Technology Mandatory 7–8 Syllabus (2017)
Find out more about the Technology Mandatory 7–8 Syllabus (2017) and access teaching and learning support materials.
New syllabus implemented from 2026
The new Technology 7–8 Syllabus (2023) is to be implemented from 2026.
• 2024 and 2025 – Plan and prepare to teach the new syllabus
• 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.
Detailed implementation information, including key features and resources, is available on the Technological and Applied Studies syllabus development page.
About the course
Students will learn about designing and producing solutions to identified needs through practical experiences in agriculture and food technologies, digital technologies, engineered systems and material technologies.
Technology Mandatory engages students in design and production activities as they develop solutions to identified needs and opportunities. Through the practical application of knowledge and understanding they learn about agriculture and food technologies, digital technologies, engineered systems and material technologies.
The Technology Mandatory Years 7–8 course includes Life Skills outcomes and content for students with disability.
Students develop knowledge and understanding of the 4 Technology contexts through the design and production of solutions to meet identified needs or opportunities.
Agriculture and food technologies
In agriculture and food technologies, students learn about the processes of food and fibre production and investigate the innovative and sustainable supply of agriculturally produced raw materials.
Students are provided with opportunities to develop knowledge and understanding about food selection and preparation, food safety and how to make informed choices when experimenting with and preparing nutritious food.
Digital technologies
The digital technologies context encourages students to develop an empowered attitude towards digital technologies, use abstractions to represent and deconstruct real-world problems, and implement and evaluate digital solutions.
Students have the opportunity to become innovative creators of digital technologies in addition to effective users of digital systems and critical consumers of the information they convey. Students are provided with opportunities to develop fluency in a general-purpose programming language and use these skills to solve information problems and to automate repetitive tasks.
Engineered systems
The engineered systems context focuses on how force, motion and energy can be used in systems, machines and structures. Students are provided with opportunities to experiment and develop prototypes to test their solutions. They are led to understand how forces and the properties of materials affect the behaviour and performance of engineered systems, machines and structures. Knowledge of these principles and systems enables the design and production of sustainable, engineered solutions.
Material technologies
The material technologies context focuses on the application of specialist skills and techniques to a broad range of traditional, contemporary and advancing materials. Students develop knowledge and understanding of the characteristics and properties of a range of materials through research, experimentation and practical investigation. These are applied when they produce products to satisfy identified needs and opportunities.
Board Developed Course
Course number(s):
- 4030 Technology Mandatory
- 16686 Technology Mandatory Life Skills
Exclusions: Students may not access both the Technology Mandatory Years 7–8 outcomes and content and the Technology Mandatory Life Skills outcomes and content.
The following requirements apply to the study of Technology Mandatory in Years 7–8:
- All 4 technology contexts must be delivered across Years 7–8.
- Digital technologies must be delivered for a minimum of 50 indicative hours.
- At least 4 design projects must be produced across Years 7–8, one for each of the 4 contexts.
- If technology contexts are combined, a single design project that addresses each context may be undertaken. This combined project must provide opportunities to assess student achievement of the specific context outcomes.
- At least 4 design and production folios must be developed across Years 7–8.
Information about curriculum requirements for the RoSA are available on Assessment Certification Examination (ACE).
Assessment information and support
Teaching and learning support
Use these support materials to guide and plan your teaching and assessment.
The Life Skills outcomes worksheet can be used to collect information on the outcomes that a student has achieved before recording them in Schools Online.
- Technology Mandatory 7–8: Sample scope and sequence (Life Skills) (DOCX 30.49KB)
- Technology Mandatory 7–8: Sample scope and sequence – Semester structure (DOCX 30.32KB)
- Technology Mandatory 7–8: Sample scope and sequence – Term structure (DOCX 32.47KB)
- Integrated: Sample scope and sequence (Stage 4 Life Skills) – A (DOCX 15.78KB)