Computer science in practice provides multiple opportunities for students to apply the practices and principles and the core concepts. Students work in teams to carry out four applied learning tasks over the duration of the course, each of which results in the creation of a real or virtual computational artefact. These artefacts should relate to the students’ lives and interests. Where possible, the artefacts should be beneficial to the community and society in general. Examples of computational artefacts include programs, games, web pages, simulations, visualisations, digital animations, robotic systems, and apps.
The four applied learning tasks explore the four following contexts: Interactive information systems, Analytics, Modelling and simulation, and Embedded systems. The tasks provide opportunities for students to develop their theoretical and procedural understanding as they grapple with computer science practices, principles and core concepts in increasingly sophisticated applications.
 A computational artefact is anything created by a human using a computer.
The output from each task is a computational artefact and a concise individual report outlining its development. In the report, students outline where and how the core concepts were employed. The structure of the reports should reflect the design process shown above in Figure 3. Initial reports could be in the form of structured presentations to the whole class. As students progress, reports should become detailed and individual. Reports are collected in a digital portfolio along with the computational artefact and must be verified as completed by both the teacher and the student. The (separate) externally-assessed coursework will be based on all learning outcomes, with those of strand 3 being particularly relevant.