• The Specialised Alternative Energy, Transport and school-developed modules have been deleted
• The Engineering Specialisation focus area has been introduced
• Focus areas have multiple content groups and each content group contains multiple content points
• The focus areas are organised into 4 focus area groups
  • Engineering principles
  • Materials
  • Mechanical analysis or Technical analysis
  • Communication.
• Life Skills outcomes are mapped to the Stage 4 and 5 outcomes to facilitate integrated delivery

The organisation of the Engineering Technology 7–10 image is from the Engineering 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 which may include workshop activities, investigations, experiments, models and simulations, projects and fieldwork
• Students must undertake project work that must make up the majority of the course time

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

• teachers' understanding of the changes to the syllabus structure and content
• teachers' familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended
• complexities for out-of-field staff teaching Engineering Technology 7–10 to ensure adequate support and professional learning where relevant
• collaboration with staff and learning support teams to ensure appropriate curriculum planning
• resource and budget implications, including
  • adequate release days for professional learning
  • purchasing appropriate resources
  • developing new programs to replace the discontinued modules
  • prioritising practical and project-based learning
  • acquiring new technologies and resources for the Engineering Specialisation focus area
  • classrooms with access to technologies that reflect the syllabus content.
• 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.

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 most appropriate.

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

Engineering 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.

• Does the school have enough qualified technology teachers with engineering/workshop capability?
  • What processes are in place to support out-of-field teaching if this is not the case?
• What structures are in place for tailored professional support for all staff to strengthen curriculum implementation?
• What resources are required to implement the syllabus that 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 Engineering 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?
• How is the new syllabus being used to lift teaching practice?

• NSW Department of Education Planning, programming and assessing TAS 7–10
• NESA Engineering Technology 7–10 Syllabus (2024)
• NESA Engineering Technology 7–10 Teaching and Learning Support