| Effective Term: | 2025/05 |
| Institute / School : | Institute of Innovation, Science & Sustainability |
| Unit Title: | Software Engineering |
| Unit ID: | ITECH3506 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (ITECH2306) |
| Co-requisite(s): | Nil |
| Exclusion(s): | (ITECH2309 and ITECH3201) |
| ASCED: | 020305 |
| Other Change: | |
| Brief description of the Unit |
This unit builds upon programming skills that students have already developed. This unit will address important software engineering issues involving various stages of the software development lifecycle, including the elicitation of user requirements and design of complex systems. Students will develop an understanding of underlying software engineering principles and techniques, and make use of industry-standard tools.
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| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment: |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Describe fundamental software engineering and software architecture concepts. |
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| K2. | Describe the requirements elicitation and design phases of the software development life cycle.
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| K3. | Compare and contrast common software development methodologies.
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| K4. | Explain how software developers use models to analyse and modify software systems.
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| Skills: |
| S1. | Apply software engineering principles to design and implement software applications.
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| S2. | Operate CASE software to develop appropriate models of software systems.
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| S3. | Develop comprehensive unit test suites.
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| S4. | Specify and justify the software architecture and software design for a proposed system considering various views and viewpoints |
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| Application of knowledge and skills: |
| A1. | Write integrated reports, using appropriate models, providing detailed analysis and/or design of systems based on provided textual scenarios. |
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| A2. | Develop software applications, using appropriate software engineering techniques, to address a complex scenario. |
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| Unit Content: |
Topics may include:
1. Software Engineering fundamentals.
2. Systems Development Life Cycle (SDLC).
3. Requirements analysis and modelling systems requirements.
4. Object-oriented system analysis and design.
5. Software Architecture
6. Design Patterns
7. Computer Aided Software Engineering and UML.
8. Software testing
9. Software maintenance.
10. Software Engineering standards. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | Learning outcomes
(KSA) | Assessment task
(AT#) | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Not applicable | Not applicable | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Not applicable | Not applicable | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | A2 | AT1 | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Not applicable | Not applicable | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Not applicable | Not applicable |
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| Learning Task and Assessment: |
Students should complete all lab exercises during the semester (some of which are assessable). Students should participate in lectures, tutorials / lab classes and maintain a portfolio with notes and exercises. Notes should be enhanced by guided reading.
Assessable tasks: The assessment for this unit may include at least one team assignment requiring the design and implementation of a moderately sized application (possibly client and server). Assignments and class exercises will enable students to demonstrate their mastery of specific concepts and skills. Tests will test the knowledge and understanding of the concepts across the whole unit.
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, S1, S2, S3, S4, A1, A2 | Students will use object-oriented programming constructs and software engineering methodologies and practices to analyse, design, implement and document software solutions. At least one assignment involves working in a team and presenting the software solution to the class. | Assignments, Projects, Presentations | 60-80% | | 2. | K1, K2, K3, K4, S1, S2, S3, S4 | Students will be required to complete tasks during weekly lab sessions. Some of these lab sessions will be marked requiring the student to either demonstrate a skill, or to explain something they have done that relates to the learning outcomes of the task. | Lab work demonstrations and explanations | 0-30% | | 3. | K1, K2, K3, K4, S1, S3, S4 | Students will provide theoretical answers and provide practical solutions to a range of questions and problem types drawn from theory, assignments and examples used during this unit. | Tests / Examinations | 10-30% |
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Professional Standards / Competencies: |
| | Standard / Competency | | 1. | Australian Computer Society - Core Body of Knowledge: 2023 accreditation |
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| Attribute | Assessed | Level | | Core ICT Knowledge | |
Computational Science and Engineering
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Programming: programming language constructs, coding methods, scripts and apps, interfaces
| | Yes | Intermediate | | |
Software Engineering: systematic practices of specification, development and testing to produce reliable, safe, maintainable computing systems, integrated development and configuration management environments
| | Yes | Intermediate | | Professionalism as it applied in ICT | |
Professional Communication
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Communication with different audiences (technical, managerial, users and non-digitally orientated audiences) in different forums (meetings, presentations, networking)
| | Yes | Intermediate | | |
Forms and styles of documentation - technical reports and specifications, progress reports
| | Yes | Intermediate |
| | 2. | Skills Framework for the Information Age (SFIA): Version 8 |
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| Attribute | Assessed | Level | | Development and implementation | | Systems development | | | SLEN Systems and software life cycle engineering (Levels 4 - 7) Establishing and deploying an environment for developing, continually improving, and securely operating software and systems products and services. | | Yes | 2 | | | SWDN Software design (Levels 2 - 6) Specifying and designing software to meet defined requirements by following agreed design standards and principles. | | Yes | 2 | | | PROG Programming/software development (Levels 2 - 6) Developing software components to deliver value to stakeholders. | | Yes | 3 | | | SINT Systems integration and build (Levels 2 - 6) Planning, implementing and controlling activities to synthesise system components to create operational systems, products or services. | | No | 1 |
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