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Curriculum strands

Specialist strands

AOs/LOs by level

Technological practice (TP)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Technological knowledge (TK)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Nature of technology (NT)

6-1 | 6-2

7-1 | 7-2

8-1 | 8-2

Design in technology (DET)

6-1 | 6-2

7-1 | 7-2


Manufacturing (MFG)

6-1 | 6-2

7-1 | 7-2


Technical areas (TCA)


Construction and mechanical technologies (CMT)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7

8-1 | 8-2 | 8-3 | 8-4

8-5 | 8-6 | 8-7

Design and visual communication (DVC)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1 | 8-2 | 8-3

Digital technologies (DTG)

6-1 | 6-2 | 6-3 | 6-4

6-5 | 6-6 | 6-7 | 6-8

6-9 | 6-10 | 6-11 | 6-12

7-1 |  7-2 |  7-3 |  7-4

7-5 |  7-6 |  7-7 |  7-8

7-9 |  7-10 |  7-11 |  7-12

8-1 | 8-2 | 8-3 | 8-4

8-5 |  8-6/7 | 8-8 | 8-9

8-10 |  8-11 | 8-12

Processing technologies (PRT)

6-1 | 6-2 | 6-3

7-1 | 7-2 | 7-3

8-1/2 | 8-3

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Specialist strands

Design in technology (DET)

Design in technology refers to the practice undertaken to create a technological outcome as well as to the description of the physical and functional nature of that outcome.

The two components of design in technology are:

Knowledge of design

Focuses on understanding the way informed, creative, and critical development of new ideas is achieved and how ideas are realised in feasible outcomes.

Human factors in design

Refers to ergonomic and aesthetic factors that influence the design of products, systems, and environments. These factors are supported by the use of anthropometric, psychological, and sensory data gathering and analysis techniques. Understanding spatial relationships between people, objects, and their environments is important when considering human factors in design.

Manufacturing (MFG)

Systems used in manufacturing are often categorised in terms of division and type.

Divisions of manufacturing include: heavy, light, and hi-tech.

Types of manufacturing systems include: one-off custom design manufacturing; intermittent manufacturing; continuous manufacturing (or assembly line manufacture); flexible manufacturing; and batch manufacturing.

The two components of manufacturing are:

Knowledge of manufacturing

Focuses on the underpinning concepts of manufacturing; this covers the systems and processes used in the production of goods.

Implement a multi-unit manufacturing process

Focuses on the application of underpinning concepts and techniques in the multi-unit manufacturing of goods. A manufacturing process enables the multi-unit production of a technological outcome.

Technical areas (TCA)

Knowledge of technical areas (level 8 only - 3.14)

Focuses on understanding the way such areas are applied in different technological fields. Students draw from their learning in technology generally, and particularly, the nature of technology and technological knowledge components, and specialist knowledge and skills, to be able to explain how technical ideas have underpinned past, contemporary, and possible future developments in diverse fields of technology.

Construction and mechanical technologies (CMT)

Construction and mechanical technologies focuses on: the knowledge and skills associated with working resistant materials and textiles to create technological outcomes; understanding structures and machines; and modifying and creating patterns.

The seven components of construction and mechanical technologies are:

Construct a resistant materials product

Requires students to implement procedures and tests to make specified products using resistant materials.

Construct a textiles product

Requires students to implement techniques, procedures, and tests to make specified products using textile materials.

Knowledge of resistant materials construction (Level 6 and 7 - 1.22/2.22)

Refers to a group of materials that are grouped together because they show certain common characteristics. These characteristics include: tensile strength, compressive resistance, hardness, malleability, ductility, elasticity, grain. Such materials are broadly categorised as wood, metal, ceramics, plastics, glass and their composites.

Knowledge within this component includes understanding how resistant materials are characterised, and understanding techniques used to work them. 

Construct a specified product using CNC machines (Level 8 - 3.22)

Construct a specified product requires students to implement procedures and tests to make specified products using Computer Numerical Controlled (CNC) machines.

Knowledge of textiles construction (Level 6 and 7 -1.23/2.23)

Textile materials refer to a group of materials that are grouped together because they show certain common characteristics. These materials include but are not limited to: natural and synthetic fibres, yarns, knits and woven fabrics.

Textile materials require particular basic techniques to be used to enable these materials to be measured, cut, shaped, joined and finished when making products. Advanced and complex techniques are required to craft special features of a high standard in a product and rely on the consistent application of accepted conventions to achieve a desired effect. Special features can be structural and/or aesthetic. 

Create an applied design (Level 8 - 3.23)

Implementing procedures to create an applied design for a specified product requires students to learn how applied designs and complex procedures can be used to create specified products.

Knowledge of structures

A structure refers to framework that is used to support a load(s). A framework is comprised of structural members that are assembled using pin or fixed joints. The integrity of a framework is reliant on the strength, weight, material, and profile of its structural members; the combination and means of joining structural members; and the safety factors applied to the structure.

Knowledge within this component includes understanding of how pin jointed structural members transfer forces when a framework is subjected to gravitational loads; how safety factors are applied to ensure a frameworks integrity; and calculating using vector diagrams the magnitude, direction, and type of force acting on pin jointed structural members in a framework. 

Knowledge of machines

Machines consist of fixed and moving parts that modify mechanical energy and transmit it in a more useful form. A simple machine, such as a lever, a pulley, or an inclined plane, alters the magnitude or direction, or both, of an applied force. Complex machines have internal energy systems, such as electric motors, steam engines, turbines, combustion engines, solar energy systems, nuclear systems, that combine with levers, inclined planes and/or screws to enable the machine to perform their intended function/s.

Pattern making

Pattern making includes skills in pattern adaptation and pattern drafting. Pattern drafting requires a pattern block or working drawing to be established by using key measurements, and using these to develop a pattern that interprets a garment or item design including its special features. Patterns are tested using toiles and mock-ups to ensure that pattern pieces correctly interpret a design and its special features.

Design and visual communication (DVC)

Design and visual communication focuses on understanding and applying drawing techniques and design practice to communicate design ideas. The three components of design and visual communication are:

Visual communication

Refers to the effective communication and presentation of design ideas using modeling and graphic design techniques. Initially students learn to communicate and present their design ideas and information by applying 2D and 3D drawing techniques such as sketching, rendering, digital, annotations, instrumental, templates, collage, overlays. Students progress to effectively and clearly applying complex and high quality visual techniques and knowledge that communicate a story to an audience - the intent of their design ideas.

Graphics practice

Graphics practice refers to the creative application of drawing and design knowledge and techniques to develop conceptual outcomes that address a brief, or a technological outcome of a graphical nature. The brief used may be provided to the students or developed by the students as part of their practice. Quality outcomes resulting from graphics practice rely on the selection of appropriate and well-executed drawing techniques, and presentation methods that allow conceptual designs to be communicated effectively. 

Knowledge of design practice

Design practice focuses on developing conceptual designs in response to a brief. Knowledge of design practice includes understanding that designers identify the qualities and potential of design ideas in terms of the broad principles of design (aesthetics and function) and sustainability, and that they are influenced by societal, environmental, historical, and technological factors.

Digital technologies (DTG)

The Digital Technologies Curriculum is currently being strengthened and revised. Please refer to the new  Teaching and Learning Guide.

Digital technologies focus on understanding, developing and using digital software, hardware, and electronic systems across a range of contexts including school, the home, and wider community settings.

The twelve components of digital technologies are:

Knowledge of digital information management

Focuses on how information is managed at both an individual user level and with shared information within an organisation. 

Create a digital information outcome

Requires students to create a digital information outcome that involves manipulating and combining data from more than one application.

Knowledge of digital media

Focuses on understanding concepts of digital media that need to be considered when developing digital media outcomes. 

Create a digital media outcome

Requires students to construct a digital media outcome that integrates media types and incorporates original content. The specifications for the digital media outcome, software, and techniques to be used need to be determined prior to the outcome being made.

Knowledge of computer science and software engineering

Computer science and software engineering refers to a group of concepts associated with the discipline of computer science and how they are applied in user interfaces. 

Design a software program structure (Level 6 and 7 only - 1.45/2.45)

Focuses on designing the structure of a software program.

Construct a software program

Focuses on constructing a computer program for a specified task, including testing and debugging the program to ensure the program works correctly.

Knowledge of electronic environments

Focuses on the concepts and operational function of components that underpin the understanding of how electronic environments (functional combinations of hardware and embedded software in the real world, that is, circuits, prototypes, or products) are developed, assembled, and tested.

Develop an electronic environment

Focuses on the analysis of how electronic environments (functional combinations of hardware and embedded software in the real world, that is, circuits, prototypes, or products) work in terms of their components, subsystems and software, and how these components may be selected, subsystems put together, and the hardware and software tested and debugged so that the electronic environment is functional with respect to agreed specifications. The model produced through these skills is a necessary precursor to developing a functional electronic and embedded system.

Assemble and test electronic and embedded systems

The assembly and testing of electronic and embedded systems is focused on developing the skills needed to integrate technologies (hardware, software, mechanical) to produce a working prototype. These skills follow directly from those acquired during the development of an electronic environment as a functional model. It is also about the application of testing, debugging, and modification skills to ensure the prototype is operational, fit for purpose, and meets specifications.

Knowledge of digital infrastructure

Focuses on the concepts of digital infrastructure within personal computers, local area networks (LANs), and Wide Area Networks (WANs).

Design a digital infrastructure system

Design a digital infrastructure system refers to the assembly and management of a specified system.

Designing a digital infrastructure system requires particular techniques to be used to select, assemble, configure and install components for a specified purpose. Components are hardware and software.

When designing an infrastructure system, students will employ standard procedures for installing and configuring hardware and peripherals (for example, systematic use of procedures specified in manufacturer OEM manuals, antistatic procedures, electrical safety procedures, and relevant OSH regulations), and standard procedures for installing and configuring software (for example, standard best practice and procedures specified in manuals, installation guides, installation programs, and system documentation including help facilities).

Processing technologies (PRT)

Processing technology focuses on formulating, and knowing how to formulate, processed products.

Processing is relevant to food technology, biotechnology, chemical technology, and agricultural technologies.

The three components of processing technologies are:

Implement a process

Focuses on undertaking appropriate procedures to process a specified product. Products may include but are not limited to: fermented or non-fermented foods and beverages; biologically active products; household chemicals; toiletries; cosmetics; paper; resin or fibreglass products. 

Knowledge of processing

Focuses on the underpinning concepts associated with processing.

Knowledge of product preservation, packaging, and storage

Product preservation, packaging, and storage focuses on the ways in which products can be treated during and after their development in order to maintain their integrity over time by inhibiting internal degradation and/or protecting them from external damage.

Last updated January 8, 2018