Commit 4cd5f4

2026-04-25 22:39:09 lisa: Add C03 wiki content (DRAFT) — landing page, Resources rows Light first pass: C03-home, 2 key-concept pages marked DRAFT, external resource rows in C03-Resources.md. Co-Authored-By: Claude Opus 4.7 (1M context) <noreply@anthropic.com>

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+	# C03 — Skills in Documenting a Software Requirements Specification
+
+	Hamilton 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.
+
+	---
+
+	## Key concepts
+
+	Short explainers for the concepts most commonly confused or under-done at each rubric band:
+
+	- [Functional vs Non-Functional Requirements](/sd/C03/Functional%20vs%20Non-Functional%20Requirements) — the exact difference, with a side-by-side table for the same project; the most common mislabelling errors that cost marks at 5–6
+	- [Scope vs Constraints](/sd/C03/Scope%20vs%20Constraints) — why budget is a constraint, not a scope decision; how MoSCoW and the constraints table work together; what the 9–10 band cross-reference looks like
+
+	## Resources
+
+	- [C03 Resources](/sd/Resources/C03-Resources) — per-topic reading and videos, including external resources for requirements types, constraints categories, user characteristics, and critical analysis question-writing
+
+	---
+
+	← Back to [VCE Software Development Hub](/sd/VCE%20Software%20Development%20Hub)
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+	> **DRAFT** — under teacher review.
+
+	# Functional vs Non-Functional Requirements — What's the Difference?
+
+	Hamilton 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.
+
+	---
+
+	## Watch first (≈5 min)
+
+	{{Video|src=https://www.youtube.com/watch?v=3fgfUHKITts}}
+
+	*Jelvix — side-by-side walkthrough of functional and non-functional requirements using concrete software examples. Watch for the pattern: functional = what the system does; non-functional = how well it does it.*
+
+	---
+
+	## The one-sentence rule
+
+	| Type | One-sentence definition | Test question |
+	|---|---|---|
+	| **Functional** | A specific behaviour, action, or feature the system must perform | "Does the system **do** something specific here?" |
+	| **Non-functional** | A quality standard or constraint on **how** the system performs | "Does this set a **standard** for how well the system works?" |
+
+	---
+
+	## Side-by-side: same project, both types
+
+	The scenario: a school event booking app. A student is writing requirements for C3-1.
+
+	### Functional requirements (what it does)
+
+	| # | Requirement |
+	|---|---|
+	| F1 | The system shall allow a student to search for events by date or category. |
+	| F2 | The system shall send a confirmation email when a booking is made. |
+	| F3 | The system shall allow an administrator to add, edit, and cancel events. |
+	| F4 | The system shall display available seat counts for each event. |
+
+	Each one describes **a specific action** — you could test it with a yes/no: either the system does it or it doesn't.
+
+	### Non-functional requirements (how well it does it)
+
+	| # | Requirement |
+	|---|---|
+	| NF1 | The system shall load the event list in under 2 seconds on a standard school Wi-Fi connection. |
+	| NF2 | The system shall be accessible to users with screen readers (WCAG 2.1 AA compliance). |
+	| NF3 | The system shall be available 99.5% of the time during school hours (8am–4pm, school days). |
+	| NF4 | The system shall store all user data in accordance with the Privacy Act 1988 (Cth). |
+
+	Each one sets a **measurable standard** on how the system performs — you could test it with a metric (time, percentage, compliance standard).
+
+	---
+
+	## The most common mistakes
+
+	### Mistake 1: Performance targets under functional requirements
+
+	> ~~F1: The system shall load quickly.~~
+
+	"Load quickly" is a performance standard — it belongs under non-functional requirements, with a number attached (e.g., "in under 2 seconds"). Functional requirements describe actions, not speeds.
+
+	### Mistake 2: Features buried under non-functional requirements
+
+	> ~~NF1: The system shall have a login feature.~~
+
+	A login feature is something the system **does** — it is a functional requirement. Non-functional requirements cannot introduce new features; they can only constrain how existing features perform.
+
+	### Mistake 3: Vague non-functional requirements
+
+	> ~~NF1: The system shall be easy to use.~~
+
+	"Easy to use" is not measurable. A non-functional requirement must be testable. Rewrite: *"A first-time user shall be able to complete a booking in under 4 minutes without assistance."* Now it can be tested.
+
+	---
+
+	## The categories of non-functional requirements
+
+	The C3-1 rubric mentions "non-functional requirements of the proposed software solution." These commonly map to:
+
+	| Category | Example |
+	|---|---|
+	| **Performance** | Load times, response times, throughput |
+	| **Usability** | Learnability, error recovery, accessibility |
+	| **Reliability** | Uptime percentage, mean time between failures |
+	| **Security/Legal** | Privacy Act compliance, password requirements |
+	| **Portability** | Runs on mobile browsers, no installation required |
+	| **Maintainability** | Code must be documented for handover |
+
+	You do not need to use all categories — pick the ones that are genuinely relevant to **your** project.
+
+	---
+
+	## Why VCAA cares
+
+	At **5–6** band, the rubric requires you to *"document the functional and non-functional requirements of the proposed software solution."* This means both types must appear — and they must be correctly labelled. A submission that puts performance targets under functional requirements has mislabelled requirements, which sits below 5–6.
+
+	At **9–10**, your non-functional requirements must be precise enough to be testable and tied to real constraints (legal, usability, etc.). Vague NF requirements suggest the student does not understand the distinction.
+
+	---
+
+	## See also
+
+	- [Scope vs Constraints](/sd/C03/Scope%20vs%20Constraints) — the other common C3-1 pair confusion
+	- C03 Resources: [external reading and videos](/sd/Resources/C03-Resources)
+
+	---
+
+	← Back to [C03 Home](/sd/C03/C03-home) · [VCE Software Development Hub](/sd/VCE%20Software%20Development%20Hub)
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+	> **DRAFT** — under teacher review.
+
+	# Scope vs Constraints — What's the Difference?
+
+	Hamilton 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.
+
+	---
+
+	## The one-sentence rule
+
+	| Concept | One-sentence definition | Where it lives in the SRS |
+	|---|---|---|
+	| **Scope** | What the solution **will and will not do** — the boundaries of the deliverable | SRS scope section; often expressed with MoSCoW |
+	| **Constraint** | A **real-world limit** that restricts what can be done — budget, law, hardware, time | SRS constraints section; categorised (economic, legal, social, technical, usability) |
+
+	---
+
+	## The key distinction
+
+	**Scope** is about the solution's **boundary** — you are deciding, with the client, what features are in and out. You have some agency in this decision.
+
+	**Constraints** are **facts of the world** — limits imposed on the project by external realities. You cannot remove them by negotiating with the client.
+
+	> Budget, existing hardware, privacy law, school policy, and the six-week timeline are all constraints — they existed before you wrote a single line of requirements.
+	>
+	> Whether the app will support multiple languages or only English is a scope decision.
+
+	---
+
+	## Side-by-side: same project, two tables
+
+	The scenario: a school canteen ordering app.
+
+	### Scope table (MoSCoW)
+
+	| Priority | Feature | In scope? |
+	|---|---|---|
+	| **Must** | Students can place a lunch order by 10 am | Yes |
+	| **Must** | Staff can view and print daily orders | Yes |
+	| **Should** | SMS notification when order is ready | Yes |
+	| **Could** | Loyalty points system | No — out of scope |
+	| **Won't** | Integration with the school's finance system | No — out of scope for this version |
+
+	The "Won't" and "Could (excluded)" items are **out of scope** — the team has decided not to include them in this version.
+
+	### Constraints table
+
+	| Category | Constraint |
+	|---|---|
+	| **Economic** | Development must be completed with no additional software licences — free/open-source tools only. Budget for hosting is $0 (school server only). |
+	| **Legal** | Must comply with the Privacy Act 1988 (Cth) — student names and order histories cannot be stored beyond 30 days without consent. |
+	| **Social** | The canteen is staffed by volunteers with low technical confidence — the interface must require no training to operate. |
+	| **Technical** | Must run in any modern web browser; school iPads run iOS 15. No native app — web-based only. |
+	| **Usability** | Must be operable with one hand (to hold a tray) by primary-school users (Year 5+). |
+
+	---
+
+	## The test: budget as constraint, not scope
+
+	A very common error:
+
+	> ~~"The loyalty points system is out of scope because we don't have the budget to build it."~~
+
+	Budget is a **constraint** (economic). The loyalty points system may be out of scope — but the reason it is out of scope is a separate matter. Write them separately:
+
+	- Constraints → "Economic constraint: development resources are limited to the 6-week timeline and free tools; no budget for third-party APIs."
+	- Scope → "Won't: loyalty points system — excluded from this version to keep scope achievable within the economic constraint."
+
+	You can **cross-reference** them like that in your SRS. That is what the 9–10 band looks like.
+
+	---
+
+	## MoSCoW and constraints work together
+
+	MoSCoW is how you **communicate scope**. Constraints are the **reasons** some things end up in "Could" or "Won't". A strong SRS makes that link explicit — a "Won't" item that exists because of a legal or economic constraint should say so.
+
+	At **7–8** band, students describe scope and constraints separately but don't connect them.
+
+	At **9–10**, students show that the constraint drove the scope decision: *"The loyalty points system is classified as Won't due to the economic constraint — no budget for third-party payment processing or secure token storage within the project timeline."*
+
+	---
+
+	## Why VCAA cares
+
+	At **5–6**, the rubric requires you to *"document the constraints that may impact the development of the proposed solution"* and to *"describe the scope of the proposed software solution"*. These are two separate indicators — they must both appear in the SRS, in separate sections, clearly labelled.
+
+	Mixing them up (writing constraints under scope, or calling constraints "things we won't do") signals to the examiner that the student does not understand the analysis stage of the problem-solving methodology.
+
+	---
+
+	## See also
+
+	- [Functional vs Non-Functional Requirements](/sd/C03/Functional%20vs%20Non-Functional%20Requirements) — the other common C3-1 pair confusion
+	- C03 Resources: [external reading and videos](/sd/Resources/C03-Resources)
+
+	---
+
+	← Back to [C03 Home](/sd/C03/C03-home) · [VCE Software Development Hub](/sd/VCE%20Software%20Development%20Hub)
sd/Resources/C03-Resources.md ..
@@ 19,12 19,25 @@
	| [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. |
+	| [FUNCTIONAL VS NON-FUNCTIONAL REQUIREMENTS. JUST WATCH THIS](https://www.youtube.com/watch?v=3fgfUHKITts) | YouTube — Jelvix (US) | Video (≈5 min) | C3-1: functional vs non-functional requirements (5–6 band) | Concrete side-by-side walkthrough of both requirement types with software examples. Embedded in the [Functional vs Non-Functional Requirements](/sd/C03/Functional%20vs%20Non-Functional%20Requirements) wiki page. Addresses the most common C3-1 mislabelling error. |
+	| [Functional and Non-functional Requirements — What is the difference?](https://www.youtube.com/watch?v=j4WITZFLkUM) | YouTube — PMC Lounge (US) | Video (≈6 min) | C3-1: functional vs non-functional requirements | Clearly structured explainer with multiple worked examples showing the performance/quality distinction. Good second watch if Jelvix video above doesn't click. |
+	| [What is MOSCOW Analysis? Project Management in Under 5](https://www.youtube.com/watch?v=lO5gftPdQT8) | YouTube — Online PM Courses (UK) | Video (≈5 min) | C3-1: MoSCoW scope, solution boundaries | Brisk walkthrough of the four MoSCoW categories with worked examples. Covers scope priority decisions; pair with the [Scope vs Constraints](/sd/C03/Scope%20vs%20Constraints) wiki page to distinguish scope from constraints. Origin is UK/agile; adapt "business" examples to school software context. |
+	| [Design and Implementation Constraints in Software Engineering](https://www.youtube.com/watch?v=3Ny_96-N64U) | YouTube — Gate Smashers (US) | Video (≈7 min) | C3-1: constraints (technical, economic, social, legal) | Walks through multiple constraint categories specifically in a software engineering context — closer to VCE scope than generic project management videos. |
+	| [Australian Privacy Principles from the Privacy Act 1988](https://www.youtube.com/watch?v=1hdhIWaKlUs) | YouTube — IILPM (AU) | Video (≈10 min) | C3-1: legal constraints — Privacy Act 1988 (Cth), Privacy and Data Protection Act 2014 (Vic) | Explains the Australian Privacy Principles in plain language. Essential background for students who skip legal constraints or write one-liners. Directly addresses the AU legislation relevant to most school software projects. |
+	| [What is a User Persona? Explained in Five Minutes](https://www.youtube.com/watch?v=9zl5Q1GP_wM) | YouTube — Beyond Design (US) | Video (≈5 min) | C3-1: user characteristics — who, skills, needs | Covers the key dimensions of a user profile (goals, frustrations, tech skills, context). Maps directly to the five-column user characteristics table required at 7–8 band. Translate "persona" to "user characteristics" for VCE framing. |
+	| [Isaac Computer Science — Functional and Non-functional Requirements](https://isaaccomputerscience.org/concepts/prog_func_nonfunc_req) | Isaac Computer Science (UK) | Reading + exercises | C3-1: functional and non-functional requirements | GCSE-level interactive reading with examples and self-test questions. UK origin but concept is identical to VCE. Good for students who want a quick read-and-check rather than a video. |
+
+	### Wiki pages for C3-1
+
+	| Page | What it covers |
+	|---|---|
+	| [Functional vs Non-Functional Requirements](/sd/C03/Functional%20vs%20Non-Functional%20Requirements) | Side-by-side table of both requirement types for the same project; most common mislabelling errors; how to make NF requirements measurable (DRAFT) |
+	| [Scope vs Constraints](/sd/C03/Scope%20vs%20Constraints) | Why budget is a constraint not a scope decision; MoSCoW and constraints table side-by-side; how a 9–10 band response links them (DRAFT) |
	### 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.
+	- **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. No strong external resource found.
+	- **Excalidraw UCD/Context Diagram/DFD skeleton template** — students spend 15–20 min recreating blank diagram structure from C02. A pre-built `.excalidraw` file would close this gap. Requires teacher-created asset — not auto-generated.
	---
@@ 38,17 51,18 @@
	| Resource | Source | Format | VCAA Mapping | Why It's Useful |
	|----------|--------|--------|--------------|-----------------|
-	| No strong external resources found for this specific VCAA requirement. | — | — | — | — |
+	| [How I Conduct a Requirements Gathering Interview as a Business Analyst](https://www.youtube.com/watch?v=iIAbSOvf96E) | YouTube — Stefano The Agile BA (US) | Video (≈12 min) | C3-2: writing client-facing data-gathering questions (not meta-questions about the document) | Shows what real requirements interview questions look like — aimed at extracting information from a client, not at evaluating a document. Useful contrast for students who write meta-questions ("Did I write my SRS correctly?") instead of client-facing ones. |
+	| [Requirements Gathering 101 — My Secret to Asking Great Questions](https://www.youtube.com/watch?v=PmCGiTWJ9Gg) | YouTube — Angelo the BA (US) | Video (≈10 min) | C3-2: writing effective data-gathering questions | Focuses on question quality — open vs closed, probing follow-ups, avoiding leading questions. Directly addresses the question-quality judgment required at 7–8 band in C3-2 Indicator 2. |
	### 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.
+	- **Evaluating your own questions (High/Medium/Low)** — C032-Step-3-Evaluate-Questions.md requires students to rate each question's effectiveness honestly. No external resource models this self-assessment process in a VCE context. A teacher-recorded walkthrough of a real evaluation table with one High, one Medium, one Low decision argued would close this gap.
+	- **SRS 2.0 — tracing the impact of a new scenario across all SRS sections** — C031-SRS-2-0.md is VCAA-specific. No external resource models how a single constraint change ripples into scope and non-functional requirements. A teacher-annotated walkthrough is the only suitable resource here.
	---
	## 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.
+	1. **New wiki pages** — [Functional vs Non-Functional Requirements](/sd/C03/Functional%20vs%20Non-Functional%20Requirements) and [Scope vs Constraints](/sd/C03/Scope%20vs%20Constraints) address the two highest-frequency C3-1 misconceptions.
+	2. **Legal constraints gap** — the Australian Privacy Principles video (IILPM) is the best available resource for the Privacy Act angle; students commonly skip this entirely.
+	3. **C3-2 self-assessment and SRS 2.0** — no suitable external resources found. Teacher-recorded walkthroughs are the only viable solution for these VCAA-specific tasks.