Original source · Published 2023 · Updated 2023

Technology 7–8 (2023)

Implementation from 2026

The new Technology 7–8 Syllabus (2023) is to be implemented from 2026. The Technology Mandatory 7–8 Syllabus (2017) will not be available after December 2027.

2026 – 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.

Overview

Syllabus overview

Organisation of Technology 7–8

The organisation of outcomes and content for Technology 7–8 illustrates the important role of practical experiences and design and production processes in the development of technological knowledge, understanding and skills.

Outcomes and content are organised under focus areas. Figure 1 shows the organisation of Technology 7–8.

[FIGURE]

Figure 1: The organisation of Technology 7–8

Image long description: The 4 focus areas are identified in the centre of the diagram. They are Digital and communication technologies, Engineering technologies and systems, Food and agricultural practices, and Materials and production processes. A figure-eight loop intersecting the focus areas at the centre is labelled Practical experiences on the left and Design and production processes on the right. A single continuous line is labelled Develop technological knowledge, understanding and skills through design projects, and it encircles all content.

Life Skills outcomes and content

Students with disability can access the syllabus outcomes and content in a range of ways. Decisions regarding curriculum options should be made in the context of 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 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 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 Technology 7–8 Syllabus follows Recommendation 2: ‘Clarify and strengthen writing content in syllabus documents’ from Teaching writing: report of the thematic review of writing (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 may make decisions about the sequence and emphasis to be given to groups of content based on the needs and abilities of their students. Projects may include content points from multiple focus areas or within one focus area.

Course description

Courses

The Technology 7–8 syllabus includes 2 courses:

Technology
Technology Life Skills

Focus of learning

The Technology 7–8 Syllabus enables students to develop the essential knowledge, understanding and skills of technological learning. Students engage in project work and practical experiences to investigate design opportunities, organise and apply knowledge, conceptualise and develop inspired ideas into sustainable, quality solutions. Students develop their technological skills through the design and production of creative solutions.

What students learn

Students learn to use technologies to design and produce solutions. Through practical experiences and project work students learn to interpret, develop, manage and create products, systems and environments. Students learn about Aboriginal and Torres Strait Islander People’s use of technologies, including examples of design, innovation, technologies and sustainable resource management practices. Students investigate how the application of technologies can contribute to sustainability.

Course requirements

All focus areas must be delivered across Years 7–8.
Students must undertake practical learning and project work for most of the course time.
Projects developed must ensure that all content can be experienced across Years 7–8. Some students with disability may require adjustments in order to engage in practical experiences.
Students must document, communicate and evaluate design and production processes for projects across Years 7–8.

Project work and practical experiences

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

Practical experiences should be designed to be accessible to all students. Practical experiences may include fieldwork, investigation, experimentation, prototyping and production activities.

Students can be supported and extended as they develop skills for design and production processes in technology. Individual interests can be fostered through participation in a range of technology contexts, including school-developed technology contexts.

Students with disability may require adjustments in order to engage in practical experiences.

Safety and risk management

Schools are required to ensure they follow safety and risk management in delivering the Technology 7–8 Syllabus.

Life Skills

For Technology Life Skills 7–8:

Students are required to demonstrate achievement of one or more Technology 7–8 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 Technology Life Skills 7–8 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 in order to engage in practical experiences or project work.

Course enrolment details

Information about course entries for the RoSA are available on Assessment Certification Examination (ACE).

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

RoSA information

Information about curriculum requirements for the RoSA are available on Assessment Certification Examination (ACE).

Rationale

The study of technology prepares students to embrace emerging technological opportunities and challenges, enabling them to thrive in a contemporary world. Students are inspired to design innovative local and global solutions that can influence the lives of people and societies. Technological knowledge, skills and processes are used to interpret, develop, manage and create products, systems and environments.

The Technology 7–8 Syllabus provides students with opportunities to develop their technological literacy through the design and production of creative solutions. Students investigate resource management practices to understand how the application of technologies can contribute to sustainability. The exploration of sustainable design and production practices enables them to understand the challenges, limitations and consequences of developing designed solutions.

Students explore ideas that address changing societal values and expectations, leading to opportunities for enterprise, including Aboriginal and Torres Strait Islander designs and technologies. They engage in design and production independently and collaboratively. Students learn about and apply safe practices and refine their skills working with varied materials and production technologies. Practical and project management experiences support students to analyse problems or challenges, organise and apply knowledge, conceptualise, and transform creative ideas into sustainable, quality solutions.

The syllabus provides opportunities for students to develop their digital literacy and ethical understanding and to apply principles of sustainable design. Students develop a knowledge and appreciation of the properties, characteristics and finite nature of materials, and explore the interrelationship between design, technology, society and the environment.

By making personal, local and global connections, students are supported to recognise the role of technology in solving real-world problems in familiar and unfamiliar situations. They may apply their knowledge of a variety of technological experiences to further education, work and career opportunities in design, technology, engineering, science, mathematics and related fields.

Technological understanding helps students realise that success in design is measured through accessibility, functionality and the degree to which a solution meets the specific needs of people in diverse contexts and societies.

Aim

The aim of the Technology 7–8 Syllabus is to enable students to:

develop knowledge and skills to enhance creativity and innovation in technologies
become safe and responsible users of technologies and materials
develop skills using technologies to design, produce and evaluate creative solutions
understand the interrelationships between sustainability, technology, materials and the environment.

Table of outcomes

The table below displays the Technology 7–8 focus areas and their associated outcomes. The relationship between Stage 4 and Life Skills outcomes is shown in the Related Life Skills column. Life Skills focus areas and their associated outcomes are listed in full in the Life Skills section of the syllabus.

Secondary (7–10)

Focus area	Stage 4	Related Life Skills for Stage 4
Digital and communication technologies	TE4-SDP-01 explains relationships between sustainability, design and production TE4-DES-01 communicates and evaluates design ideas and solutions TE4-PPM-01 applies processes in the planning, management and production of projects TE4-SAF-01 selects and safely uses tools, materials, technologies and processes TE4-DIG-01 demonstrates technological literacy to safely interact in digital environments TE4-DIG-02 uses data and digital systems to code, design and produce projects	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes TELS-DIG-01 uses digital technologies responsibly and safely in a range of environments TELS-DIG-02 participates in storing, sharing or communicating digital information when designing or producing project work
Engineering technologies and systems	TE4-SDP-01 explains relationships between sustainability, design and production TE4-PDP-01 describes the practices and processes of designers and producers TE4-MSC-01 explains how materials, systems and components contribute to solutions TE4-DES-01 communicates and evaluates design ideas and solutions TE4-PPM-01 applies processes in the planning, management and production of projects TE4-SAF-01 selects and safely uses tools, materials, technologies and processes	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-MSC-01 communicates how a range of technologies and materials are used in everyday life TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes
Food and agricultural practices	TE4-SDP-01 explains relationships between sustainability, design and production TE4-PDP-01 describes the practices and processes of designers and producers TE4-DES-01 communicates and evaluates design ideas and solutions TE4-PPM-01 applies processes in the planning, management and production of projects TE4-SAF-01 selects and safely uses tools, materials, technologies and processes	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes
Materials and production processes	TE4-SDP-01 explains relationships between sustainability, design and production TE4-PDP-01 describes the practices and processes of designers and producers TE4-MSC-01 explains how materials, systems and components contribute to solutions TE4-DES-01 communicates and evaluates design ideas and solutions TE4-PPM-01 applies processes in the planning, management and production of projects TE4-SAF-01 selects and safely uses tools, materials, technologies and processes	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-MSC-01 communicates how a range of technologies and materials are used in everyday life TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes

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 outcomes. Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found on the NESA website.

Outcomes and content for Stage 4

Digital and communication technologies

Outcomes

A student:

explains relationships between sustainability, design and production TE4-SDP-01
communicates and evaluates design ideas and solutions TE4-DES-01
applies processes in the planning, management and production of projects TE4-PPM-01
selects and safely uses tools, materials, technologies and processes TE4-SAF-01
demonstrates technological literacy to safely interact in digital environments TE4-DIG-01
uses data and digital systems to code, design and produce projects TE4-DIG-02

Related Life Skills outcomes: TELS-SDP-01, TELS-SDP-02, TELS-DES-01, TELS-PPM-01, TELS-PPM-02, TELS-PPM-03, TELS-SAF-01, TELS-DIG-01, TELS-DIG-02

Content

Identifying and defining digital and communication technologies

Identify appropriate hardware and software to develop design ideas and solutions
Describe secure methods to share data and information safely online
Outline factors affecting the design of digital solutions

Researching and planning ideas and solutions

Investigate data transmission and security through wired, wireless and mobile networks
Collect, use and store data and information from a range of sources
Assess cybersecurity and privacy risks
Explain ethical considerations for the ownership of data, information and artificial intelligence (AI) applications
Describe how digital solutions and communication technologies can contribute to sustainability
Apply computational and systems thinking to assess ideas and develop quality solutions
Investigate how Aboriginal communication practices inform current and emerging digital and communication technologies
Use hardware and software to design, communicate and manage the development of digital solutions
Create written texts and use graphics applications to communicate design ideas and solutions

Producing and implementing processes, solutions and projects

Use algorithms to solve problems and design solutions
Select data, information, tools, systems and technologies to make digital solutions and projects
Design user interfaces (UI) considering the user experience (UX) of digital systems
Develop and trace algorithms using branching, iteration and a range of data types
Use control structures and functions to implement, modify and test programs using coding
Demonstrate safe practices when using and developing digital and communication technologies
Document design processes when using digital and communication technologies

Testing and evaluating data, tools, systems and technologies

Evaluate authenticity, accuracy and timeliness of data and information
Use data and digital systems to code, test and evaluate design ideas and quality solutions
Work collaboratively to optimise digital solutions and algorithms
Use factors affecting design to evaluate user interfaces (UI) and user experiences (UX)

Engineering technologies and systems

Outcomes

A student:

explains relationships between sustainability, design and production TE4-SDP-01
describes the practices and processes of designers and producers TE4-PDP-01
explains how materials, systems and components contribute to solutions TE4-MSC-01
communicates and evaluates design ideas and solutions TE4-DES-01
applies processes in the planning, management and production of projects TE4-PPM-01
selects and safely uses tools, materials, technologies and processes TE4-SAF-01

Related Life Skills outcomes: TELS-SDP-01, TELS-SDP-02, TELS-PDP-01, TELS-MSC-01, TELS-DES-01, TELS-PPM-01, TELS-PPM-02, TELS-PPM-03, TELS-SAF-01

Content

Identifying and defining engineering technologies and systems

Identify the characteristics and properties of components in engineered systems
Describe products, systems and technologies developed by engineers and manufacturers
Outline factors affecting the design of engineered systems

Researching and planning ideas and solutions

Investigate engineered systems created by Aboriginal and Torres Strait Islander Peoples
Describe how engineered solutions use materials, components and systems
Explain how force, motion and energy apply to engineered systems
Investigate how engineering technologies and systems can improve production quality
Explore engineered solutions that address societal needs and contribute to sustainability
Apply design and systems thinking to assess ideas and develop quality solutions
Collect data and information to develop engineered solutions
Use graphical communication techniques to present ideas for products and systems

Producing and implementing processes, solutions and projects

Use materials, components, processes and technologies to develop engineering skills
Select components, technologies and systems to make engineering solutions and projects
Demonstrate safe practices when selecting and using tools, processes and technologies
Document design and production processes when developing projects

Testing and evaluating tools, materials, systems and technologies

Apply engineering processes to create and evaluate prototypes and working models
Justify materials and components used when testing engineering technologies and systems
Work collaboratively to test, modify and improve engineered solutions
Use results of testing and evaluating to contribute to an engineering report
Evaluate engineering technologies and systems developed to improve sustainability
Use factors affecting design to evaluate the quality of engineered solutions

Food and agricultural practices

Outcomes

A student:

explains relationships between sustainability, design and production TE4-SDP-01
describes the practices and processes of designers and producers TE4-PDP-01
communicates and evaluates design ideas and solutions TE4-DES-01
applies processes in the planning, management and production of projects TE4-PPM-01
selects and safely uses tools, materials, technologies and processes TE4-SAF-01

Related Life Skills outcomes: TELS-SDP-01, TELS-SDP-02, TELS-PDP-01, TELS-DES-01, TELS-PPM-01, TELS-PPM-02, TELS-PPM-03, TELS-SAF-01

Content

Identifying and defining food and agricultural practices

Identify the characteristics and properties of food, fibre and agricultural products
Describe food and agricultural industries in New South Wales
Outline factors affecting the design of food and agricultural practices

Researching and planning ideas and solutions

Investigate how Aboriginal and Torres Strait Islander Peoples select and use plants and animals to improve nutrition
Compare Aboriginal and Torres Strait Islander Peoples’ sustainable resource management practices with emerging agricultural practices
Describe how food and agricultural products are grown, harvested, manufactured, packaged and distributed
Investigate current and emerging technologies used to improve quality in production and distribution
Explain social, ethical and legal considerations associated with food and agricultural production
Investigate nutritional needs of individuals and groups with specific needs
Describe community food initiatives used to contribute to sustainability
Apply critical and creative thinking to assess ideas for quality food and/or agricultural solutions
Create written texts to document food production processes and/or agricultural practices

Producing and implementing processes, solutions and projects

Use equipment, tools, techniques, technologies and processes to develop practical skills
Select food preparation techniques, production skills and/or agricultural practices to make solutions and projects
Demonstrate safe practices when selecting and using tools, technologies and processes
Document design processes when producing food and agricultural projects

Testing and evaluating food, tools, practices and technologies

Work collaboratively to test, modify and improve food and/or agricultural products
Evaluate how ingredient selection and preparation techniques enhance the nutritional value of food
Explore agricultural practices to assess the impact of changing conditions, improve the quality of production and reduce waste
Justify the selection of equipment, tools, technologies and processes when developing food and/or agricultural solutions
Use factors affecting design to evaluate the quality of food and/or agricultural solutions

Materials and production processes

Outcomes

A student:

explains relationships between sustainability, design and production TE4-SDP-01
describes the practices and processes of designers and producers TE4-PDP-01
explains how materials, systems and components contribute to solutions TE4-MSC-01
communicates and evaluates design ideas and solutions TE4-DES-01
applies processes in the planning, management and production of projects TE4-PPM-01
selects and safely uses tools, materials, technologies and processes TE4-SAF-01

Related Life Skills outcomes: TELS-SDP-01, TELS-SDP-02, TELS-PDP-01, TELS-MSC-01, TELS-DES-01, TELS-PPM-01, TELS-PPM-02, TELS-PPM-03, TELS-SAF-01

Content

Identifying and defining materials and production processes

Identify the characteristics and properties of materials
Describe products and systems created by designers, producers and manufacturers
Outline factors affecting the design of products and solutions

Researching and planning ideas and solutions

Investigate products and systems developed by Aboriginal and Torres Strait Islander Peoples
Outline production techniques and materials used by designers, producers and manufacturers
Describe how the properties of materials and production techniques contribute to the quality of solutions
Compare sustainable sourcing practices
Explain ethical and legal considerations for innovation, design and production processes
Apply design and creative thinking to assess ideas and quality solutions
Use a range of sketching and drawing techniques to communicate ideas and solutions
Communicate the development of design ideas and solutions, using annotations

Producing and implementing processes, solutions and projects

Use tools, materials, techniques, technologies and processes to develop practical skills
Select tools, materials, techniques, technologies and processes to make solutions and projects
Demonstrate safe practices when selecting and using materials, technologies and processes
Document design processes when using materials and production technologies

Testing and evaluating tools, materials and technologies

Work collaboratively to test, modify and improve the quality of ideas and solutions
Evaluate ideas and solutions using written, visual, verbal or multimodal communication forms
Create prototypes, models and samples to test materials and production processes
Justify the selection and use of a range of tools, materials, techniques and technologies
Use factors affecting design to evaluate the quality of ideas and solutions

Life Skills for Stage 4

Life Skills table of outcomes

Focus area	Life Skills for Stage 4
Digital and communication technologies	TELS-SDP-01 recognises technologies used in everyday life TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes TELS-DIG-01 uses digital technologies responsibly and safely in a range of environments TELS-DIG-02 participates in storing, sharing or communicating digital information when designing or producing project work
Engineering technologies and systems	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-MSC-01 communicates how a range of technologies and materials are used in everyday life TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing
Food and agricultural practices	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-DES-01 communicates and represents design ideas or solutions TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes
Materials and production processes	TELS-SDP-01 recognises technologies used in everyday life TELS-SDP-02 recognises relationships between sustainability, design and production TELS-PDP-01 recognises practices or processes used by designers or producers TELS-MSC-01 communicates how a range of technologies and materials are used in everyday life TELS-DES-01 communicates and represents design ideas or solutions TELS-PPM-01 participates in planning projects TELS-PPM-02 participates in the production of projects TELS-PPM-03 uses and records numbers and measurements when designing and producing TELS-SAF-01 demonstrates safe practices when using tools, materials, technologies or processes

Life Skills outcomes and content for Stage 4

Digital and communication technologies

Outcomes

A student:

recognises technologies used in everyday life TELS-SDP-01
communicates and represents design ideas or solutions TELS-DES-01
participates in planning projects TELS-PPM-01
participates in the production of projects TELS-PPM-02
demonstrates safe practices when using tools, materials, technologies or processes TELS-SAF-01
uses digital technologies responsibly and safely in a range of environments TELS-DIG-01
participates in storing, sharing or communicating digital information when designing or producing project work TELS-DIG-02

Related Stage 4 outcomes: TE4-SDP-01, TE4-DES-01, TE4-PPM-01, TE4-SAF-01, TE4-DIG-01, TE4-DIG-02

Content

Identifying and defining digital and communication technologies

Recognise hardware and/or software used in everyday contexts
Identify how digital technologies and/or programs are used in school, leisure and work
Recognise the need for respectful and safe practices in online environments

Researching and planning ideas and solutions

Explore a range of communication practices used by Aboriginal Peoples
Recognise how codes and symbols are used to access, communicate and/or collect information
Investigate how digital information is stored, processed and shared
Identify and use privacy and security settings when interacting online or using digital applications
Work collaboratively to solve problems relating to digital ideas or solutions
Share design ideas and demonstrate respect for others’ ideas and contributions
Participate in planning a digital solution that uses algorithms
Communicate a sequence of steps to represent an algorithm

Producing and implementing processes, solutions and projects

Develop skills in using a keyboard, keypad, speech-to-text software, or alternative input devices to support communication
Experiment with digital technologies to communicate ideas and solutions
Demonstrate skills to organise and manage a digital project
Work collaboratively to design and develop a digital solution
Follow a sequence or use coding to complete a solution or project
Engage in and demonstrate safe and responsible behaviours when using technologies
Protect private information and use privacy and security settings when communicating, exchanging or representing ideas
Respond appropriately when communicating in person or online
Document design ideas and solutions

Testing and evaluating data, tools, systems and technologies

Test a logical sequence, graphic organiser or coding for an everyday action
Compare user interfaces (UI) used in familiar settings, everyday life and/or interactions
Communicate how digital technologies have influenced our everyday lives

Engineering technologies and systems

Outcomes

A student:

recognises technologies used in everyday life TELS-SDP-01
recognises relationships between sustainability, design and production TELS-SDP-02
recognises practices or processes used by designers or producers TELS-PDP-01
communicates how a range of technologies and materials are used in everyday life TELS-MSC-01
communicates and represents design ideas or solutions TELS-DES-01
participates in planning projects TELS-PPM-01
participates in the production of projects TELS-PPM-02
uses and records numbers and measurements when designing and producing TELS-PPM-03

Related Stage 4 outcomes: TE4-SDP-01, TE4-PDP-01, TE4-MSC-01, TE4-DES-01, TE4-PPM-01

Content

Identifying and defining engineering technologies and systems

Recognise everyday objects, products or systems that use force, motion and/or energy
Identify and communicate about engineering design ideas or solutions that improve everyday life

Researching and planning ideas and solutions

Explore how force, motion and/or energy are used in engineered systems in everyday life
Investigate Aboriginal and Torres Strait Islander Peoples’ engineered systems
Explore how technology has contributed to sustainable design solutions and engineered systems
Recognise how engineered systems improve everyday life
Identify and select materials or components suitable for an engineered product or system
Work collaboratively to solve problems relating to an engineered product or solution
Plan, test and/or record data for a design solution, model or engineered system
Share design ideas and demonstrate respect for others’ ideas and contributions
Represent design ideas and solutions using a range of communication techniques, including written texts

Producing and implementing processes, solutions and projects

Demonstrate skills to organise and manage a project or engineered system
Work collaboratively when producing a model, project or engineered system
Experiment with ideas for a model, design solution or engineered system
Follow a sequence of steps to safely develop a solution using engineering technologies
Use measurements or calculations when producing a model or design solution for an engineered system
Engage in and demonstrate safe practices when selecting and/or using components, tools and processes
Safely use tools, materials or equipment suitable for experimentation
Document design ideas and solutions

Testing and evaluating tools, materials, systems and technologies

Test and/or record data for an engineered system
Compare different engineering technologies and their suitability for design solutions
Communicate about the engineering processes required to complete a design project

Food and agricultural practices

Outcomes

A student:

recognises technologies used in everyday life TELS-SDP-01
recognises relationships between sustainability, design and production TELS-SDP-02
recognises practices or processes used by designers or producers TELS-PDP-01
participates in planning projects TELS-PPM-01
participates in the production of projects TELS-PPM-02
uses and records numbers and measurements when designing and producing TELS-PPM-03
communicates and represents design ideas or solutions TELS-DES-01
demonstrates safe practices when using tools, materials, technologies or processes TELS-SAF-01

Related Stage 4 outcomes: TE4-SDP-01, TE4-PDP-01, TE4-PPM-01, TE4-DES-01, TE4-SAF-01

Content

Identifying and defining food and agricultural practices

Recognise a range of foods consumed daily
Recognise ingredients used to produce food products and where the ingredients come from
Recognise agricultural products used in everyday living
Identify types of food and agricultural practices
Recognise the sustainable use of food and materials in the community

Researching and planning ideas and solutions

Explore the sustainable use of food and agricultural practices in Aboriginal and Torres Strait Islander Communities
Explore how food is connected to cultural identity
Explore agricultural practices in different cultures
Recognise resources used in food and/or agricultural production
Identify conditions and/or processes for the growth and development of a plant or animal
Work collaboratively to investigate sustainable food and agricultural practices
Work collaboratively to solve problems relating to food or agriculture
Share design ideas and demonstrate respect for others’ ideas and contributions
Represent a food and/or agricultural solution using a range of communication techniques, including written texts

Producing and implementing processes, solutions and projects

Demonstrate skills to organise and manage a solution or project
Work collaboratively to produce a food and/or agricultural solution for a given need
Participate in sustainable practices when producing a food or agricultural product
Experiment with ideas for food and/or agricultural solutions
Recognise that agricultural production involves a sequence of processes
Follow a sequence of steps to safely produce a food and/or agricultural product
Participate in measuring and recording resources used in food and/or agricultural production
Identify risks and hazards to self and others in food and/or agricultural practices
Demonstrate safe and responsible behaviours in food and/or agricultural practices
Document design ideas and solutions

Testing and evaluating food, tools, practices and technologies

Use data and information to evaluate success
Compare the effectiveness of different tools, materials, technologies and processes
Communicate about the processes used for food and/or agricultural production

Materials and production processes

Outcomes

A student:

recognises technologies used in everyday life TELS-SDP-01
recognises relationships between sustainability, design and production TELS-SDP-02
recognises practices or processes used by designers or producers TELS-PDP-01
communicates how a range of technologies and materials are used in everyday life TELS-MSC-01
communicates and represents design ideas or solutions TELS-DES-01
participates in planning projects TELS-PPM-01
participates in the production of projects TELS-PPM-02
uses and records numbers and measurements when designing and producing TELS-PPM-03
demonstrates safe practices when using tools, materials, technologies or processes TELS-SAF-01

Related Stage 4 outcomes: TE4-SDP-01, TE4-PDP-01, TE4-MSC-01, TE4-DES-01, TE4-PPM-01, TE4-SAF-01

Content

Identifying and defining materials and production processes

Recognise the materials used in everyday objects, products or systems
Identify different materials and their purpose in everyday products and environments

Researching and planning ideas and solutions

Explore how materials can be sustainably sourced
Investigate Aboriginal and Torres Strait Islander Peoples’ designs, products and/or systems
Recognise the different properties of materials and their suitability for design projects and solutions
Identify and select tools, materials or equipment suitable for design ideas or solutions
Count, measure or calculate quantities of materials required for a design idea or solution
Select sustainable materials appropriate for design ideas or solutions
Work collaboratively to solve problems when planning, testing and/or producing prototypes or solutions
Share design ideas and demonstrate respect for others’ ideas and contributions
Engage with a range of sketching and drawing techniques
Represent design ideas and solutions using a range of communication techniques, including written texts

Producing and implementing processes, solutions and projects

Demonstrate skills to organise and manage a solution or project
Work collaboratively to develop criteria to test a model, design solution or product
Experiment with ideas for a model, design solution or engineered system
Follow a sequence of steps to safely develop a solution or project using appropriate materials
Participate in measuring or calculating when developing a design solution for a product
Engage in and demonstrate safe practices when selecting and/or using tools, materials and processes
Safely use tools, materials or equipment suitable for experimentation
Document design ideas and solutions

Testing and evaluating tools, materials, systems and technologies

Compare different properties of materials and their suitability for design projects
Test the processes and/or products against criteria
Communicate about the production processes required to complete a design project