The Computing Technology 7-10 (2022) 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.

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 (2022) 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 (2022) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, (2022)

Prior to implementing the Computing Technology 7-10 Syllabus (2022), 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.

Teachers of this course should take advantage of professional learning opportunities, seek membership of 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?, Deloitte website, accessed 4 Jun 2019.

• ‘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, [2022].

• 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?

• Computing Technology 7-10 Syllabus (2022)
• NESA Computing Technology 7-10 Syllabus Teaching and Learning Support