The Computing Technology 7–10 Syllabus is a complete rewrite of the previous syllabus. It includes content and concepts not previously taught.

This content is framed into two streams. There are 3 focus areas in each stream.

• Enterprise information systems (with an emphasis on systems thinking), which includes
  • modelling networks and social connections
  • designing for user experience
  • analysing data.
• Software development (with an emphasis on computational thinking), which includes
  • building mechatronic and automated systems
  • creating games and simulations
  • developing apps and web software.
• Life Skills outcomes have been mapped to the Stage 4 and 5 outcomes to facilitate integrated delivery.

Focus areas can be combined to enable substantial, engaging projects within and across the two streams.

The practical application of knowledge and skills is embedded within the outcomes and content to support the foundation for learning computing technology through projects.

Innovation and enterprise are key features of student learning implicitly rewarded in the new syllabus. The knowledge and skills of this course have transferability to all subjects within and beyond school.

The Computing Technology 7–10 Syllabus is presented on a new digital platform. The syllabus, teaching advice and documents, such as course specifications, are now found on the digital platform. It is important to regularly check the NSW Education Standards Authority (NESA) digital platform website for updates.

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

Prior to implementing the Computing Technology 7–10 Syllabus, leaders will need to consider the following:

• logistical complexities
  • coordination of rooms, technologies, and resources
  • prioritising practical demonstrations and project development as evidence of learning
  • updating the name of the subject in published documentation, subject selection information, and assessment schedules.
• building teacher awareness of
  • opportunities to combine and integrate focus areas into substantial engaging projects that deliver the syllabus in a nonlinear manner
  • current terminology, acronyms, and concepts e.g., AI (artificial intelligence), ML (machine learning), UX (user experience), VR (virtual reality), AR (augmented reality), and cybersecurity
  • current industry practice and relevance of new learning.
• supporting teachers’ understanding of
  • new content
  • the conceptual continuums from Stage 5 to Stage 6
  • opportunities to build upon a culture of digital literacy to grow the subject.
• resource and budget implications
  • Classes will need to be able to access dedicated computer labs and/or the school will need a detailed bring your own device (BYOD) policy, which includes device recommendations, hardware and software applications, network interoperability, for example mechatronics and web access, and technical support options.
  • Additional professional learning for teachers may be required to effectively deliver new content in the course.
• that all decisions about curriculum options for students with disability should be made through the collaborative curriculum planning process
  • before deciding that 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 a student with sufficient access to some or all outcomes in Stages 4 and 5, a decision to access Life Skills outcomes and content might be appropriate.
• that some students with disability may find Years 7–10 courses based on Life Skills outcomes and content are the most appropriate options to follow for the RoSA.

Teachers of this course should take advantage of professional learning opportunities, seek membership in professional associations and join department networks, including the Technological and Applied Studies (TAS) Statewide staffroom.

The syllabus for Computing Technology 7–10 is based on evidence highlighting that:

• 'There is a need for a digital technology stream in K–12 to support digital specialists, individuals who focus on developing digital technology and who want to learn how to code. While most students will not choose to become digital specialists, it is important that all students are introduced to coding to demystify the technology and to expose them to a career path that they might not have otherwise considered.’

Deloitte (2017) To code or not to code, is that the question?, ResearchGate, accessed 30 October 2024.

• ‘Teacher-led direct instruction and a student-centred, project-based approach are compatible. A project-based approach requires students to work together as they tackle complex, real-world problems that emphasize uncertainty, iterative thinking, and innovation. It fosters a sense of purpose in young learners, pushes them to think critically, and prepares them for modern careers that prize skills like collaboration, problem-solving, and creativity.’

Terada, Y (21 February 2021) 'New Research Makes a Powerful Case for PBL (Project Based Learning)', Edutopia, accessed 14 April 2021.

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

• What is the degree of digital literacy within the school community?
• How can successful implementation of this subject assist the development of a culture of digital literacy in the future?
• What skills and understanding of digital technologies and literacy does the school and parent community already possess which may be of value for our students?

Student and parent facing information campaign

Schools should consider running a student-facing information or promotion campaign for students in Year 8 who are about to select elective courses for Stage 5 – to help lift awareness and motivation about these new and relevant courses under this newly revamped syllabus.

Action list

Schools are urged to consider and implement the following to support the Computer Technology 7–10 Syllabus Stage 5 Elective Campaign as appropriate for your context.

1. Read background information about the new Computing Technology 7–10 syllabus and courses and this campaign request on the Computer Technology 7–10 Syllabus 2022 webpage.
2. Share information and outline the campaign approach, with key staff members in your school who may be involved in:
   • delivering Computing Technology courses at your school
   • offering guidance for students selecting Stage 5 elective courses
   • planning for future course offerings.
3. Talk with your school leadership team to highlight and showcase new Computing Technology courses in relevant school student gatherings (for example, assemblies and year meetings).
4. Download the campaign posters and display around your school for viewing by Year 8 students.
5. Promote the promotional video (5:03) and or the shorter video clips by
   • playing in class in Year 8 classes
   • including in Course Selection LMS information under Computing Technology Stage 5. (Alternative version in MS PowerPoint format available on request)
   • playing as part of general information videos in student gathering areas where screens are available, for example, in libraries
   • posting to your school's social media channels to promote the Computer Technology electives offered at your school.
6. Promote the new computing technology syllabus and Stage 5 elective courses at career information nights, parent and carer information nights (elective selection) and other appropriate events.
7. Promote the Computer Technology 7–10 Syllabus (2022) webpage to students, parents and carers. (The page has student and parent accessible information and material to inform them about these new elective courses.)
8. Explore opportunities to reach parents and carers directly, for example adding information about the syllabus to existing communications.
9. For further assistance, or more information, about this campaign and the new Computer Technology 7–10 Syllabus please contact TAS@det.nsw.edu.au.

Promotional resources

Download resources to help promote Computing Technology 7–10 to students, parents and carers.

• Campaign promotional video (staff only)
• Interview videos (staff only)
• Animated videos (staff only)
• Shaping the future poster 1 (PDF 170.5 KB)
• Shaping the future poster 2 (PDF 461.38 KB)

• Computing Technology 7–10 Syllabus
• NESA Computing Technology 7–10 Syllabus Teaching and Learning Support
• Professional learning is available through MyPL and is NESA accredited for 2 hours.