Outline

Overview

This unit provides an introduction to creative coding. It teaches an understanding of the fundamentals of computational thinking as well as skills in the design and implementation of software for creative expression and prototyping. It introduces students to tools for building interactive design applications through programming assignments, knowledge of programming concepts, and knowledge of the Javascript programming language. Key concepts covered in this unit include: object-oriented programming, control flows, and algorithmic thinking. Students learn how to design through the development of code, allowing them to incorporate programming into their own design projects as well as to collaborate effectively with software developers.

Unit details and rules

Academic unit	Design Lab
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	Yes

Teaching staff

Coordinator	Howe Zhu, howe.zhu@sydney.edu.au

Assessment

The census date for this unit availability is 31 March 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	A1: Pre-tutorial Quizzes Each week, there will be a pre-tutorial quiz that covers the lecture content and prerequisite knowledge for the tutorial of that week. The quizzes are worth 3% each (30% total) and due before Friday on the Weeks 1-3, 5-7, 9-11, and 13. #earlyfeedbacktask	30%	Multiple weeks	15 minutes per quiz for 10 Weeks.	AI allowed
Outcomes assessed:
In-class quiz	A2: Coding Interactive Oral Test An interactive oral assessment completed in class at the end of each learning module. The interactive oral assesses understanding of core programming concepts and the ability to explain code. The tests are conducted in-class during the Weeks 4, 8, and 12.	30%	Multiple weeks	30 minutes	AI allowed
Outcomes assessed:
Creative work	A3: Creative Code Design Take-home programming assignment. Students complete and submit a creative code design.	40%	STUVAC Due date: 04 Jun 2026 at 23:59	5 weeks	AI allowed
Outcomes assessed:
= early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

See Canvas for an in-depth description of all assessible tasks.

Attendance:

Attendance in this unit is mandatory, and unexplained absences will result in penalties to your final grade. Specifically, if you miss more than one class and do not provide an explanation, your overall grade for this unit will be penalised by 3% per additional unexplained absence.

Absences may be explained by emailing your tutor with a valid reason for your non-attendance, which includes illness, caring responsibilities, misadventure, unexpected work requirements, or other personal circumstances, but not conducting regular paid work.

Assessment criteria

A. Programming Proficiency: The student’s ability to locate, interpret, synthesise, and evaluate code. This includes the student’s ability to manipulate and extend code from examples and other designs, as well as the ability to communicate technical understanding of that code through comments and descriptions.

Exceeds Expectations	Above Expectations	Meets Expectations		Below Expectations
HD	D	CR	P	F
Highly original and substantially self-authored code demonstrates an ability to integrate, adapt and synthesise code from multiple sources. Code shows a deep grasp of underlying concepts, used fluently and elegantly in service of original and sophisticated work.	Original and self-authored code demonstrates a considered ability to comprehend, modify and integrate code, as well as a sophisticated comprehension of underlying concepts.	Demonstrates an ability author, modify and integrate code with sufficient comprehension of underlying programming concepts.	Demonstrates some ability to comprehend, modify or integrate code and/or demonstrates limited ability to author original code. Code functions but its structure may reflect only a basic understanding of underlying coding concepts.	Student has not demonstrated sufficient ability to author, comprehend, modify or integrate code. Code may not function or may function but reflect an incomplete understanding of coding concepts.

B. Design Quality: The student’s ability to recognise, demonstrate and implement aesthetic and human-centred design qualities. This includes the student’s ability to devise and justify an appropriate design solution based on the brief.

Exceeds Expectations	Above Expectations	Meets Expectations		Below Expectations
HD	D	CR	P	F
Highly effective integration of aesthetic and/or human-centred qualities into the design, with a justification that is not only compelling but coherent and interesting.	Strong consideration of aesthetic and human-centred design qualities, including an interesting and/or compelling justification.	Sufficient consideration aesthetic and human-centred design qualities. Justification complete but potentially shallow.	Satisfactory but potentially shallow implementation of aesthetic and human-centred design qualities. Justification may be rudimentary or imprecise.	Unclear and/or inadequate consideration of aesthetic and human-centred design qualities. Justification may be flawed or incomplete.

C. Design Creativity: The student’s ability to deliver original, innovative and expressive design concepts through code. This includes the explicit integration of theories and concepts introduced in this class.

Exceeds Expectations	Above Expectations	Meets Expectations		Below Expectations
HD	D	CR	P	F
Excellent design concept that is outstandingly original, innovative, expressive or otherwise creative. Explicitly and eloquently connected to theory.	Strong, original design concept that is well communicated and ably grounded in the theory introduced in class.	Satisfactory design concept that shows some originality or innovation. Some connection to theory.	Design concept is derivative or shallow, but identifiable and communicated adequately. Connection to theory may be weak.	No identifiable design concept, design concept is critically flawed, or design concept is not well communicated. Connection to theory may be absent or similarly flawed.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Introduction to Computational and Programming Fundamentals 1	Lecture (1 hr)
Week 01	Introduction to Computational and Programming Fundamentals 1	Tutorial (2 hr)
Week 02	Introduction to Computational and Programming Fundamentals 2	Lecture (1 hr)
Week 02	Introduction to Computational and Programming Fundamentals 2	Tutorial (2 hr)
Week 03	Introduction to Computational and Programming Fundamentals 3	Lecture (1 hr)
Week 03	Introduction to Computational and Programming Fundamentals 3	Tutorial (2 hr)
Week 04	Introduction to Computational and Programming Fundamentals 4	Lecture (1 hr)
Week 04	Introduction to Computational and Programming Fundamentals Oral Test	Tutorial (2 hr)
Week 05	Creating Modular and Reusable Code 1	Lecture (1 hr)
Week 05	Creating Modular and Reusable Code 1	Tutorial (2 hr)
Week 06	Creating Modular and Reusable Code 2	Lecture (1 hr)
Week 06	Creating Modular and Reusable Code 2	Tutorial (2 hr)
Week 07	Creating Modular and Reusable Code 3	Lecture (1 hr)
Week 07	Creating Modular and Reusable Code 3 (Public Holiday) Online consultation available prior to Week 8 Oral test.	Tutorial (2 hr)
Week 08	Creating Modular and Reusable Code 4	Lecture (1 hr)
Week 08	Creating Modular and Reusable Code Oral Test	Tutorial (2 hr)
Week 09	Programming for Interactive Experiences 1	Lecture (1 hr)
Week 09	Programming for Interactive Experiences 1	Tutorial (2 hr)
Week 10	Programming for Interactive Experiences 2	Lecture (1 hr)
Week 10	Programming for Interactive Experiences 2	Tutorial (2 hr)
Week 11	Programming for Interactive Experiences 3	Lecture (1 hr)
Week 11	Programming for Interactive Experiences 3	Tutorial (2 hr)
Week 12	Programming for Interactive Experiences 4	Lecture (1 hr)
Week 12	Programming for Interactive Experiences Oral Test	Tutorial (2 hr)
Week 13	Computational Creativity and Recap	Lecture (1 hr)
Week 13	Computational Creativity and Assessment Consultation	Tutorial (2 hr)

Attendance and class requirements

Students must attend 90% of this unit's timetabled activities to satisfy attendance requirements, or risk failing the unit. Late arrival or early departure will be deemed as an absence. Students who are unable to attend class due to illness or misadventure must provide reasonable evidence to support their absence to be considered for an exemption from the attendance threshold. In this case, students may be offered the opportunity to complete an alternative assessment to meet the pass requirement for the unit. Students are expected to be actively engaged in their learning during class. This includes coming to class prepared (e.g. completed readings etc) and making respectful and appropriate contributions to class discussions. Students should refer to the School of Architecture, Design and Planning resolutions (https://policyregister.sydney.edu.au/doctract/documentportal/08DE2219FEF9F9588045F2E46B9ACB35) for specific information relating to attendance and participation.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Understand and communicate design decisions and the architectural constraints of computer programs.
LO2. Understand, modify and integrate code from diverse sources.
LO3. Create interactive digital artifacts by authoring programs.
LO4. Use a combination of computational and design thinking to synthesize interactive artifacts and explore programming as a creative medium.
LO5. Evaluate the technical, aesthetic and human-centered qualities of interactive digital artifacts.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The unit now follows a modular learning structure with clearer weekly expectations and learning goals. Regular, lower weighted assessments have been introduced throughout the semester to provide ongoing feedback and reduce pressure associated with high stakes tasks. In addition, the final assignment due date has been moved to STUVAC to better support workload balance and allow time for consolidation and refinement of work.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

DECO1012: Design Programming

Semester 1, 2026 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links