11–12Industrial Technology 11–12 Syllabus (2026)

The Industrial Technology 11–12 Syllabus aligns with the Industrial Technology Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.

The organisation of Industrial Technology 11–12 reflects the interconnected nature of essential knowledge and its use in practical applications. In Year 11, students develop knowledge, understanding and skills through the study of industry practices and emerging technologies, project design, management and communication, project production, and industrial manufacturing technologies. In Year 12, students build on their knowledge of industry practices and project design, management and communication, and apply this knowledge through the production of a major project.

To satisfy the course requirements, students elect to complete a specialisation in metal or timber. This specialisation will set the focus area completed in both the Year 11 and the Year 12 course.

Figure 1 shows the organisation of Industrial Technology 11–12.

Image long description: The 3 focus areas for Year 11 are Industry practices and emerging technologies, Project design, management and communication, and Project production and manufacturing (metal or timber). In Year 12 the 4 focus areas are Industry practices, Project design, management and communication, Industrial manufacturing technologies (metal or timber), and Major project (metal or timber). Between the 2 groups of focus areas is a box titled Work health and safety. Surrounding all the focus areas and boxes is a line labelled ‘Practical applications’.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.