portfolio guide, project tracking guide (annotated Gantt charts and project logs), plan reflection guide, and various checklist/artefact documents. Solid coverage of a complex criterion.
+
+	### External Resources
+
+	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
+	|----------|--------|--------|--------------|-----------------|
+	| [VCAA Assessment — Software Development](https://www.vcaa.vic.edu.au/curriculum/vce-curriculum/vce-study-designs/applied-computing-software-development/assessment) | VCAA | Reading | All C10 topics — official assessment requirements | The authority on evaluation expectations. C10 directly connects back to evaluation criteria from C4. |
+	| [Studocu — VCE SAT 2024 Performance Evaluation Rubric](https://www.studocu.com/en-au/document/suzanne-cory-high-school/software-development/sat-rubric-helpful/96608503) | Studocu (student-shared) | Reading | Evaluation rubric — student exemplar context | A shared SAT rubric from another school. Useful for understanding how evaluation criteria are applied across schools. Note: may require Studocu account. |
+	| [ATARNotes Forum — Efficiency and Effectiveness](https://archive.atarnotes.com/forum/index.php?topic=146265.0) | ATARNotes | Reading (forum) | Evaluation criteria, efficiency, effectiveness | VCE-specific discussion of evaluation criteria. Same resource referenced in C04 — evaluation at the end connects back to criteria set during design. |
+
+	### Gaps
+
+	- **Future evaluation strategy** (C10-1 top tier) — this requires students to propose a time frame, evaluation criteria, individuals involved and their responsibilities for future evaluation. No external resource explains this in a VCE context. The existing 10-1-future-evaluation-strategy-proposal-simple-guide.md is the best available.
+	- **Development process review** (C10-2) — critically evaluating the entire PSM process and suggesting improvements is a reflective skill. No external resource provides a VCE-specific model of this reflection.
+	- **Annotated Gantt charts** showing modifications (C10-3) — no external resource demonstrates what an annotated Gantt chart with modification evidence should look like. The 10-3-project-tracking-guide is the best source.
+	- **Plan effectiveness reflection** (C10-4) — this is a VCAA-specific reflective exercise with no external equivalent.
+
+	### Note
+
+	C10 is inherently retrospective — it evaluates work done across C01-C09. The resources needed are:
+	1. The evaluation criteria established in C4
+	2. The student's own project artefacts
+	3. The existing Criterion10/ guides on how to reflect on and evaluate these
+
+	External resources have limited value here because the evaluation must be specific to the student's own project.
+
+	---
+
+	## Recommended Actions
+
+	1. C10 is well-covered by existing materials and is inherently project-specific.
+	2. Ensure students **revisit their C4 evaluation criteria** when they reach C10 — the linkage between C4 and C10 is critical.
+	3. The main value-add would be **exemplar evaluation reports** — anonymous examples of excellent C10 submissions from previous students (if available) would be far more useful than any external resource.