• Forty-eight modules have been deleted and 10 focus areas introduced
• These focus areas consist of multiple content groups and each content group contains multiple content points
• The focus areas are organised into 2 focus area groups
  • Aquatic life and environments
  • Aquatic engagement
• 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 as suggested in Teaching and learning support
• Life Skills outcomes are mapped to the Stage 4 and 5 outcomes to facilitate integrated delivery

The organisation of the Aquatic Technology 7–10 Syllabus image is from the Aquatic Technology 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Course requirements

• To satisfy the requirements of the syllabus, students undertake a range of practical experiences
• Students must undertake project work and at least one collaborative activity throughout the course
• Projects may include content points from multiple focus areas or within one focus area

Before implementing the Aquatic Technology 7–10 Syllabus (2024), leaders will need to consider the following:

• supporting teachers’ understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended
• building teacher understanding about aquatic life, environments and engagement
• complexities for out-of-field staff teaching Aquatic Technology 7–10 to ensure adequate support and professional learning where relevant
• collaboration with staff and learning support teams to ensure appropriate curriculum planning
• logistical complexities, including
  • rooming, technologies and resources
  • prioritising practical learning experiences
  • updating the name of the subject in published documentation, subject selection information, and assessment schedules
  • school structures, for example the structure of Stage 4 and 5 classes should allow students to access content that will extend them as far along the continuum of learning as possible.
• resource and budget implications, including
  • adequate release days for professional learning
  • purchasing appropriate resources for the selected focus areas.
• legislative and Department of Education policy requirements for all new and/or existing enterprises are fulfilled and maintained including completion of an Animal Research Authority and compliance with the Animals in Schools guidelines.

Teaching adjustments and Life Skills

All decisions about curriculum options for students with disability should be made through the collaborative curriculum planning process

Before determining whether a student should access Life Skills outcomes and content, consider other ways of helping the student to engage with regular course outcomes:

• This may include a range of adjustments to teaching, learning and assessment activities.
• If the adjustments do not provide the student with sufficient access to some or all outcomes in Stages 4–6, a decision to access Life Skills outcomes and content in one or more courses might be appropriate.
• Some students with intellectual disability may find Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options to follow for their RoSA.

The syllabus for Aquatic Technology based on evidence summarised in the Bibliography: Aquatic Technology 7–10 published by NESA.

Aquatic Technology 7–10 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

• What resources are required to implement the syllabus and meet planning, programming, assessing, and reporting requirements?
• What processes are in place to ensure the longevity of resources required for students to achieve success in aquatic technology 7–10?
• What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus, including the research it is based upon?
• What school practices and systems exist to support teacher professional learning?
• What else might be required to support implementation of this syllabus?

• NSW Department of Education Planning, programming and assessing TAS 7–10
• NESA Aquatic Technology 7–10 Syllabus (2024)
• NESA Aquatic Technology 7–10 Syllabus Teaching and Learning Support
• NESA Safety and risk management
• NSW Department of Education Animal Research Authority
• NSW Department of Education Animals in Schools – Biosecurity