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Textiles Technology 7–10 Syllabus (2025) – information for school leaders

Learn about the Textiles Technology 7–10 Syllabus (2025) – what has changed and where to get further support.

The Textiles Technology 7–10 Syllabus (2025) replaces the Textiles Technology 7–10 Syllabus (2019). Planning and preparation will commence from 2026 with implementation in 2028.

The syllabus recognises the critical importance of practical experiences and design and production processes in the development of technological knowledge, understanding and skills to design and create contemporary textile solutions.

The NESA Statement of Equity Principles underpin the Technology 7–10 Syllabus (2025), ensuring inclusivity of every student, including Aboriginal students, students with disability, students learning English as an additional language or dialect, and high potential and gifted students.

What you need to know

  • The Textiles Technology 7–10 Syllabus (2025) is a NESA-developed course. It will be taught in NSW high schools from 2028.
  • The Textiles Technology 7–10 Syllabus (2025) is published as a live document and is available via NESA’s digital curriculum platform. NESA will continue to add teaching advice and support materials throughout the implementation process.
  • Practical experiences must make up the majority of the course and should be designed to be accessible to all students.
  • 2026–2027
    • Teachers engage with the syllabus and plan and prepare implementation.
  • 2028
    • Implementation commences in schools to Year 9.
    • Textiles Technology 7–10 (2019) is discontinued in schools, except Year 10 are ‘taught out’ in 2028.
  • 2029
    • Implemented for all students, Textiles Technology 7–10 (2019) is no longer taught.
  • The Textiles Technology 7–10 Syllabus (2025) includes 4 elective courses:
    • Textiles Technology 7–10 200-hour elective
    • Textiles Technology 7–10 100-hour elective
    • Textiles Technology Life Skills 7–10 200-hour elective
    • Textiles Technology Life Skills 7–10 100-hour elective.
  • NSW syllabuses accommodate teaching approaches that support student diversity.

The Textiles Technology 7–10 Syllabus (2025) includes:

  • 3 focus areas that can be delivered flexibly, reduced from 5 focus areas in the superseded syllabus
  • Stage 4 content identical to content in Stage 5. Stage 4 outcomes can be adjusted as appropriate to the needs of students in Years 7 and 8
  • 100-hour elective course requirements for students to undertake at least 2 textile projects, with associated folio documentation and at least one collaborative activity
  • 200-hour elective course requirements for students to undertake at least 4 textile projects, with associated folio documentation and at least one collaborative activity
  • developing student understanding of the interrelationships between textile design, sustainability, technology, society and the environment
  • Life Skills outcomes aligned to the Stage 4 and 5 outcomes to facilitate integrated delivery.
The 3 focus areas appear in boxes in the centre of the diagram. They are, Local and global textile perspectives, Textile design and product development, and Textile project work. A box labelled Applying technology is on the left of the focus areas. A box labelled Design thinking is on the right of the focus areas. These 2 boxes are linked by a line in a figure-eight loop that intersects the focus areas. Another line encircles the boxes and the loop. It is labelled Develop knowledge, understanding and skills using textile technologies. The 3 focus areas appear in boxes in the centre of the diagram. They are, Local and global textile perspectives, Textile design and product development, and Textile project work. A box labelled Applying technology is on the left of the focus areas. A box labelled Design thinking is on the right of the focus areas. These 2 boxes are linked by a line in a figure-eight loop that intersects the focus areas. Another line encircles the boxes and the loop. It is labelled Develop knowledge, understanding and skills using textile technologies.
Image: Figure 1: The organisation of Textiles Technology 7–10

Textiles Technology 7–10 (2025) organisation image is from the Textiles Technology 7–10 Syllabus (2025) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2025.

Prior to implementing the Textiles Technology 7–10 Syllabus (2025), leaders will need to consider the following:

  • Supporting teacher understanding of the changes to the syllabus structure and familiarisation with the digital curriculum platform to ensure the syllabus is taught as intended.
  • Collaboration with staff and learning support teams to ensure appropriate curriculum planning.
  • Logistical complexities, including
    • coordination of rooms, technologies, and resources
    • prioritising practical activities as evidence of learning.
  • Resource and budget implications, including
    • release days for professional learning
    • acquiring appropriate resources
    • developing new programs
    • prioritising practical and project-based learning
    • classrooms with access to technologies that reflect the syllabus content.
  • All decisions about curriculum options for a student with disability must be made using the Collaborative curriculum planning process.
  • Suitability of a Life Skills pattern of study for students.

The syllabus for Textiles Technology 7–10 (2025) is based on evidence summarised in the Bibliography: Textiles Technology 7–10 published by NESA.

  • To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
  • How will the new syllabus affect classroom practice? What is in place to support and evaluate this practice?
  • What school practices and systems are in place to support teacher professional learning? How are these evaluated to maximise support for teachers?
  • To what extent are staff ready to undertake syllabus implementation? How is readiness determined?
  • What structures are in place for tailored professional support for all staff to strengthen curriculum implementation? What else might be required for this syllabus?
  • How will the school’s plan for curriculum implementation be evaluated? How might this evaluation inform the implementation of future syllabuses?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • TAS
  • Teaching and learning
  • Textiles technology 7-10

Business Unit:

  • Curriculum
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