---
title: Aquatic Technology 7–10
subjects:
    - Aquatic Technology
    - Technological and Applied Studies
year_levels:
    - Year 7
    - Year 8
    - Year 9
    - Year 10
official_source_url: https://curriculum.nsw.edu.au/learning-areas/tas/aquatic-technology-7-10-2024/overview
official_published_at: 2024
official_updated_at: 2024
---

# Aquatic Technology 7–10 (2024)

## Implementation from 2027

The new Aquatic Technology 7–10 Syllabus (2024) is to be implemented from 2027. The [Marine and Aquaculture Technology 7–10 Syllabus (2019)](https://www.nsw.gov.au/education-and-training/nesa/curriculum/tas/marine-and-aquaculture-technology-7-10-2019) will not be available after December 2028.

**2026** – Plan and prepare to teach the new syllabus

**2027** – Start teaching the new syllabus

School sectors are responsible for implementing syllabuses and are best placed to provide schools with specific guidance and information on implementation given their understanding of their individual contexts. Schools may choose to implement the new syllabus during the planning and preparation phase.

## Overview

### Syllabus overview

#### Organisation of Aquatic Technology 7–10

The organisation of outcomes and content for Aquatic Technology 7–10 highlights the development of knowledge and understanding of Aquatic life and environments and Aquatic engagement.

Outcomes and content are organised under focus areas.

Figure 1 shows the organisation of Aquatic Technology 7–10.

[FIGURE]

*Figure 1: The organisation of Aquatic Technology 7–10*

*Image long description:* The Aquatic Technology focus areas are listed in 2 groups on either side of the diagram. The group on the left is labelled ‘Aquatic life and environments’. The focus areas listed under this heading are Aquatic environments and conservation (core); Aquatic biology; Aquatic ecology; Investigating aquatic ecosystems; and Local area study. This group appears under the words ‘Applying technology’. The group on the right is labelled ‘Aquatic engagement’. The focus areas listed under this heading are Aquatic food and products (core); Aquatic activities; Aquatic industries; Aquatic harvesting; and Aquatic engagement project. This group is positioned over the words ‘Scientific and design thinking’. ‘Scientific and design thinking’ and ‘Applying technology’ are linked by a figure-eight line that loops around each group.

#### Life Skills outcomes and content

Students with disability can [access](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/accessing-curriculum) the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of [collaborative curriculum planning](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/collaborative-curriculum-planning).

Some students with intellectual disability may find the Years 7–10 Life Skills outcomes and content the most appropriate option to follow in Stage 4 and/or Stage 5. Before determining whether a student is [eligible](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills/eligibility) to undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 and/or Stage 5 outcomes, or prior stage outcomes if appropriate. This assistance may include a range of [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to teaching, learning and assessment activities.

Life Skills outcomes cannot be taught in combination with other outcomes from the same subject. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes.

#### Protocols for collaborating with Aboriginal and Torres Strait Islander Communities

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement Technology learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.

#### Creating written texts supports learning

The development of the *Aquatic Technology 7–10 Syllabus* follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from [Teaching writing: report of the thematic review of writing](https://www.nsw.gov.au/education-and-training/nesa/about/research/reports/teaching-writing/teaching-writing-report) (NESA 2018).

Creating written texts facilitates learning as it promotes explicitness, encourages the integration of ideas, supports reflection, fosters personal engagement and aids learners to think about the significance and implication of ideas. Each subject has particular and specific writing demands relevant for communicating within and about the discipline. Writing about content enhances understanding across subjects and stages.

The secondary curriculum includes:

- systematic development of expectations for creating written texts which align with the *English K–10 Syllabus* (2022)
- explicit writing content to support students to become fluent creators of texts and to deepen their understanding of the subject area
- opportunities to practise the process of creating written texts to develop and communicate knowledge, understanding and ideas
- a focus on development of word consciousness and precise use of subject-specific terminology.

Creating written texts refers to the act of composing and constructing a text for a particular purpose, audience and context.

Various methods of transcription may be employed, and a student’s preferred communication form(s) should be considered when teaching.

#### Balance of content

The amount of content associated with a given outcome is not necessarily indicative of the amount of time spent engaging with the respective outcome. Teachers use formative and summative assessment to determine instructional priorities and the time needed for students to demonstrate expected outcomes.

In considering the intended learning, teachers make decisions about the sequence and emphasis to be given to particular groups of content based on the needs and abilities of their students.

### Course description

#### Courses

The *Aquatic Technology 7–10 Syllabus* includes 4 elective courses:

- Aquatic Technology 200-hour elective
- Aquatic Technology 100-hour elective
- Aquatic Technology Life Skills 200-hour elective
- Aquatic Technology Life Skills 100-hour elective.

#### Focus of learning

The *Aquatic Technology 7–10 Syllabus* enables students to develop knowledge, understanding, and skills to explore the application of technologies and processes in aquatic contexts. Students investigate marine and freshwater systems and their significance to global ecosystems. They engage in practical experiences and project work that enhances their understanding of aquatic ecosystems and how technology can support the conservation and protection of those systems. Students develop skills in project management, collaboration and communication to support their future learning.

#### What students learn

Students develop knowledge and understanding about the management and conservation of aquatic ecosystems, including Practices used by Aboriginal and Torres Strait Islander Peoples. They are provided with opportunities to engage with marine and freshwater environments, both individually and collaboratively, and learn how human activity interacts with these ecosystems. Students investigate how the application of technology can contribute to the monitoring and protection of aquatic environments and promote sustainability.

Students learn and apply safe practices when working in aquatic environments. Students explore innovative and sustainable practices in aquatic technology, and investigate the impact of cultural, social, and economic factors on aquatic environments. Students propose solutions to current challenges, the limitations and the consequences of human interaction with marine and freshwater systems.

Through diverse, real-world learning experiences students engage with traditional, contemporary and emerging technologies that have the potential to transform local and global aquatic systems. Students learn to recognise career opportunities through an exploration of current and emerging aquatic technologies and global practices.

#### Course requirements

##### Practical experiences and project work

To satisfy the requirements of the syllabus, students undertake a range of practical experiences and project work. These experiences should be used to develop the skills of designing, investigating, using technology and communicating.

Practical experiences must make up the majority of the course and should be designed to be accessible to all students. Practical experiences may include:

- fieldwork
- laboratory work
- design and production projects
- maintenance activities
- aquatic plant and animal investigation activities
- models and simulations
- food preparation and production
- field trips to commercial aquaculture and other production and supply chain settings.

The Aquatic engagement project focus area option provides students with the opportunity to investigate, report, communicate and implement their own ideas or skills in a field of aquatic engagement. The project is an opportunity for students to apply the skills they have acquired to solve a defined problem in the context of aquatic engagement.

Students with disability may require [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to engage in practical experiences or project work.

Sites, including virtual sites, and amenities should be accessible for all students.

##### Safety and risk management

Schools are required to ensure they follow [safety and risk management](https://curriculum.nsw.edu.au/use-the-curriculum/planning-supporting-student-learning/compliance-safety) in delivering the *Aquatic Technology 7–10 Syllabus.*

#### 100-hour and 200-hour elective course requirements

Aquatic Technology 7–10 may be studied as a 100-hour or a 200-hour course. The content available for Stage 4 is identical to Stage 5. When teaching the course in Stage 4, the Stage 5 outcomes may be adjusted as appropriate to the needs of students in Years 7 and 8. [Advice is provided to support teachers](https://curriculum.nsw.edu.au/file/78f135a6-c290-45ea-b87e-882d59c39709/aquatic-technology-7-10-2024-suggested-stage-4-outcomes.docx).

##### 100-hour elective course requirements

Students are required to undertake:

- at least ONE core focus area
- at least ONE focus area from the other focus area group
- at least 2 projects
- at least ONE collaborative activity.

##### 200-hour elective course requirements

Students are required to undertake:

- 2 core focus areas
- at least ONE additional focus area from Aquatic life and environments focus area group
- at least ONE additional focus area from Aquatic engagement focus area group
- at least 4 projects
- at least ONE collaborative activity.

##### Aquatic life and environments focus area group

- Aquatic environments and conservation (core)
- Aquatic biology (option)
- Aquatic ecology (option)
- Investigating aquatic ecosystems (option)
- Local area study (option)

##### Aquatic engagement focus area group

- Aquatic food and products (core)
- Aquatic activities (option)
- Aquatic industries (option)
- Aquatic harvesting (option)
- Aquatic engagement project (option)

#### Life Skills – 100-hour and 200-hour elective courses

For Aquatic Technology Life Skills:

- Students are required to demonstrate achievement of one or more Aquatic Technology 7–10 Life Skills outcomes.
- Outcomes and content should be selected to meet the particular needs of individual students.
- The focus areas provide possible frameworks for addressing the Aquatic Technology 7–10 Life Skills outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
- Where appropriate, students should have the opportunity to engage in practical learning or project work. Some students with disability may require [adjustments](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/adjustments) to engage in practical experiences.
- Collaborative activities provide opportunities for students to develop communication and interpersonal skills. Where appropriate, students should have the opportunity to collaborate on tasks. Some students may require explicit teaching of collaboration skills.

#### Course enrolment details

##### Aquatic Technology – 200-hour elective

- Course number: 1721
- Course hours: 200
- Enrolment type: Elective

**Exclusions**

- Aquatic Technology Life Skills – 200-hour elective: 1723
- Marine and Aquaculture Technology (2019) – 200-hour elective: 38000

Students may not access Life Skills outcomes and other outcomes from the same subject.

##### Aquatic Technology – 100-hour elective

- Course number: 1720
- Course hours: 100
- Enrolment type: Elective

**Exclusions**

- Aquatic Technology Life Skills – 100-hour elective: 1722
- Marine and Aquaculture Technology (2019) – 100-hour elective: 38001

Students may not access Life Skills outcomes and other outcomes from the same subject.

##### Aquatic Technology Life Skills – 200-hour elective

- Course number: 1723
- Course hours: 200
- Enrolment type: Elective

**Exclusions**

- Aquatic Technology – 200-hour elective: 1721
- Marine and Aquaculture Technology Life Skills (2019) – 200-hour elective: 38004

Students may not access Life Skills outcomes and other outcomes from the same subject.

##### Aquatic Technology Life Skills – 100-hour elective

- Course number: 1722
- Course hours: 100
- Enrolment type: Elective

**Exclusions**

- Aquatic Technology – 100-hour elective: 1720
- Marine and Aquaculture Technology Life Skills (2019) – 100-hour elective: 38003

Students may not access Life Skills outcomes and other outcomes from the same subject.

#### RoSA information

Information about [curriculum requirements](https://curriculum.nsw.edu.au/ace-rules/ace5/curriculum-requirements) for the RoSA are available on [Assessment Certification Examination (ACE)](https://curriculum.nsw.edu.au/ace-rules).

## Rationale

Studying Aquatic Technology 7–10 inspires students to develop knowledge, understanding and skills related to a range of aquatic environments, enterprises, practices and technologies.

Through the study of the *Aquatic Technology 7–10 Syllabus*, students develop knowledge and understanding of the cultural and social diversity of aquatic practices. This includes practices used by Aboriginal and Torres Strait Islander Peoples who are the Custodians of these environments, providing students with the opportunity to learn from millennia of sustainable, technological Customary management.

Students explore the history, current state and future of aquatic environments from a range of perspectives. They investigate the changing ways humans interact with aquatic environments and develop an understanding of the complex relationships that exist between natural environments and human activity, including ensuring access and participation for people in aquatic environments.

Students engage in responsible decision-making about the use of current and emerging technologies and recognise how they can be used safely to improve sustainability and solve real-world problems in a range of contexts alongside scientific research. Investigating issues using scientific practices and design processes assists students to develop an appreciation of the changing state of aquatic environments and the need for their protection.

The *Aquatic Technology 7–10 Syllabus* allows students to apply knowledge to new situations, advancing their practical and technical skills. Students are encouraged to develop an appreciation of the complexity of aquatic environments.

Aquaculture and its associated industries contribute significantly to Australia’s economy, society and culture. It influences Australia’s prosperity through investment, employment, domestic consumption, and the export of raw products and processed goods.

Equipped with knowledge, understanding and skills about aquatic technology, students can discover possible innovative and sustainable solutions for future generations. They expand their understanding of related industries and work environments while developing skills to equip them for further education, vocational pathways and personal interests.

## Aim

The aim of the *Aquatic Technology 7–10 Syllabus* is to enable students to:

- become safe, skilful and responsible users of technologies to conserve and manage aquatic environments
- apply an understanding of the interactions between aquatic environments and global systems
- develop understanding of the impacts of cultural, social and economic factors on the preservation and management of aquatic environments
- apply aquatic knowledge, understanding and skills across a range of practical and technological contexts.

## Table of outcomes

### Secondary (7–10)

| **Focus area** | **Stage 4** | **Stage 5** | **Related Life Skills for Stages 4/5** |
| --- | --- | --- | --- |
| **Aquatic environments and conservation (core)** | **AQT4-ADJ-01**<br>in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **AQT5-SAF-01**<br>applies safe work practices and cultural and ethical protocols in aquatic contexts<br>**AQT5-COM-01**<br>communicates ideas, concepts and solutions in aquatic technology contexts<br>**AQT5-AQA-01**<br>applies practical skills to implement aquatic activities<br>**AQT5-CET-01**<br>explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems<br>**AQT5-AOE-01**<br>explains the interrelationships between aquatic organisms and environments<br>**AQT5-DAT-01**<br>analyses and uses data from aquatic environments | **AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts |
| **Options: Aquatic environments and conservation**<br>Includes:<br>Stage 4: Aquatic biology (option)<br>Stage 4: Aquatic ecology (option)<br>Stage 4: Investigating aquatic ecosystems (option)<br>Stage 4: Local area study (option)<br>Stage 5: Aquatic biology (option)<br>Stage 5: Aquatic ecology (option)<br>Stage 5: Investigating aquatic ecosystems (option)<br>Stage 5: Local area study (option) | **AQT4-ADJ-01**<br>in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **AQT5-SAF-01**<br>applies safe work practices and cultural and ethical protocols in aquatic contexts<br>**AQT5-COM-01**<br>communicates ideas, concepts and solutions in aquatic technology contexts<br>**AQT5-AQA-01**<br>applies practical skills to implement aquatic activities<br>**AQT5-CET-01**<br>explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems<br>**AQT5-AOE-01**<br>explains the interrelationships between aquatic organisms and environments<br>**AQT5-DAT-01**<br>analyses and uses data from aquatic environments | **AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts |
| **Aquatic food and products (core)** | **AQT4-ADJ-01**<br>in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **AQT5-SAF-01**<br>applies safe work practices and cultural and ethical protocols in aquatic contexts<br>**AQT5-COM-01**<br>communicates ideas, concepts and solutions in aquatic technology contexts<br>**AQT5-AQA-01**<br>applies practical skills to implement aquatic activities<br>**AQT5-USE-01**<br>selects and uses equipment, techniques and materials to investigate and engage with aquatic environments<br>**AQT5-ENV-01**<br>assesses the impact of aquatic activities and practices on society and the environment | **AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-PMP-01**<br>plans and manages aquatic projects<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-ENV-02**<br>identifies sustainable practices when participating in aquatic activities or environments |
| **Options: Aquatic food and products**<br>Includes:<br>Stage 4: Aquatic activities (option)<br>Stage 4: Aquatic industries (option)<br>Stage 4: Aquatic harvesting (option)<br>Stage 4: Aquatic engagement project (option)<br>Stage 5: Aquatic activities (option)<br>Stage 5: Aquatic industries (option)<br>Stage 5: Aquatic harvesting (option)<br>Stage 5: Aquatic engagement project (option) | **AQT4-ADJ-01**<br>in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 | **AQT5-SAF-01**<br>applies safe work practices and cultural and ethical protocols in aquatic contexts<br>**AQT5-COM-01**<br>communicates ideas, concepts and solutions in aquatic technology contexts<br>**AQT5-AQA-01**<br>applies practical skills to implement aquatic activities<br>**AQT5-USE-01**<br>selects and uses equipment, techniques and materials to investigate and engage with aquatic environments<br>**AQT5-ENV-01**<br>assesses the impact of aquatic activities and practices on society and the environment | **AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-PMP-01**<br>plans and manages aquatic projects<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-ENV-02**<br>identifies sustainable practices when participating in aquatic activities or environments |

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the Stage 4 or Stage 5 outcomes. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found on the [NESA website](https://www.nsw.gov.au/education-and-training/nesa/diversity-of-learners/special-education/life-skills).

## Outcomes and content for Stage 4

### Aquatic environments and conservation (core)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Physical characteristics of aquatic environments

- Investigate the effects of physical and chemical features of aquatic environments on aquatic life, including temperature, salinity, pH and [dissolved oxygen](https://curriculum.nsw.edu.au/resources/glossary/dissolved-oxygen)
- Explain the global distribution and characteristics of oceans, seas and major river systems
- Outline forces that move water in aquatic environments
- Describe how high and low tides form, and use data to predict tidal movements
- Explain the role of oceans in the water cycle and in shaping weather patterns
- Investigate the importance of [riparian zones](https://curriculum.nsw.edu.au/resources/glossary/riparian-zones) in the protection of aquatic environments

##### Threats to aquatic environments

- Explain threats facing local and global aquatic environments
- Investigate aquatic diseases, pests and fouling organisms and the impact of these on aquatic environments
- Identify the types, sources and impacts of pollution in aquatic environments
- Assess the role of government and non-government organisations in protecting aquatic [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity)

##### Management of aquatic environments

- Outline ways in which [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) use the aquatic environment
- Examine strategies Aboriginal and Torres Strait Islander Peoples use to sustainably manage land and waterways
- Investigate how technology is used in the management of aquatic pests
- Explain techniques used to manage [biofouling](https://curriculum.nsw.edu.au/resources/glossary/biofouling) and the presence of microorganisms in aquatic environments
- Investigate technologies used to monitor the impact of climate on aquatic environments
- Discuss the role of technology in the management of aquatic environments
- Explain the importance and benefits of conservation programs and aquatic scientific research
- Design and carry out an investigation to prevent and manage pollution in aquatic environments
- Analyse data and information gathered from research and investigation to explain strategies used to manage aquatic environments

##### Thinking and communicating

- Use subject-specific terminology to communicate concepts of aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Present findings and ideas in a range of multimodal [communication forms](https://curriculum.nsw.edu.au/resources/glossary/communication-forms), as appropriate to audience and purpose
- Create written texts to explain and evaluate factors that influence [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) of aquatic environments

### Options: Aquatic environments and conservation

Teachers select options from:

- Aquatic biology
- Aquatic ecology
- Investigating aquatic ecosystems
- Local area study.

### Aquatic biology (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Aquatic animals

- Investigate the different types of animals present in a range of aquatic environments
- Investigate and describe the interrelationship between [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) and aquatic animals
- Examine the differences in anatomy and physiology of a range of aquatic vertebrates and invertebrates
- Describe the physical characteristics and migratory patterns of aquatic animals such as mammals, fish, sharks and birds
- Investigate the use of technologies to track the movements of aquatic animals
- Analyse data about the movement of aquatic animals to explain how environmental factors influence migratory patterns
- Explain the threats facing aquatic animals including species decline, and explain the policies, actions and technologies used to protect them

##### Aquatic plants

- Investigate and describe the interrelationships between Aboriginal and Torres Strait Islander Peoples and aquatic plants
- Classify the main types of aquatic plants
- Outline the role of aquatic plants as producers in [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Explain the threats facing aquatic plants, and explain the policies, actions and technologies being used to protect them

##### Plankton

- Identify and classify the 2 main types of plankton and their characteristics
- Explain the importance of plankton in aquatic ecosystems

##### Dangerous aquatic creatures

- Classify and identify dangerous aquatic creatures and the type(s) of threat they pose
- Investigate the differences in anatomy and physiology of dangerous aquatic creatures
- Outline common types of injury caused by different dangerous aquatic creatures and the required first aid procedures and treatments
- Identify signs of aggression in dangerous aquatic creatures and avoidance techniques when around them

### Aquatic ecology (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Aquatic ecosystems

- Investigate the value of oceans, estuaries, wetlands and freshwater systems to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify a range of aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Explain how the interrelationship of [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) components is essential for the function of ecosystems
- Describe how organisms in aquatic environments have adapted to survive in various conditions
- Construct [food webs](https://curriculum.nsw.edu.au/resources/glossary/food-web) to compare the varieties of animals found in 2 distinct aquatic ecosystems
- Explain the factors that affect the distribution and abundance of organisms in a range of aquatic ecosystems
- Investigate the water quality parameters required for the growth, health and [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) of aquatic ecosystems

##### Threats and preservation

- Investigate the human and environmental factors that impact aquatic ecosystems
- Analyse the impact of introduced species on the [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity) of aquatic ecosystems
- Assess the importance and preservation of blue carbon ecosystems including mangroves and seagrass beds

##### Technology

- Demonstrate how remote sensing technologies are used to gather data about aquatic ecosystems
- Conduct an investigation to measure and monitor water quality in an aquatic ecosystem
- Investigate how technology is used to conserve and manage aquatic ecosystems

### Investigating aquatic ecosystems (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

Select ONE aquatic ecosystem to investigate from the options below:

- Antarctica
- Coral reefs
- Deep sea
- Estuaries
- Inland water bodies
- Intertidal shores
- Kelp beds and forests
- Mangroves
- Rivers
- Seagrass beds
- Wetlands

In-person or virtual field trips may be undertaken to support investigation of the chosen ecosystem. Investigations can be undertaken individually or as a collaborative group project. The aquatic ecosystem investigation cannot be the same ecosystem as the Local area study if both focus areas are chosen. Conservation programs and local community groups may be useful sources of information for some investigations. Where appropriate, opportunities for practical activities should be considered.

##### Investigating ecosystems

- Describe physical features of the [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Examine water parameters
- Explain [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) components, ecological roles and environmental significance of the ecosystem
- Describe adaptations of organisms
- Analyse threats to the ecosystem
- Evaluate the importance of the ecosystem as a [carbon sink](https://curriculum.nsw.edu.au/resources/glossary/carbon-sink)
- Investigate the importance and fragility of the ecosystem and explain how advances in technology can help to conserve these ecosystems
- Formulate specific questions to guide the investigation into the ecosystem
- Conduct an investigation using formulated questions
- Represent and analyse collected data to draw conclusions
- Present findings from the investigation using oral, visual, written or multimodal texts

### Local area study (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Local area study

This focus area allows a detailed study of the student’s local area, highlighting the marine or freshwater ecosystems present and performing a local area study on one or more of these ecosystems. The local area study cannot be the same ecosystem as the aquatic ecosystem investigation if both focus areas are chosen. The local area study should be undertaken as a collaborative group project. Conservation programs and local community groups may be useful sources of information for some local area studies. Practical activities are a requirement.

Conduct a field trip to investigate an aquatic [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/ecosystem) in the local area.

- Identify different aquatic ecosystems in a local area and select one for in-depth analysis
- Identify the Traditional Owners of the selected Country and the Practices they use to conserve this ecosystem
- Describe the study site including geographical location and physical characteristics, relevant environmental conditions and methods used for data collection
- Identify the components that make up the aquatic ecosystem
- Investigate the interactions and interrelationships of [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) factors in the ecosystem
- Conduct an investigation to measure the impact of abiotic factors on water quality
- Analyse the water quality of the ecosystem in terms of pH, temperature, [turbidity](https://curriculum.nsw.edu.au/resources/glossary/turbidity), [dissolved oxygen](https://curriculum.nsw.edu.au/resources/glossary/dissolved-oxygen), biochemical oxygen demand and chemical contaminants
- Explain how matter and energy are cycled through the ecosystem
- Construct [food webs](https://curriculum.nsw.edu.au/resources/glossary/food-web) of the ecosystem
- Investigate the adaptations of different species in the ecosystem
- Determine the distribution and abundance of different species
- Analyse collected data to assess the species diversity in the ecosystem
- Investigate human impacts and threats on the ecosystem
- Analyse and predict the impact of climate change and global warming on the ecosystem
- Explain how the ecosystem can be protected and conserved for future generations
- Describe how advances in technology can help to conserve the ecosystem
- Present findings from the study using oral, visual, written or multimodal texts

### Aquatic food and products (core)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Aquaculture

- Investigate the Cultural and Customary significance of [aquaculture](https://curriculum.nsw.edu.au/resources/glossary/aquaculture) to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify the different types of aquaculture practice and the species involved
- Investigate the different types of aquaculture and [mariculture](https://curriculum.nsw.edu.au/resources/glossary/mariculture) including methods, technologies and challenges
- Describe ethical considerations in aquaculture practices
- Investigate the life cycles of aquaculture species
- Describe the environmental requirements for aquaculture production
- Investigate [propagation](https://curriculum.nsw.edu.au/resources/glossary/propagation) and nutrition technologies and practices in aquaculture to maximise yields
- Describe strategies and technologies used to prevent and isolate diseases and pests in aquaculture
- Assess the economic, ethical and [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) considerations of commercial aquaculture
- Investigate how emerging technologies in aquaculture impact individuals, society and the environment

##### Aquariums

- Compare aquariums to natural [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem), including similarities and differences in their nitrogen cycles
- Use equipment and practical skills to maintain a viable aquarium or aquatic system
- Explain the relationship between aquarium keeping and aquacultural practices

##### Seafood and resources

- Identify the range of aquatic creatures harvested as a food source from aquatic environments
- Research the global reliance on seafood as a food source
- Investigate the different types of fishing practices including methods, technologies and equipment
- Research seafood preparation and consumption in a range of [cultures](https://curriculum.nsw.edu.au/resources/glossary/culture)
- Describe the safe storage and handling of seafood
- Examine the impact of seafood production on ocean ecosystems
- Investigate non-food products and resources harvested from aquatic environments
- Assess the impact of technologies used to monitor and preserve seafood stocks

##### Thinking and communicating

- Use subject-specific terminology to communicate concepts of aquatic engagement
- Present findings and ideas in a range of multimodal [communication forms](https://curriculum.nsw.edu.au/resources/glossary/communication-forms), appropriate to audience and purpose
- Create written texts to explain relationships between aquatic engagement and environments

### Options: Aquatic food and products

Teachers select options from:

- Aquatic activities
- Aquatic industries
- Aquatic harvesting
- Aquatic engagement project.

### Aquatic activities (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Water safety

- Describe safe water practices in a variety of marine activities including young children around water, swimming at the beach, in pools or in bodies of water, and when engaging in water activities
- Assess emergency situations and demonstrate strategies that enhance the safety of themselves and others
- Identify technologies used to mitigate risk of dangerous conditions or hazards in aquatic environments
- Demonstrate ability to swim 200 metres in still water, swim 25 metres fully clothed, swim 10 metres underwater and tread water for 3 minutes
- Demonstrate skills that could assist in maintaining safety, including removing clothing while treading water, making a trouser float and correctly fitting a life jacket

##### First aid and sun safety

- Outline and demonstrate the steps of resuscitation during first aid treatment during aquatic activities, including DRSABCD (danger, response, send for help, airways, breathing, cardiopulmonary resuscitation and defibrillation)
- Demonstrate the first aid required to treat a range of injuries encountered in aquatic environments
- Identify water safety strategies and the causes and treatment of breathing difficulties, shock, hypothermia and hyperthermia
- Investigate the risks and protective factors that can influence sun exposure when engaging in water activities
- Identify and use techniques and technologies to reduce the risk of exposure to the sun in aquatic environments

##### Water activities

- Outline a range of aquatic activities
- Identify specific equipment, technologies and maintenance procedures for aquatic activities
- Assess the impact of aquatic activities on the aquatic environment
- Demonstrate skills when engaging in aquatic activities including the use of aquatic technologies
- Demonstrate the use of terms relating to aquatic activities, and types of communication used on and around water
- Identify and use safety rules, risk assessments and strategies to remain safe when undertaking aquatic activities
- Assess the impact of emerging technologies on water activities

##### Regulations

- Investigate NSW’s maritime rules and regulations for identified aquatic activities
- Investigate requirements for obtaining a boat licence in NSW
- Explain the role of education and technology in regulating aquatic activities

### Aquatic industries (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Watercraft industry

- Investigate the design and construction of [watercraft](https://curriculum.nsw.edu.au/resources/glossary/watercraft) made by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples), and explain their uses
- Identify categories, features and components of watercraft
- Explain technological developments in watercraft design and manufacturing industries
- Design a watercraft for a specific context

##### Shipping, transportation and navigation

- Outline the use of aquatic environments for shipping and transportation
- Assess how technological developments have impacted shipping and aquatic transportation practices
- Compare technology and techniques used for aquatic navigation
- Demonstrate navigation skills
- Evaluate the impact of emerging navigational technologies and techniques on aquatic activities

##### Energy production and mining

- Investigate methods and technologies for energy production in aquatic environments
- Evaluate the environmental impact of energy production in aquatic environments
- Investigate and assess the impact of mining in aquatic and deep-sea environments

##### Tourism

- Research and describe aquatic tourism businesses owned and operated by Aboriginal and Torres Strait Islander Peoples
- Outline features of aquatic tourism and associated industries
- Investigate and assess technology used in accessing and monitoring the impact of tourism on aquatic environments
- Assess the significance and impact of tourism on identified aquatic environments over time
- Investigate how ecotourism works with conservation programs

##### Work and enterprise

- Investigate and assess the technical and enterprise skills required in aquatic-related industries
- Investigate career opportunities in aquatic-related industries

### Aquatic harvesting (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

##### Recreational fishing

- Investigate fishing methods and Practices used by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify dangerous local fishing spots and list the conditions that present risks
- Identify, describe and record data on the fish species found in the local area
- Compare methods, [tackle](https://curriculum.nsw.edu.au/resources/glossary/tackle) and bait used to target specific species of fish and invertebrates in a range of conditions and environments
- Investigate methods used to harvest crustaceans, molluscs and edible aquatic plants
- Prepare and maintain fishing equipment and tackle
- Investigate the impact of current and emerging technologies on recreational fishing equipment
- Design and make equipment for recreational fishing
- Assemble rigs to target specific species in a range of conditions and environments
- Outline and use methods for storing and preparing bait
- Investigate techniques, locations and regulations for collecting baits
- Demonstrate skills, techniques and safe practices when engaging in fishing activities
- Compare technologies used to locate and target fish and aquatic features in recreational fishing including drones, AI, GPS, [sounders](https://curriculum.nsw.edu.au/resources/glossary/sounder) and [fish finders](https://curriculum.nsw.edu.au/resources/glossary/fish-finder)
- Investigate NSW’s recreational fishing rules, regulations and licensing requirements
- Outline rules regarding bag and size limits and discuss why these rules have been put in place
- Assess the impact of recreational fishing practices on aquatic environments

##### Commercial fishing

- Investigate the importance of fishing in Aboriginal and Torres Strait Islander Communities
- Compare methods and technologies used to commercially harvest seafood
- Describe the differences between and uses of trawl nets, gill nets and seine nets
- Explore the roles that fisheries play in local communities
- Investigate and outline commercial fishing rules, regulations and licensing
- Investigate Australian fish stocks and how these are monitored and maintained using technologies
- Assess the impact of commercial fishing practices on the environment and society

### Aquatic engagement project (option)

#### Outcomes

A student:

- in Stage 4 teachers may adjust the Stage 5 outcomes as appropriate to the needs of students in Years 7 and 8 **AQT4-ADJ-01**

#### Content

This focus area provides students with the opportunity to investigate, report, communicate and implement their own ideas or skills in a field of aquatic engagement. The project is an opportunity for students to apply the skills they have acquired to solve a defined problem in the context of aquatic engagement.

The project could address activities such as:

- design and make sporting or fishing equipment
- service or repair aquatic equipment
- prepare seafood dishes
- design and model built-environments for aquatic contexts
- design training programs for water sport
- design and prototype equipment for an aquatic environmental or conservation purpose.

##### Define

- Investigate opportunities to identify a problem in the context of aquatic engagement
- Outline the scope and intention of the aquatic engagement project

##### Develop

- Gather, analyse and present research from a range of sources to inform progress through the project
- Record proposals, ideas or intentions using a range of graphical communication techniques
- Apply project management strategies in the development of an aquatic engagement project folio
- Identify sustainable materials and practices
- Select and use resources and equipment including digital technologies
- Identify and implement safe work practices including when using digital technologies
- Demonstrate digital literacy skills when working with digital systems and in online environments
- Outline stages in production or implementation of the project
- Use regulations, standards and codes of practice when producing or implementing
- Produce or implement the project solution
- Assess the impact of the project solution on society and the environment

##### Evaluate

- Evaluate the project solution against agreed criteria.

## Outcomes and content for Stage 5

### Aquatic environments and conservation (core)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems **AQT5-CET-01**
- explains the interrelationships between aquatic organisms and environments **AQT5-AOE-01**
- analyses and uses data from aquatic environments **AQT5-DAT-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-CET-01, AQTLS-AOE-01, AQTLS-AOE-02, AQTLS-DAT-01

#### Content

##### Physical characteristics of aquatic environments

- Investigate the effects of physical and chemical features of aquatic environments on aquatic life, including temperature, salinity, pH and [dissolved oxygen](https://curriculum.nsw.edu.au/resources/glossary/dissolved-oxygen)
- Explain the global distribution and characteristics of oceans, seas and major river systems
- Outline forces that move water in aquatic environments
- Describe how high and low tides form, and use data to predict tidal movements
- Explain the role of oceans in the water cycle and in shaping weather patterns
- Investigate the importance of [riparian zones](https://curriculum.nsw.edu.au/resources/glossary/riparian-zones) in the protection of aquatic environments

##### Threats to aquatic environments

- Explain threats facing local and global aquatic environments
- Investigate aquatic diseases, pests and fouling organisms and the impact of these on aquatic environments
- Identify the types, sources and impacts of pollution in aquatic environments
- Assess the role of government and non-government organisations in protecting aquatic [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity)

##### Management of aquatic environments

- Outline ways in which [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) use the aquatic environment
- Examine strategies Aboriginal and Torres Strait Islander Peoples use to sustainably manage land and waterways
- Investigate how technology is used in the management of aquatic pests
- Explain techniques used to manage [biofouling](https://curriculum.nsw.edu.au/resources/glossary/biofouling) and the presence of microorganisms in aquatic environments
- Investigate technologies used to monitor the impact of climate on aquatic environments
- Discuss the role of technology in the management of aquatic environments
- Explain the importance and benefits of conservation programs and aquatic scientific research
- Design and carry out an investigation to prevent and manage pollution in aquatic environments
- Analyse data and information gathered from research and investigation to explain strategies used to manage aquatic environments

##### Thinking and communicating

- Use subject-specific terminology to communicate concepts of aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Present findings and ideas in a range of multimodal [communication forms](https://curriculum.nsw.edu.au/resources/glossary/communication-forms), as appropriate to audience and purpose
- Create written texts to explain and evaluate factors that influence [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) of aquatic environments

### Options: Aquatic environments and conservation

Teachers select options from:

- Aquatic biology
- Aquatic ecology
- Investigating aquatic ecosystems
- Local area study.

### Aquatic biology (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems **AQT5-CET-01**
- explains the interrelationships between aquatic organisms and environments **AQT5-AOE-01**
- analyses and uses data from aquatic environments **AQT5-DAT-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-CET-01, AQTLS-AOE-01, AQTLS-AOE-02, AQTLS-DAT-01

#### Content

##### Aquatic animals

- Investigate the different types of animals present in a range of aquatic environments
- Investigate and describe the interrelationship between [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) and aquatic animals
- Examine the differences in anatomy and physiology of a range of aquatic vertebrates and invertebrates
- Describe the physical characteristics and migratory patterns of aquatic animals such as mammals, fish, sharks and birds
- Investigate the use of technologies to track the movements of aquatic animals
- Analyse data about the movement of aquatic animals to explain how environmental factors influence migratory patterns
- Explain the threats facing aquatic animals including species decline, and explain the policies, actions and technologies used to protect them

##### Aquatic plants

- Investigate and describe the interrelationships between Aboriginal and Torres Strait Islander Peoples and aquatic plants
- Classify the main types of aquatic plants
- Outline the role of aquatic plants as producers in [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Explain the threats facing aquatic plants, and explain the policies, actions and technologies being used to protect them

##### Plankton

- Identify and classify the 2 main types of plankton and their characteristics
- Explain the importance of plankton in aquatic ecosystems

##### Dangerous aquatic creatures

- Classify and identify dangerous aquatic creatures and the type(s) of threat they pose
- Investigate the differences in anatomy and physiology of dangerous aquatic creatures
- Outline common types of injury caused by different dangerous aquatic creatures and the required first aid procedures and treatments
- Identify signs of aggression in dangerous aquatic creatures and avoidance techniques when around them

### Aquatic ecology (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems **AQT5-CET-01**
- explains the interrelationships between aquatic organisms and environments **AQT5-AOE-01**
- analyses and uses data from aquatic environments **AQT5-DAT-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-CET-01, AQTLS-AOE-01, AQTLS-AOE-02, AQTLS-DAT-01

#### Content

##### Aquatic ecosystems

- Investigate the value of oceans, estuaries, wetlands and freshwater systems to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify a range of aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Explain how the interrelationship of [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) components is essential for the function of ecosystems
- Describe how organisms in aquatic environments have adapted to survive in various conditions
- Construct [food webs](https://curriculum.nsw.edu.au/resources/glossary/food-web) to compare the varieties of animals found in 2 distinct aquatic ecosystems
- Explain the factors that affect the distribution and abundance of organisms in a range of aquatic ecosystems
- Investigate the water quality parameters required for the growth, health and [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) of aquatic ecosystems

##### Threats and preservation

- Investigate the human and environmental factors that impact aquatic ecosystems
- Analyse the impact of introduced species on the [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity) of aquatic ecosystems
- Assess the importance and preservation of blue carbon ecosystems including mangroves and seagrass beds

##### Technology

- Demonstrate how remote sensing technologies are used to gather data about aquatic ecosystems
- Conduct an investigation to measure and monitor water quality in an aquatic ecosystem
- Investigate how technology is used to conserve and manage aquatic ecosystems

### Investigating aquatic ecosystems (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems **AQT5-CET-01**
- explains the interrelationships between aquatic organisms and environments **AQT5-AOE-01**
- analyses and uses data from aquatic environments **AQT5-DAT-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-CET-01, AQTLS-AOE-01, AQTLS-AOE-02, AQTLS-DAT-01

#### Content

Select ONE aquatic ecosystem to investigate from the options below:

- Antarctica
- Coral reefs
- Deep sea
- Estuaries
- Inland water bodies
- Intertidal shores
- Kelp beds and forests
- Mangroves
- Rivers
- Seagrass beds
- Wetlands

In-person or virtual field trips may be undertaken to support investigation of the chosen ecosystem. Investigations can be undertaken individually or as a collaborative group project. The aquatic ecosystem investigation cannot be the same ecosystem as the Local area study if both focus areas are chosen. Conservation programs and local community groups may be useful sources of information for some investigations. Where appropriate, opportunities for practical activities should be considered.

##### Investigating ecosystems

- Describe physical features of the [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Examine water parameters
- Explain [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) components, ecological roles and environmental significance of the ecosystem
- Describe adaptations of organisms
- Analyse threats to the ecosystem
- Evaluate the importance of the ecosystem as a [carbon sink](https://curriculum.nsw.edu.au/resources/glossary/carbon-sink)
- Investigate the importance and fragility of the ecosystem and explain how advances in technology can help to conserve these ecosystems
- Formulate specific questions to guide the investigation into the ecosystem
- Conduct an investigation using formulated questions
- Represent and analyse collected data to draw conclusions
- Present findings from the investigation using oral, visual, written or multimodal texts

### Local area study (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- explains cultural, environmental and technological factors relating to aquatic organisms and ecosystems **AQT5-CET-01**
- explains the interrelationships between aquatic organisms and environments **AQT5-AOE-01**
- analyses and uses data from aquatic environments **AQT5-DAT-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-CET-01, AQTLS-AOE-01, AQTLS-AOE-02, AQTLS-DAT-01

#### Content

##### Local area study

This focus area allows a detailed study of the student’s local area, highlighting the marine or freshwater ecosystems present and performing a local area study on one or more of these ecosystems. The local area study cannot be the same ecosystem as the aquatic ecosystem investigation if both focus areas are chosen. The local area study should be undertaken as a collaborative group project. Conservation programs and local community groups may be useful sources of information for some local area studies. Practical activities are a requirement.

Conduct a field trip to investigate an aquatic [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/ecosystem) in the local area.

- Identify different aquatic ecosystems in a local area and select one for in-depth analysis
- Identify the Traditional Owners of the selected Country and the Practices they use to conserve this ecosystem
- Describe the study site including geographical location and physical characteristics, relevant environmental conditions and methods used for data collection
- Identify the components that make up the aquatic ecosystem
- Investigate the interactions and interrelationships of [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) factors in the ecosystem
- Conduct an investigation to measure the impact of abiotic factors on water quality
- Analyse the water quality of the ecosystem in terms of pH, temperature, [turbidity](https://curriculum.nsw.edu.au/resources/glossary/turbidity), [dissolved oxygen](https://curriculum.nsw.edu.au/resources/glossary/dissolved-oxygen), biochemical oxygen demand and chemical contaminants
- Explain how matter and energy are cycled through the ecosystem
- Construct [food webs](https://curriculum.nsw.edu.au/resources/glossary/food-web) of the ecosystem
- Investigate the adaptations of different species in the ecosystem
- Determine the distribution and abundance of different species
- Analyse collected data to assess the species diversity in the ecosystem
- Investigate human impacts and threats on the ecosystem
- Analyse and predict the impact of climate change and global warming on the ecosystem
- Explain how the ecosystem can be protected and conserved for future generations
- Describe how advances in technology can help to conserve the ecosystem
- Present findings from the study using oral, visual, written or multimodal texts

### Aquatic food and products (core)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- selects and uses equipment, techniques and materials to investigate and engage with aquatic environments **AQT5-USE-01**
- assesses the impact of aquatic activities and practices on society and the environment **AQT5-ENV-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-PMP-01, AQTLS-USE-01, AQTLS-USE-02, AQTLS-ENV-01, AQTLS-ENV-02

#### Content

##### Aquaculture

- Investigate the Cultural and Customary significance of [aquaculture](https://curriculum.nsw.edu.au/resources/glossary/aquaculture) to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify the different types of aquaculture practice and the species involved
- Investigate the different types of aquaculture and [mariculture](https://curriculum.nsw.edu.au/resources/glossary/mariculture) including methods, technologies and challenges
- Describe ethical considerations in aquaculture practices
- Investigate the life cycles of aquaculture species
- Describe the environmental requirements for aquaculture production
- Investigate [propagation](https://curriculum.nsw.edu.au/resources/glossary/propagation) and nutrition technologies and practices in aquaculture to maximise yields
- Describe strategies and technologies used to prevent and isolate diseases and pests in aquaculture
- Assess the economic, ethical and [sustainability](https://curriculum.nsw.edu.au/resources/glossary/sustainability) considerations of commercial aquaculture
- Investigate how emerging technologies in aquaculture impact individuals, society and the environment

##### Aquariums

- Compare aquariums to natural [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem), including similarities and differences in their nitrogen cycles
- Use equipment and practical skills to maintain a viable aquarium or aquatic system
- Explain the relationship between aquarium keeping and aquacultural practices

##### Seafood and resources

- Identify the range of aquatic creatures harvested as a food source from aquatic environments
- Research the global reliance on seafood as a food source
- Investigate the different types of fishing practices including methods, technologies and equipment
- Research seafood preparation and consumption in a range of [cultures](https://curriculum.nsw.edu.au/resources/glossary/culture)
- Describe the safe storage and handling of seafood
- Examine the impact of seafood production on ocean ecosystems
- Investigate non-food products and resources harvested from aquatic environments
- Assess the impact of technologies used to monitor and preserve seafood stocks

##### Thinking and communicating

- Use subject-specific terminology to communicate concepts of aquatic engagement
- Present findings and ideas in a range of multimodal [communication forms](https://curriculum.nsw.edu.au/resources/glossary/communication-forms), appropriate to audience and purpose
- Create written texts to explain relationships between aquatic engagement and environments

### Options: Aquatic food and products

Teachers select options from:

- Aquatic activities
- Aquatic industries
- Aquatic harvesting
- Aquatic engagement project.

### Aquatic activities (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- selects and uses equipment, techniques and materials to investigate and engage with aquatic environments **AQT5-USE-01**
- assesses the impact of aquatic activities and practices on society and the environment **AQT5-ENV-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-PMP-01, AQTLS-USE-01, AQTLS-USE-02, AQTLS-ENV-01, AQTLS-ENV-02

#### Content

##### Water safety

- Describe safe water practices in a variety of marine activities including young children around water, swimming at the beach, in pools or in bodies of water, and when engaging in water activities
- Assess emergency situations and demonstrate strategies that enhance the safety of themselves and others
- Identify technologies used to mitigate risk of dangerous conditions or hazards in aquatic environments
- Demonstrate ability to swim 200 metres in still water, swim 25 metres fully clothed, swim 10 metres underwater and tread water for 3 minutes
- Demonstrate skills that could assist in maintaining safety, including removing clothing while treading water, making a trouser float and correctly fitting a life jacket

##### First aid and sun safety

- Outline and demonstrate the steps of resuscitation during first aid treatment during aquatic activities, including DRSABCD (danger, response, send for help, airways, breathing, cardiopulmonary resuscitation and defibrillation)
- Demonstrate the first aid required to treat a range of injuries encountered in aquatic environments
- Identify water safety strategies and the causes and treatment of breathing difficulties, shock, hypothermia and hyperthermia
- Investigate the risks and protective factors that can influence sun exposure when engaging in water activities
- Identify and use techniques and technologies to reduce the risk of exposure to the sun in aquatic environments

##### Water activities

- Outline a range of aquatic activities
- Identify specific equipment, technologies and maintenance procedures for aquatic activities
- Assess the impact of aquatic activities on the aquatic environment
- Demonstrate skills when engaging in aquatic activities including the use of aquatic technologies
- Demonstrate the use of terms relating to aquatic activities, and types of communication used on and around water
- Identify and use safety rules, risk assessments and strategies to remain safe when undertaking aquatic activities
- Assess the impact of emerging technologies on water activities

##### Regulations

- Investigate NSW’s maritime rules and regulations for identified aquatic activities
- Investigate requirements for obtaining a boat licence in NSW
- Explain the role of education and technology in regulating aquatic activities

### Aquatic industries (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- selects and uses equipment, techniques and materials to investigate and engage with aquatic environments **AQT5-USE-01**
- assesses the impact of aquatic activities and practices on society and the environment **AQT5-ENV-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-PMP-01, AQTLS-USE-01, AQTLS-USE-02, AQTLS-ENV-01, AQTLS-ENV-02

#### Content

##### Watercraft industry

- Investigate the design and construction of [watercraft](https://curriculum.nsw.edu.au/resources/glossary/watercraft) made by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples), and explain their uses
- Identify categories, features and components of watercraft
- Explain technological developments in watercraft design and manufacturing industries
- Design a watercraft for a specific context

##### Shipping, transportation and navigation

- Outline the use of aquatic environments for shipping and transportation
- Assess how technological developments have impacted shipping and aquatic transportation practices
- Compare technology and techniques used for aquatic navigation
- Demonstrate navigation skills
- Evaluate the impact of emerging navigational technologies and techniques on aquatic activities

##### Energy production and mining

- Investigate methods and technologies for energy production in aquatic environments
- Evaluate the environmental impact of energy production in aquatic environments
- Investigate and assess the impact of mining in aquatic and deep-sea environments

##### Tourism

- Research and describe aquatic tourism businesses owned and operated by Aboriginal and Torres Strait Islander Peoples
- Outline features of aquatic tourism and associated industries
- Investigate and assess technology used in accessing and monitoring the impact of tourism on aquatic environments
- Assess the significance and impact of tourism on identified aquatic environments over time
- Investigate how ecotourism works with conservation programs

##### Work and enterprise

- Investigate and assess the technical and enterprise skills required in aquatic-related industries
- Investigate career opportunities in aquatic-related industries

### Aquatic harvesting (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- selects and uses equipment, techniques and materials to investigate and engage with aquatic environments **AQT5-USE-01**
- assesses the impact of aquatic activities and practices on society and the environment **AQT5-ENV-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-PMP-01, AQTLS-USE-01, AQTLS-USE-02, AQTLS-ENV-01, AQTLS-ENV-02

#### Content

##### Recreational fishing

- Investigate fishing methods and Practices used by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Identify dangerous local fishing spots and list the conditions that present risks
- Identify, describe and record data on the fish species found in the local area
- Compare methods, [tackle](https://curriculum.nsw.edu.au/resources/glossary/tackle) and bait used to target specific species of fish and invertebrates in a range of conditions and environments
- Investigate methods used to harvest crustaceans, molluscs and edible aquatic plants
- Prepare and maintain fishing equipment and tackle
- Investigate the impact of current and emerging technologies on recreational fishing equipment
- Design and make equipment for recreational fishing
- Assemble rigs to target specific species in a range of conditions and environments
- Outline and use methods for storing and preparing bait
- Investigate techniques, locations and regulations for collecting baits
- Demonstrate skills, techniques and safe practices when engaging in fishing activities
- Compare technologies used to locate and target fish and aquatic features in recreational fishing including drones, AI, GPS, [sounders](https://curriculum.nsw.edu.au/resources/glossary/sounder) and [fish finders](https://curriculum.nsw.edu.au/resources/glossary/fish-finder)
- Investigate NSW’s recreational fishing rules, regulations and licensing requirements
- Outline rules regarding bag and size limits and discuss why these rules have been put in place
- Assess the impact of recreational fishing practices on aquatic environments

##### Commercial fishing

- Investigate the importance of fishing in Aboriginal and Torres Strait Islander Communities
- Compare methods and technologies used to commercially harvest seafood
- Describe the differences between and uses of trawl nets, gill nets and seine nets
- Explore the roles that fisheries play in local communities
- Investigate and outline commercial fishing rules, regulations and licensing
- Investigate Australian fish stocks and how these are monitored and maintained using technologies
- Assess the impact of commercial fishing practices on the environment and society

### Aquatic engagement project (option)

#### Outcomes

A student:

- applies safe work practices and cultural and ethical protocols in aquatic contexts **AQT5-SAF-01**
- communicates ideas, concepts and solutions in aquatic technology contexts **AQT5-COM-01**
- applies practical skills to implement aquatic activities **AQT5-AQA-01**
- selects and uses equipment, techniques and materials to investigate and engage with aquatic environments **AQT5-USE-01**
- assesses the impact of aquatic activities and practices on society and the environment **AQT5-ENV-01**

**Related Life Skills outcomes:** AQTLS-SAF-01, AQTLS-COM-01, AQTLS-AQA-01, AQTLS-PMP-01, AQTLS-USE-01, AQTLS-USE-02, AQTLS-ENV-01, AQTLS-ENV-02

#### Content

This focus area provides students with the opportunity to investigate, report, communicate and implement their own ideas or skills in a field of aquatic engagement. The project is an opportunity for students to apply the skills they have acquired to solve a defined problem in the context of aquatic engagement.

The project could address activities such as:

- design and make sporting or fishing equipment
- service or repair aquatic equipment
- prepare seafood dishes
- design and model built-environments for aquatic contexts
- design training programs for water sport
- design and prototype equipment for an aquatic environmental or conservation purpose.

##### Define

- Investigate opportunities to identify a problem in the context of aquatic engagement
- Outline the scope and intention of the aquatic engagement project

##### Develop

- Gather, analyse and present research from a range of sources to inform progress through the project
- Record proposals, ideas or intentions using a range of graphical communication techniques
- Apply project management strategies in the development of an aquatic engagement project folio
- Identify sustainable materials and practices
- Select and use resources and equipment including digital technologies
- Identify and implement safe work practices including when using digital technologies
- Demonstrate digital literacy skills when working with digital systems and in online environments
- Outline stages in production or implementation of the project
- Use regulations, standards and codes of practice when producing or implementing
- Produce or implement the project solution
- Assess the impact of the project solution on society and the environment

##### Evaluate

- Evaluate the project solution against agreed criteria.

## Life Skills for Stages 4/5

## Life Skills table of outcomes

| **Focus area** | **Life Skills for Stages 4/5** |
| --- | --- |
| **Aquatic environments and conservation** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts |
| **Aquatic biology** | **AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts |
| **Aquatic ecology** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-ENV-02**<br>identifies sustainable practices when participating in aquatic activities or environments<br>**AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts |
| **Investigating aquatic ecosystems** | **AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts |
| **Local area study** | **AQTLS-AOE-01**<br>identifies characteristics of aquatic organisms or environments<br>**AQTLS-AOE-02**<br>identifies relationships between aquatic organisms and their environment<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts |
| **Aquatic food and products** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts<br>**AQTLS-IND-01**<br>engages with community activities, careers and/or industries in technology |
| **Aquatic activities** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-ENV-02**<br>identifies sustainable practices when participating in aquatic activities or environments<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-IND-01**<br>engages with community activities, careers and/or industries in technology |
| **Aquatic industries** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-02**<br>participates in investigating aquatic environments<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-IND-01**<br>engages with community activities, careers and/or industries in technology |
| **Aquatic harvesting** | **AQTLS-ENV-01**<br>recognises everyday uses of aquatic environments<br>**AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-CET-01**<br>recognises cultural, environmental or technological factors relating to aquatic ecosystems<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-IND-01**<br>engages with community activities, careers and/or industries in technology |
| **Aquatic engagement project** | **AQTLS-AQA-01**<br>participates in aquatic activities<br>**AQTLS-ENV-02**<br>identifies sustainable practices when participating in aquatic activities or environments<br>**AQTLS-PMP-01**<br>plans and manages aquatic projects<br>**AQTLS-USE-01**<br>selects and uses equipment, tools or materials in aquatic contexts<br>**AQTLS-DAT-01**<br>uses data in aquatic contexts<br>**AQTLS-SAF-01**<br>demonstrates safe work practices in aquatic contexts<br>**AQTLS-COM-01**<br>communicates ideas and information in aquatic contexts |

## Life Skills outcomes and content for Stage 4/5

### Aquatic environments and conservation

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- identifies characteristics of aquatic organisms or environments **AQTLS-AOE-01**
- identifies relationships between aquatic organisms and their environment **AQTLS-AOE-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- participates in investigating aquatic environments **AQTLS-USE-02**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AOE-01, AQT5-CET-01, AQT5-USE-01, AQT5-COM-01

#### Content

##### Physical characteristics of aquatic environments

- Explore personal interactions with rivers, oceans or seas
- Identify and locate the major oceans, seas and river systems of the world
- Identify the major drivers of water movement in oceans
- Use tidal charts to record times and heights of tides
- Explore the impact of tides on marine organisms
- Investigate the influence of tides on human activity
- Recognise the safety precautions needed around tidal areas
- Identify the [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) factors of aquatic environments at various depths
- Investigate the importance of oceanic environments to the daily lives of humans
- Explore the importance of [riparian zones](https://curriculum.nsw.edu.au/resources/glossary/riparian-zones) to aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)

##### Threats to aquatic environments

- Identify threats facing aquatic environments
- Identify introduced species, aquatic pests and aquatic diseases
- Explore the effects of introduced pest species on aquatic environments
- Explore the impact of natural threats or disasters on aquatic environments
- Investigate the impact of increased population and human activity on aquatic environments

##### Management of aquatic environments

- Identify ways to protect aquatic environments
- Explore the role of conservation in protecting living organisms
- Explore the Cultural and contemporary Practices of [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) for the sustainable management of aquatic environments
- Investigate how technology is used in the management of aquatic pests
- Investigate the role of government and non-government organisations in protecting aquatic [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity) and environments
- Engage in personal or collective action to protect a local aquatic environment

##### Thinking and communicating

- Communicate information and ideas about aquatic environments
- Create an oral, visual, written or multimodal text to communicate ideas or information about protecting aquatic environments

### Aquatic biology

#### Outcomes

A student:

- identifies characteristics of aquatic organisms or environments **AQTLS-AOE-01**
- identifies relationships between aquatic organisms and their environment **AQTLS-AOE-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- uses data in aquatic contexts **AQTLS-DAT-01**

**Related Stage 4/5 outcomes:** AQT5-AOE-01, AQT5-CET-01, AQT5-DAT-01

#### Content

##### Aquatic animals

- Identify familiar animals that live in aquatic environments
- Observe the main features of a range of aquatic animals
- Identify the importance of aquatic animals in different [cultures](https://curriculum.nsw.edu.au/resources/glossary/culture)
- Identify the different types and general characteristics of aquatic invertebrates
- Identify the structural adaptations of an aquatic mammal, reptile, bird and/or invertebrate
- Identify behavioural adaptations of aquatic animals
- Recognise the respectful Practices and relationships [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) have with aquatic animals
- Represent the life cycle of an aquatic animal using graphical communication techniques
- Collect and record data on the main species of aquatic animals in the local area
- Explore environmental factors that affect aquatic animal environments
- Identify what aquatic animals require from their environments

##### Aquatic plants

- Recognise the relationships Aboriginal and Torres Strait Islander Peoples have with aquatic plants
- Identify familiar plants that live in water
- Observe the main features of a range of aquatic plants
- Identify the main types of aquatic plants that live in salt water, [brackish](https://curriculum.nsw.edu.au/resources/glossary/brackish) water or fresh water
- Identify the role of plants in the aquatic environment
- Identify the importance of aquatic plants in different cultures
- Represent the life cycle of an aquatic plant using graphical communication tools
- Collect and record data relating to the main species of aquatic plants in the local area
- Identify what aquatic plants require from their environments

##### Plankton

- Observe the features of one type of plankton
- Group types of plankton using visual or graphical communication
- Investigate the role of plankton in aquatic environments

##### Dangerous aquatic creatures

- Identify dangerous aquatic creatures and their features
- Recognise signs of aggression in dangerous aquatic creatures
- Identify types of injuries caused by dangerous aquatic creatures and the required first aid treatment

### Aquatic ecology

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- identifies sustainable practices when participating in aquatic activities or environments **AQTLS-ENV-02**
- identifies characteristics of aquatic organisms or environments **AQTLS-AOE-01**
- identifies relationships between aquatic organisms and their environment **AQTLS-AOE-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- participates in investigating aquatic environments **AQTLS-USE-02**
- uses data in aquatic contexts **AQTLS-DAT-01**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AOE-01, AQT5-CET-01, AQT5-USE-01, AQT5-DAT-01, AQT5-COM-01

#### Content

##### Aquatic ecosystems

- Identify the range of aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem)
- Explore personal interactions with local aquatic ecosystems
- Recognise the importance of aquatic ecosystems to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Group types of aquatic ecosystems as freshwater, saltwater or intertidal
- Identify [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) and [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) features of aquatic ecosystems
- Collect and record data about abiotic features of aquatic ecosystems
- Identify organisms within aquatic ecosystems
- Identify the adaptations of aquatic animals in the ecosystem
- Identify life cycles of aquatic organisms in a range of ecosystems
- Explore the role of aquatic ecosystems in the daily lives of humans
- Investigate responsible and sustainable practices when interacting with aquatic ecosystems

##### Threats and preservation

- Identify natural and human threats to aquatic ecosystems
- Explore ways to preserve aquatic ecosystems
- Engage in personal or collective action to protect a local aquatic ecosystem

##### Technology

- Collect and record data about water quality in a local aquatic ecosystem
- Recognise technology used to explore aquatic ecosystems
- Investigate how technology has changed the way humans can explore aquatic ecosystems
- Communicate ideas about how technology can protect aquatic ecosystems

### Investigating aquatic ecosystems

#### Outcomes

A student:

- identifies characteristics of aquatic organisms or environments **AQTLS-AOE-01**
- identifies relationships between aquatic organisms and their environment **AQTLS-AOE-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- participates in investigating aquatic environments **AQTLS-USE-02**
- uses data in aquatic contexts **AQTLS-DAT-01**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**

**Related Stage 4/5 outcomes:** AQT5-AOE-01, AQT5-CET-01, AQT5-USE-01, AQT5-DAT-01, AQT5-COM-01

#### Content

The following aquatic [ecosystems](https://curriculum.nsw.edu.au/resources/glossary/ecosystem) are suggestions only. Teachers may choose a different aquatic ecosystem to meet student interest or ability. Students may investigate one or more ecosystem, part of an ecosystem, or elements of the content as appropriate.

- Antarctica
- Coral reefs
- Deep sea
- Estuaries
- Inland water bodies
- Intertidal shores
- Kelp beds and forests
- Mangroves
- Rivers
- Seagrass beds
- Wetlands

In-person or virtual field trips may be considered to support investigation of the chosen ecosystems. Investigations can be undertaken individually or as a collaborative group project. The aquatic ecosystem investigation should be a different ecosystem to the Local area study. Conservation programs and local community groups may be useful sources of information for some case studies. Where appropriate, opportunities for practical activities should be considered.

##### Investigating ecosystems

- Identify the features of the ecosystem
- Identify aquatic organisms found in the ecosystem
- Recognise the importance of [biodiversity](https://curriculum.nsw.edu.au/resources/glossary/biodiversity) within the ecosystem
- Identify threats to the ecosystem
- Explore how organisms have adapted to the ecosystem
- Recognise the importance of the ecosystem to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Investigate the importance of the ecosystem to the environment
- Collect and record data related to the ecosystem
- Explore how technology can be used to protect aquatic ecosystems
- Create an oral, visual, written or multimodal text to communicate ideas or information about the ecosystem

### Local area study

#### Outcomes

A student:

- identifies characteristics of aquatic organisms or environments **AQTLS-AOE-01**
- identifies relationships between aquatic organisms and their environment **AQTLS-AOE-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- participates in investigating aquatic environments **AQTLS-USE-02**
- uses data in aquatic contexts **AQTLS-DAT-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**

**Related Stage 4/5 outcomes:** AQT5-AOE-01, AQT5-CET-01, AQT5-USE-01, AQT5-DAT-01, AQT5-SAF-01, AQT5-COM-01

#### Content

Students investigate a marine or freshwater [ecosystem](https://curriculum.nsw.edu.au/resources/glossary/ecosystem) in their local area. The selected ecosystem investigation should be a different ecosystem to the aquatic ecosystem investigation. The Local area study can be undertaken individually or as a collaborative group project. Students should be provided with opportunities for practical activities through field trips, virtual field trips or excursions.

- Select an aquatic ecosystem in the local area
- Identify the geographical location or physical characteristics of the aquatic ecosystem
- Follow safety procedures when engaging in practical aquatic activities
- Select materials, tools or equipment required for personal safety when participating in practical aquatic activities
- Identify [biotic](https://curriculum.nsw.edu.au/resources/glossary/biotic) or [abiotic](https://curriculum.nsw.edu.au/resources/glossary/abiotic) elements of the aquatic ecosystem
- Explore the relationship of biotic and abiotic elements in the ecosystem
- Identify and record data on biotic and abiotic elements in the ecosystem
- Collect and store data safely
- Construct a food chain or [food web](https://curriculum.nsw.edu.au/resources/glossary/food-web) for the aquatic ecosystem
- Recognise the importance of diverse aquatic organisms in the ecosystem
- Investigate possible threats to the ecosystem
- Identify ways to protect the ecosystem for future generations
- Engage in personal or collective action to protect a local aquatic ecosystem
- Explore [Aboriginal and Torres Strait Islander Peoples’](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) Knowledges or Practices used to conserve the ecosystem
- Explore how emerging technologies can help conserve the ecosystem
- Create an oral, visual, written or multimodal text to communicate ideas or information about the ecosystem

### Aquatic food and products

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- participates in aquatic activities **AQTLS-AQA-01**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- selects and uses equipment, tools or materials in aquatic contexts **AQTLS-USE-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**
- engages with community activities, careers and/or industries in technology **AQTLS-IND-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AQA-01, AQT5-CET-01, AQT5-USE-01, AQT5-SAF-01, AQT5-COM-01

#### Content

##### Aquaculture

- Identify a range of [aquaculture](https://curriculum.nsw.edu.au/resources/glossary/aquaculture) enterprises
- Recognise factors that affect fish growth
- Explore the importance of water quality to the health of aquaculture organisms
- Identify common pests and diseases in aquaculture
- Explore methods used to control pests and diseases in aquaculture
- Recognise technologies or practices used in aquaculture
- Follow a sequence to practise safe work practices in aquaculture
- Explore the significance of aquaculture to [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Select information from a range of sources to communicate understanding about an aquaculture enterprise

##### Aquariums

- Recognise what aquariums are used for
- Identify animals and plants typically found in an aquarium
- Identify different types of aquariums
- Identify the function of equipment required to maintain an aquarium
- Follow a sequence to maintain a working aquarium
- Use tools and equipment to safely carry out maintenance on a working aquarium
- Use tools and equipment to respond to problems that arise when maintaining an aquarium

##### Seafood and resources

- Identify different types of aquatic organisms that are safe to eat
- Identify non-food products or resources harvested from aquatic environments
- Explore the reliance on seafood as a source of protein and nutrients in different [cultures](https://curriculum.nsw.edu.au/resources/glossary/culture)
- Recognise seafood preparation and presentation in different cultures
- Use appropriate tools and equipment to safely handle, prepare and store seafood
- Use appropriate tools, equipment and techniques to avoid cross-contact and cross-contamination when handling, preparing and storing seafood
- Follow a sequence to participate in safely preparing different seafood
- Follow a sequence to participate in safely cooking seafood for a particular occasion

##### Thinking and communicating

- Communicate ideas or information about aquatic food and products
- Create an oral, visual, written or multimodal text to communicate the relationship between aquatic engagement and environments

### Aquatic activities

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- participates in aquatic activities **AQTLS-AQA-01**
- identifies sustainable practices when participating in aquatic activities or environments **AQTLS-ENV-02**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- selects and uses equipment, tools or materials in aquatic contexts **AQTLS-USE-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- engages with community activities, careers and/or industries in technology **AQTLS-IND-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AQA-01, AQT5-CET-01, AQT5-USE-01, AQT5-SAF-01

#### Content

##### Water safety

- Identify ways to stay safe when participating in aquatic leisure activities
- Follow safety procedures when engaging in an aquatic activity
- Select materials, tools or equipment required for personal safety when participating in water-related activities

##### First aid and sun safety

- Identify basic first aid procedures
- Select and apply first aid procedures to treat common illness or injury in aquatic environments
- Identify the need for sun protection
- Demonstrate sun-safe practices in aquatic environments

##### Water activities

- Recognise familiar aquatic activities
- Identify a range of aquatic activities
- Follow a sequence to participate in an aquatic activity
- Use appropriate communication skills specific to different aquatic activities
- Identify the health and wellbeing benefits of aquatic activities
- Explore the Cultural Practices used by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) relating to water activities
- Recognise technologies used for aquatic activities
- Use appropriate tools, equipment or technologies when engaging in an aquatic activity
- Explore community or employment opportunities associated with aquatic activities
- Communicate the relationship between aquatic activities and environments
- Identify responsible and sustainable practices when engaging in aquatic activities and environments

##### Regulations

- Identify the steps required to obtain qualifications for a range of aquatic activities
- Compare recreational and commercial licence requirements in NSW
- Identify statutory regulations related to an aquatic activity

### Aquatic industries

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- participates in aquatic activities **AQTLS-AQA-01**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- participates in investigating aquatic environments **AQTLS-USE-02**
- selects and uses equipment, tools or materials in aquatic contexts **AQTLS-USE-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- engages with community activities, careers and/or industries in technology **AQTLS-IND-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AQA-01, AQT5-CET-01, AQT5-USE-01, AQT5-SAF-01

#### Content

##### Watercraft industry

- Recognise familiar [watercraft](https://curriculum.nsw.edu.au/resources/glossary/watercraft)
- Identify types of watercraft
- Compare different types of watercraft for recreational or commercial uses
- Explore the relationship between design and function for a range of watercraft
- Participate in following a sequence to produce a watercraft to scale
- Recognise the design, construction or uses of Aboriginal and Torres Strait Islander watercraft

##### Shipping, transportation and navigation

- Identify the different uses of shipping in the aquatic environment
- Compare changes in shipping and water transport over time
- Explore the techniques and technologies used by navigators throughout history
- Recognise the navigation techniques and technologies used by [Aboriginal and Torres Strait Islander Peoples](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples)
- Demonstrate compass skills
- Identify the basic terminology and features on a map
- Use a map to plot a course
- Identify digital navigation technologies
- Follow safety procedures when engaging in navigation practices or using water transport

##### Energy production and mining

- Identify the different types of energy production in aquatic environments
- Investigate the effects of energy production on aquatic environments
- Recognise the impacts of mining in aquatic environments

##### Tourism

- Identify aquatic tourism activities
- Locate aquatic tourism destinations
- Identify tourism businesses owned and operated by Aboriginal and/or Torres Strait Islander Peoples
- Investigate the impact of tourism on aquatic environments

##### Work and enterprise

- Identify technical skills in aquatic-related industries
- Explore community or employment opportunities associated with aquatic industries
- Investigate the relationships between technology, aquatic industries, aquatic environments and society

### Aquatic harvesting

#### Outcomes

A student:

- recognises everyday uses of aquatic environments **AQTLS-ENV-01**
- participates in aquatic activities **AQTLS-AQA-01**
- recognises cultural, environmental or technological factors relating to aquatic ecosystems **AQTLS-CET-01**
- selects and uses equipment, tools or materials in aquatic contexts **AQTLS-USE-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- engages with community activities, careers and/or industries in technology **AQTLS-IND-01**

**Related Stage 4/5 outcomes:** AQT5-ENV-01, AQT5-AQA-01, AQT5-CET-01, AQT5-USE-01, AQT5-SAF-01

#### Content

##### Recreational fishing

- Recognise local fishing environments
- Identify and record the range of fish species found in the local area
- Explore [Aboriginal and Torres Strait Islander Peoples’](https://curriculum.nsw.edu.au/resources/glossary/aboriginal-and-torres-strait-islander-peoples) fishing Practices
- Identify NSW’s recreational fishing rules
- Identify a range of fishing tools, equipment or methods
- Explore how technology can be used in recreational fishing
- Follow a sequence to prepare hand spools and rig fishing rods
- Identify methods for locating, storing and preparing bait
- Participate in recreational fishing opportunities using appropriate tools and equipment
- Identify potential hazards when participating in fishing activities
- Apply safe practices when participating in fishing activities

##### Commercial fishing

- Recognise familiar types of seafood eaten
- Explore Aboriginal and Torres Strait Islander Communities’ Knowledges on Cultural fishing
- Identify a range of methods used to harvest seafood
- Compare fishing tools and equipment for harvesting
- Investigate how fishing impacts aquatic environments
- Explore the use of technology in protecting aquatic environments
- Recognise the role of fisheries in local communities
- Identify the benefits of harvest strategies on aquatic environments
- Explore employment opportunities associated with the commercial fishing industry

### Aquatic engagement project

#### Outcomes

A student:

- participates in aquatic activities **AQTLS-AQA-01**
- identifies sustainable practices when participating in aquatic activities or environments **AQTLS-ENV-02**
- plans and manages aquatic projects **AQTLS-PMP-01**
- selects and uses equipment, tools or materials in aquatic contexts **AQTLS-USE-01**
- uses data in aquatic contexts **AQTLS-DAT-01**
- demonstrates safe work practices in aquatic contexts **AQTLS-SAF-01**
- communicates ideas and information in aquatic contexts **AQTLS-COM-01**

**Related Stage 4/5 outcomes:** AQT5-AQA-01, AQT5-ENV-01, AQT5-USE-01, AQT5-DAT-01, AQT5-SAF-01, AQT5-COM-01

#### Content

The aquatic engagement project provides students with the opportunity to identify a need, solve a problem and apply skills to developing a solution in the context of aquatic engagement. The project can be undertaken individually or as a collaborative group project. Students may undertake a whole project, part of a project or elements of the content as appropriate.

Themes for projects could address activities including but not limited to:

- making fishing equipment
- designing a prototype to collect water waste
- participating in the preparation of seafood dishes
- designing a water safety program
- making a safety device model for an aquatic activity
- participating in aquarium design and construction
- designing a [watercraft](https://curriculum.nsw.edu.au/resources/glossary/watercraft) for a specific aquatic activity or environment.

##### Define

- Recognise personal preferences or strengths in aquatic activities
- Recognise technology solutions used in everyday aquatic contexts
- Explore local opportunities to solve problems within aquatic contexts
- Recognise sustainable materials or practices within aquatic contexts
- Identify a specific need within the aquatic context
- Collect and use data to create and inform a solution for the specific need
- Develop a project brief to outline the solution

##### Develop

- Develop criteria to test a solution or product
- Use a range of graphical communication techniques to represent project ideas
- Identify risks and hazards and demonstrate safe work practices
- Use digital technologies safely and responsibly
- Follow a sequence to produce a prototype, working model or product
- Use sustainable materials or practices to produce a prototype, working model or product
- Use appropriate materials, tools and equipment safely
- Use data when designing and measuring the prototype, working model or product
- Develop problem-solving skills to manage the project
- Demonstrate work and enterprise skills when planning and managing projects
- Use collaborative practices when designing or producing

##### Evaluate

- Test the solution or product against set criteria
- Create an oral, visual, written or multimodal text to communicate information and ideas about the project