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Unit of competency details

ICTPRG415 - Apply skills in object-oriented design (Release 1)

Summary

Usage recommendation:
Superseded
Mapping:
MappingNotesDate
Supersedes and is equivalent to ICAPRG415A - Apply skills in object-oriented designUpdated to meet Standards for Training Packages 24/Mar/2015
Is superseded by ICTPRG441 - Apply skills in object-oriented design 20/Jul/2020

Releases:
ReleaseRelease date
(View details for release 2) 30/Aug/2019
1 (this release) 25/Mar/2015


Replaced release

You are currently viewing the components related to release 1.
The current release is release 2View release 2 details.

Classifications

SchemeCodeClassification value
ASCED Module/Unit of Competency Field of Education Identifier 020103 Programming  

Classification history

SchemeCodeClassification valueStart dateEnd date
ASCED Module/Unit of Competency Field of Education Identifier 020103 Programming  30/Jul/2015 
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Unit Of competency

Modification History

Release 

Comments 

Release 1

This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Application

This unit describes the skills and knowledge required to produce an object-oriented design from specifications, applying the cyclic process of iteration from identification of class, instance, role and type to the final object-oriented model of the application.

It applies to system designers who are required to design systems using an object-oriented method.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

Unit Sector

Programming and software development

Elements and Performance Criteria

ELEMENT 

PERFORMANCE CRITERIA 

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Derive high-level design from specification

1.1 Develop static class diagram from given set of specifications

1.2 Develop either collaboration diagram or sequence diagram from given set of specifications

1.3 Develop either activity diagram or state diagram from given set of specifications

2. Refine design

2.1 Investigate and refine behaviour, state of classes and collaboration between classes

2.2 Validate correct visibility of class services and state data

2.3 Identify generalisations within classes

2.4 Identify specialisations within classes

2.5 Apply principles of aggregation and composition to refine class design

3. Document design

3.1 Create detailed uniform modelling language (UML) static class diagrams

3.2 Create detailed UML collaboration or sequence diagrams

3.3 Create detailed UML activity or state diagrams

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill 

Performance Criteria 

Description 

Reading

1.1, 1.2, 1.3

  • Interprets and critically analyses and applies appropriate strategies to construct meaning from specifications

Writing

1.1-1.3, 3.1-3.3

  • Communicates complex relationships between ideas and information, matching style of writing and diagrams to purpose and audience

Get the work done

1.1, 1.2, 1.3, 2.1-2.5, 3.1-3.3

  • Uses systematic, analytical processes in complex, non-routine situations, setting goals, gathering relevant information, and identifying and evaluating options against agreed criteria when refining the design
  • Uses analytical processes to decide on a course of action, establishing criteria for deciding between options
  • Understands key principles and concepts underpinning the design and operation of digital systems and tools

Unit Mapping Information

Code and title 

current version 

Code and title 

previous version 

Comments 

Equivalence status 

ICTPRG415 Apply skills in object-oriented design

ICAPRG415A Apply skills in object-oriented design

Updated to meet Standards for Training Packages

Equivalent unit

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2

 

Assessment requirements

Modification History

Release 

Comments 

Release 1

This version first released with ICT Information and Communications Technology Training Package Version 1.0.

Performance Evidence

Evidence of the ability to:

  • produce an object-oriented design from requirements, documents or system specifications, including:
  • static class diagrams
  • collaboration or sequence diagrams
  • activity or state diagrams
  • refine the design
  • document the design.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

Knowledge Evidence

To complete the unit requirements safely and effectively, the individual must:

  • explain design quality metrics such as coupling and cohesion
  • explain design refinement techniques
  • describe programming design principles
  • describe different programming methodologies
  • outline various developmental life cycle options.

Assessment Conditions

Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in the programming and software development field of work and include access to:

  • system specifications
  • requirement documents
  • design specifications
  • detailed design.

Assessors must satisfy NVR/AQTF assessor requirements.

Links

Companion Volume implementation guides are found in VETNet - https://vetnet.gov.au/Pages/TrainingDocs.aspx?q=a53af4e4-b400-484e-b778-71c9e9d6aff2