This is a heuristic educational estimate, not an official VCAA marking decision.

x ← 5
input a, b
print x
print i, j
print(a + b)

Use ← for assignment. VCAA examples also use comma-separated output such as print i, j. In Learning mode, = may be interpreted as assignment when unambiguous, but it is still warned.

Use one statement per line, indent statements inside decisions and loops, and close nested processes with forms such as end if, end for and end while. The editor bolds/highlights reserved words automatically.

For VCAA-like mathematical presentation, prefer × (or ordinary mathematical juxtaposition such as 2x) over programming-language *. The studio still accepts * in Learning mode for convenience.

# comments, explicit step clauses, % and programming-style comparison operators are editor conveniences rather than the canonical Mathematical Methods forms shown in current VCAA examples. Exam mode flags the most important of these.

if x > 0 then
    print x
else if x = 0 then
    print 0
else
    print -x
end if

for i from 1 to n
    total ← total + i
end for

while abs(f(x)) > 0.001
    x ← x - f(x) / df(x)
end while

for i from 1 to n includes both endpoints.

define f(x):
    return x^3 - x - 2

i = 1 is a comparison-style equality statement, not standard VCAA assignment notation. Prefer i ← 1.

If for i from 1 to n already controls i, writing i ← i + 1 inside the body usually skips values or indicates a conceptual error.

Set counters such as count and accumulators such as sum before the loop unless they are deliberately supplied as input.

for i from 0 to n executes n + 1 iterations, not n.

A simulation counter generally needs to be divided by the number of trials to estimate a probability.

The program should update at least one quantity that can change the loop condition.

After updating an endpoint, recompute the midpoint before the next decision.

For Newton's method, the central update is x ← x - f(x)/f'(x) (or equivalent function names).