FIT5120 Industry experience studio project

How FIT5120 is assessed

Current assessment is 75% team-based Work Integrated Project deliverables, a 15% individual reflection and a 10% individual content-knowledge quiz/test; live task pages control operation.

Current FIT5120 dates

Dates are as published in the current course materials. Confirm exact deadlines and submission settings in the live LMS.

What FIT5120 covers

The sequence opens at Onboarding, Team Governance and Project Evidence, develops its central analytical shift in Quality Assurance and Verifiable Iterations, and closes with Handover, Expo and the Learning Journey.

It is positioned as an industry-experience studio project.

Three-quarters of the mark is earned through team project evidence, but individual reflection and knowledge remain separately assessed.

Assessment in FIT5120 is distributed as follows: 75% team project deliverables, a 15% individual written reflection and a 10% individual content-knowledge quiz/test

The operational assessment conditions matter here.

The studio culminates in go-live, handover, expo and an individual learning-journey reflection.

What makes FIT5120 demanding is concrete: showing that an attractive demonstration is backed by discovery evidence, acceptance criteria, operational readiness and attributable team decisions

The ordinary unit pass standard applies across the project, reflection and knowledge task; current Moodle instructions control operation.

For enrolment planning, Consult the current official enrolment and eligibility controls for this offering.

The sequence opens at Onboarding, Team Governance and Project Evidence, develops its central analytical shift in Quality Assurance and Verifiable Iterations, and closes with Handover, Expo and the Learning Journey.

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Key terms

Team charter

Agreed record of roles, working norms, decision rights and escalation routes. This chapter uses the concept when students establish roles, evidence and escalation before delivery begins.

Governance portfolio

Maintained evidence of decisions, responsibilities, risks and project controls. It helps explain the reasoning required to establish roles, evidence and escalation before delivery begins.

Definition of done

Shared criteria that an increment must satisfy before the team treats it as complete. Its limit matters because a role list without decision rights and follow-up evidence does not govern work.

Problem framing

Evidence-led statement of the need, affected users, context and consequence without assuming a solution. This chapter uses the concept when students turn stakeholder and user evidence into a testable studio problem.

Stakeholder interview

Structured conversation used to learn goals, workflows, constraints and meanings from an affected person. It helps explain the reasoning required to turn stakeholder and user evidence into a testable studio problem.

Inclusive design

Design that anticipates human diversity and removes avoidable barriers through participation and testing. Its limit matters because one sponsor voice cannot represent all users or prove a preferred solution.

Product hypothesis

Testable belief that a change will create a defined user or stakeholder outcome. This chapter uses the concept when students translate discovery into prioritised work with observable acceptance.

Backlog

Prioritised set of work items carrying value, evidence and delivery information. It helps explain the reasoning required to translate discovery into prioritised work with observable acceptance.

Acceptance criterion

Observable condition used to decide whether an item satisfies its intended requirement. Its limit matters because story points and task count do not demonstrate user value.

Stakeholder analysis

Systematic identification of affected actors, interests, influence and evidence needs. This chapter uses the concept when students use research and mentor critique to align scope with stakeholder value.

Mentor review

Structured challenge from an industry practitioner used to expose assumptions and feasibility gaps. It helps explain the reasoning required to use research and mentor critique to align scope with stakeholder value.

Proposal

Evidence-backed commitment describing problem, approach, scope, value, delivery and risk. Its limit matters because agreement in a presentation does not resolve hidden authority, dependency or feasibility gaps.

Quality attribute

Observable non-functional property such as reliability, usability, security or maintainability. This chapter uses the concept when students design QA evidence around risks and acceptance rather than end-stage inspection.

FIT5120 FAQ

Questions students ask in each FIT5120 chapter

What must be fixed before students establish roles, evidence and escalation before delivery begins?

Establish roles, evidence and escalation before delivery begins. Onboarding requires project governance evidence rather than informal team agreement alone. Agreed record of roles, working norms, decision rights and escalation routes. This chapter uses the concept when students establish roles, evidence and escalation before delivery begins. Chapter 01 · Onboarding, Team Governance and Project Evidence

What must survive the move required to turn stakeholder and user evidence into a testable studio problem?

Turn stakeholder and user evidence into a testable studio problem. Week 1 combines design thinking with explicit inclusive-design material. Evidence-led statement of the need, affected users, context and consequence without assuming a solution. This chapter uses the concept when students turn stakeholder and user evidence into a testable studio problem. Chapter 02 · Design Thinking and Inclusive Discovery

What must survive the move required to translate discovery into prioritised work with observable acceptance?

Translate discovery into prioritised work with observable acceptance. Week 2 joins discovery presentation, prioritisation and iteration planning. Testable belief that a change will create a defined user or stakeholder outcome. This chapter uses the concept when students translate discovery into prioritised work with observable acceptance. Chapter 03 · Product Discovery and Iteration Planning

When is it appropriate to use research and mentor critique to align scope with stakeholder value?

Use research and mentor critique to align scope with stakeholder value. Week 4 explicitly connects social-good research, industry mentoring and proposal evidence. Systematic identification of affected actors, interests, influence and evidence needs. This chapter uses the concept when students use research and mentor critique to align scope with stakeholder value. Chapter 04 · Stakeholder Research, Mentoring and Proposal Quality

Which constraints shape the work needed to design QA evidence around risks and acceptance rather than end-stage inspection?

Design QA evidence around risks and acceptance rather than end-stage inspection. Iteration 1 introduces QA as community practice and rubric evidence. Observable non-functional property such as reliability, usability, security or maintainability. This chapter uses the concept when students design QA evidence around risks and acceptance rather than end-stage inspection. Chapter 05 · Quality Assurance and Verifiable Iterations

Which inputs and assumptions control the attempt to estimate iteration scope and revise it using throughput and dependency evidence?

Estimate iteration scope and revise it using throughput and dependency evidence. Iteration 2 teaches effort estimation inside a live delivery setting. Forecast of work required under stated scope, skills and uncertainty. This chapter uses the concept when students estimate iteration scope and revise it using throughput and dependency evidence. Chapter 06 · Effort Estimation, Capacity and Delivery Forecasts

What must survive the move required to turn retrospective evidence into one owned change and follow-up measure?

Turn retrospective evidence into one owned change and follow-up measure. Week 8 and the onboarding retrospective emphasise action after reflection. Structured team review of evidence about how work happened and what to change next. This chapter uses the concept when students turn retrospective evidence into one owned change and follow-up measure. Chapter 07 · Continuous Improvement and Retrospective Action

What must be brought together to combine security, accessibility, deployment and support evidence before release?

Combine security, accessibility, deployment and support evidence before release. Week 9 brings go-live, QA and innovation together; the threat guide makes security operational. Evidence threshold that must be satisfied before service release. This chapter uses the concept when students combine security, accessibility, deployment and support evidence before release. Chapter 08 · Go-Live Readiness, Cybersecurity and Inclusive Operation

What should a student check while trying to close the project with maintainable artefacts and individually attributable reflection?

Close the project with maintainable artefacts and individually attributable reflection. The final weeks distinguish showcase communication from operational handover and individual learning. Set of artefacts enabling an authorised successor to operate, maintain and extend the delivered system. This chapter uses the concept when students close the project with maintainable artefacts and individually attributable reflection. Chapter 09 · Handover, Expo and the Learning Journey

How to prepare for the assessments

Retrieve the course map, practise the recurring method—turn stakeholder evidence into prioritised iteration work, assign accountable ownership, verify each increment against users and quality criteria, and leave an auditable handover plus individual reflection—on changed scenarios, and verify every operational assessment detail in the live institutional system.

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