2026-04-26 07:31:12lisa:
Replace fabricated Isaac CS URLs in C03/C04/C05 Resources with verified ones
Prior agents passed curl HTTP-200 checks on Isaac CS slugs that were
actually 404s (SPA returns 200 for all paths). Verified via browser
eval: replaced 2 rows with real concept URLs (soft_design_algorithms,
prog_pas_pseudocode), stripped 9 with no good match. Affected
un-✅ adjustments in WIKI-VIDEO.md handled in applied-computing-au repo.
Co-Authored-By: Claude Opus 4.7 (1M context) <noreply@anthropic.com>
sd/C04/Evaluation vs Testing.md ..
@@ 82,7 82,6 @@
## See also
-
- [Isaac Computer Science — Testing and Evaluation (GCSE)](https://isaaccomputerscience.org/concepts/gcse_sys_testing_evaluation) — clear explainer distinguishing testing from evaluation; UK origin but concept is identical to VCE
- C04 Resources: [external reading and resources](/sd/Resources/C04-Resources)
---
sd/Resources/C03-Resources.md ..
@@ 25,7 25,6 @@
| [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
sd/Resources/C04-Resources.md ..
@@ 20,7 20,6 @@
| [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. |
-
| [Isaac Computer Science — Wireframes and Prototyping](https://isaaccomputerscience.org/concepts/gcse_design_wireframes) | Isaac Computer Science (UK) | Reading + exercises | C4-1: annotations — labelling elements with purpose and functionality, not just appearance | Covers what wireframe annotations should communicate: not just what an element is, but what it does and why it is placed there. Directly addresses the 7–8 band gap where students label elements without explaining functionality. UK GCSE origin; concept maps cleanly to VCE annotation requirements. |
### Gaps — C4-1
@@ 44,9 43,6 @@
| [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. |
-
| [Isaac Computer Science — Testing and Evaluation](https://isaaccomputerscience.org/concepts/gcse_sys_testing_evaluation) | Isaac Computer Science (UK) | Reading + exercises | C4-2: evaluation vs testing — the distinction load-bearing at 7–10 band | Clearly separates testing (does it work?) from evaluation (does it meet the standard we set?). Includes self-test questions. Use alongside the [Evaluation vs Testing](/sd/C04/Evaluation%20vs%20Testing) wiki page, which adds VCE-specific examples. UK GCSE origin; concept is identical to VCE. |
-
| [Isaac Computer Science — Design Evaluation](https://isaaccomputerscience.org/concepts/gcse_design_evaluation) | Isaac Computer Science (UK) | Reading + exercises | C4-2: efficiency and effectiveness — distinguishing the two factors in an evaluation matrix | Covers efficiency (resource use, speed) vs effectiveness (how well the solution meets its purpose) with worked examples. Addresses the most common conflation error in student evaluation matrices. UK GCSE origin; concept maps directly to VCE efficiency/effectiveness factors. |
-
| [Isaac Computer Science — Evaluation Criteria (A Level)](https://isaaccomputerscience.org/concepts/a_level_evaluation_criteria) | Isaac Computer Science (UK) | Reading + exercises | C4-2: evaluation criteria linked to requirements — the SRS-anchor step most students skip | Explains how evaluation criteria must be derived from and traced back to defined requirements — not invented independently. Directly addresses the 9–10 band expectation. A Level depth; some sections go beyond VCE scope but the requirements-traceability concept is essential. UK origin. |
### Wiki pages for C4-2
@@ 56,7 52,7 @@
### Gaps — C4-2
-
- **No video explaining efficiency vs effectiveness** in a VCE Software Development context. The Isaac CS reading resource above partially covers this, but a 2-min side-by-side scenario video (fast app with wrong output vs slow correct app) would close it cleanly. Teacher-recorded.
+
- **No video explaining efficiency vs effectiveness** in a VCE Software Development context. No verified external resource covers this cleanly; a 2-min side-by-side scenario video (fast app with wrong output vs slow correct app) would close it. Teacher-recorded.
- **Evaluation matrix worked examples** — no external resource shows a complete filled-in matrix for a school software project. The Criterion04/ templates are the best available. A blank Markdown template (stripped of the travel-planner example) is the highest-priority teacher-created asset.
- **Writing a justification paragraph** — no external resource walks through the design justification section step by step (score → SRS ID → decision). Teacher-recorded walkthrough needed.
- **Annotating design sketches (video)** — no confirmed video walks through Excalidraw annotation from naming layer to functionality layer to justification. Teacher-recorded.
sd/Resources/C05-Resources.md ..
@@ 20,8 20,8 @@
| [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. |
| [UX Prototypes: Low Fidelity vs. High Fidelity](https://www.nngroup.com/articles/ux-prototype-hi-lo-fidelity/) | Nielsen Norman Group (US) | Reading + visual examples | Mock-ups — sketch vs annotated mock-up distinction; 3–4 / 5–6 rubric boundary | Explains the full fidelity spectrum from rough pencil sketch through to high-fidelity annotated mock-up with real content, colour and fonts. Directly addresses the most common C5-1 boundary error: submitting a layout sketch and calling it a mock-up. Authoritative UX source; terminology matches VCAA usage. |
-
| [Isaac Computer Science — Writing Algorithms](https://isaaccomputerscience.org/concepts/gcse_prog_algorithm_writing) | Isaac Computer Science (UK) | Reading + self-test questions | IPO charts — Process column: numbered algorithm steps, not outcome labels | Covers what an algorithm process is — a sequence of specific steps — versus what it produces. Directly targets the most common IPO process-column error: writing "calculate total" (an output label) instead of numbered steps. UK GCSE origin; the algorithm-as-steps concept is identical to VCE. |
-
| [Isaac Computer Science — Pseudocode](https://isaaccomputerscience.org/concepts/prog_func_pseudocode) | Isaac Computer Science (UK) | Reading + self-test questions | Pseudocode — structured English syntax, BEGIN/END block structure, OOP methods | Covers pseudocode conventions including function/method block structure with `BEGIN … RETURN … END`, assignment arrows, and `<>` for not-equals. Helps students who code fluently in Python to shift to language-independent syntax. UK origin; cross-check any specific VCAA syntax differences with `C051-Step-4-Pseudocode-Guide.md`. |
+
| [Isaac Computer Science — Designing Algorithms](https://isaaccomputerscience.org/concepts/soft_design_algorithms) | Isaac Computer Science (UK) | Reading + self-test questions | IPO charts — Process column: numbered algorithm steps, not outcome labels | Covers algorithmic thinking and the input–process–output model: what an algorithm process is (a sequence of specific steps) versus what it produces. Directly targets the most common IPO process-column error: writing "calculate total" (an output label) instead of numbered steps. UK GCSE/A Level; the algorithm-as-steps concept is identical to VCE. Requires free Isaac CS account (sign-up at isaaccomputerscience.org). |
+
| [Isaac Computer Science — Pseudocode](https://isaaccomputerscience.org/concepts/prog_pas_pseudocode) | Isaac Computer Science (UK) | Reading + self-test questions | Pseudocode — structured English syntax, language-independent algorithm representation | Covers pseudocode conventions: language-independent syntax, sequence, selection, iteration, subroutines. Helps students who code fluently in Python shift to language-independent pseudocode for SAT submission. UK GCSE/A Level origin; cross-check any specific VCAA syntax differences (assignment arrow, `<>`) with `C051-Step-4-Pseudocode-Guide.md`. Requires free Isaac CS account (sign-up at isaaccomputerscience.org). |
| [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. |
-
| [Isaac Computer Science — Design Principles](https://isaaccomputerscience.org/concepts/gcse_design_principles) | Isaac Computer Science (UK) | Reading + self-test questions | Design principles — the seven principles and how they affect interface design; 3–4 / 5–6 / 7–8 annotation verb boundary | Names and defines each design principle with self-test questions. Crucial for C5-2 students who conflate design principles with UX characteristics — see also the [Design Principles vs UX Characteristics](/sd/C05/Design%20Principles%20vs%20UX%20Characteristics) wiki page for the two-list distinction. UK GCSE origin; all seven VCE-listed principles covered. |
-
| [Isaac Computer Science — Design Documentation](https://isaaccomputerscience.org/concepts/gcse_design_documentation) | Isaac Computer Science (UK) | Reading + self-test questions | Design log annotations — verb-level distinction: identify / describe / document / explain | Covers what good design documentation looks like and why annotation depth matters. Supports the annotation verb ladder (identify → describe → document → explain) central to moving up through the C5-2 bands. UK GCSE; concept maps directly to VCE annotation requirements. |
| [Isaac Computer Science — Wireframes and Prototyping](https://isaaccomputerscience.org/concepts/gcse_design_wireframes) | Isaac Computer Science (UK) | Reading + self-test questions | C5-3 Step 2 (Connect the Dots) — tracing a design idea from sketch through to IPO chart | Covers what wireframe/mock-up annotations should communicate between design layers: not just what an element is, but what it does, why it is there, and how it connects to a requirement. Supports the C5-3 Step 2 traceability requirement. UK GCSE origin; concept maps cleanly to VCE design-layer traceability. |
-
| [Isaac Computer Science — Project Management](https://isaaccomputerscience.org/concepts/gcse_sys_project_management) | Isaac Computer Science (UK) | Reading + self-test questions | C5-3 Step 3 (Plan B Ready) — contingencies and mitigations; 7–8 / 9–10 band boundary | Covers risk identification and mitigation in project planning. Introduces the discipline of naming a specific risk and pairing it with a concrete mitigation — exactly what separates a vague contingency ("I will try another approach") from a rubric-level response. UK GCSE origin; risk/mitigation framing is curriculum-agnostic. |
