Focus area 4: Iterative project development

Students identify a concept or problem of interest and engage collaboratively and individually in iterative project development, where a product is developed in stages by applying techniques such as agile practices and/or iterative engineering design processes.

They scope, create, test, and evaluate a proposed digital solution to a problem of interest. The solution may be a product, prototype or proof of concept and should include innovative features. 

When working collaboratively, students choose a problem that is of interest to the group and relevant to the school and/or the local community. The problem chosen by the group should be manageable. Students identify the project client or clients (stakeholders), and engage with them at key stages of the project.

Students deconstruct the problem, scope a preliminary design for the digital solution, and identify roles and activities for group members. They develop and agree on a plan based on time-scale and resources, communication strategies to be used, and key features of the project deliverables. Students have the opportunity to move between activities and to contribute and complete activities begun by others.

Students work collaboratively to collect and analyse data relevant to the problem; drawing conclusions and/or making predictions that inform the process of scoping and designing the solution. They identify one or more project clients from either the school or the community, and communicate with the client or clients at key stages of the project.

Students design and fully develop each feature of the software product or prototype, using design and programming skills. Features are deliverables and students develop the highest priority features first. The activities and actions of each student are connected and build on those of other group members. Students are responsive to contributions made by others, recognising that engaging with different perspectives enhances their own knowledge, understanding, and solutions.

At each iteration, through cooperation and use of digital and other communication strategies, students clarify, amend, and/or add one or more features based on their learning from the previous iterations. They may use a range of forms to document and clarify amendments and additions to requirements, such as storyboards, screenshots, visuals, sketches, wireframe models, or user stories. Students test each feature to ensure that it is both usable and ready to progress to the next iteration.

Students research and discuss the ethical implications of their digital solution for individuals, groups, societies, and/or the environment.

Self‑assessment tools or skills frameworks may be used to support the development and application of students’ skills in working collaboratively.

The following framework provides a set of possible techniques and strategies that can be used for learning.