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

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

The replaces content from the and the Multimedia focus area from the . Planning and preparation will commence from 2025, with implementation from 2028.

The syllabus recognises the critical importance of students developing knowledge, understanding and skills in the design and production of graphic and multimedia solutions across a range of industry contexts. Project-based learning that reflects contemporary design, media and communication practices should make up the majority of course time.

What you need to know

  • The Communication Technology 7–10 Syllabus (2025) is a NESA-developed course. It consolidates graphics and multimedia focus areas into a single syllabus and replaces the Graphics Technology 7–10 Syllabus (2019), and Industrial Technology Multimedia Syllabus (2019).
  • The Communication Technology 7–10 Syllabus (2025) is published as a live digital document and is accessed through the NESA 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 for implementation.
  • 2028
    • Implementation commences in schools to Year 9.
    • Graphics Technology 7–10 (2019) and Industrial Technology Multimedia 7–10 (2019) are discontinued in schools, except Year 10 are ‘taught out’ in 2028.
  • 2029
    • Implemented for all students, Graphics Technology 7–10 (2019) and Industrial Technology Multimedia 7–10 (2019) are no longer taught.
  • The Communication Technology 7–10 Syllabus (2005) includes 8 elective courses, students can study Graphics and/or Multimedia courses:
    • Communication Technology: Graphics – 200-hour elective
    • Communication Technology: Graphics – 100-hour elective
    • Communication Technology: Multimedia – 200-hour elective
    • Communication Technology: Multimedia – 100-hour elective
    • Communication Technology: Graphics Life Skills – 200-hour elective
    • Communication Technology: Graphics Life Skills – 100-hour elective
    • Communication Technology: Multimedia Life Skills – 200-hour elective
    • Communication Technology: Multimedia Life Skills – 100-hour elective.
  • NSW syllabuses accommodate teaching approaches that support student diversity.
  • The NSW Department of ÌÇÐÄvlog¹ÙÍø will be providing support materials to schools to assist and guide the implementation process on the Planning, programming and assessing TAS 7–10 webpage.

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

  • the consolidation of graphics and multimedia learning into a single syllabus with clearly defined pathways
  • a syllabus structure that enables schools to offer Communication Technology 7–10 as either a Graphics course or a Multimedia course
  • a core focus on communication principles supported by options that align with graphics or multimedia focus areas
  • outcomes and content organised to support project-based learning that reflects contemporary communication, design and media practices
  • stronger alignment with current and emerging digital tools, production workflows and industry practices
  • explicit consideration of ethical and legal responsibilities, including copyright, intellectual property and responsible use of digital technologies
  • flexible delivery while maintaining clear pathways for students
  • content for Stage 4 that is identical to Stage 5. Stage 4 outcomes can be adjusted as appropriate to the needs of students in Years 7 and 8
  • aligned to Stage 4 and Stage 5 outcomes to support integrated delivery.
The overarching focus area Communication Technology principles and project management core sits above the 2 Communication Technology streams Graphics and Multimedia. Beneath the Graphics heading are the focus areas Drawing systems core, Graphic design and communication Graphic modelling and prototyping and Graphics specialisation. Beneath the Multimedia heading are the focus areas Interactive media Digital video and audio production Animation and Multimedia specialisation. Around all the focus areas is a line labelled Design thinking through practical projects and Applying technology. The overarching focus area Communication Technology principles and project management core sits above the 2 Communication Technology streams Graphics and Multimedia. Beneath the Graphics heading are the focus areas Drawing systems core, Graphic design and communication Graphic modelling and prototyping and Graphics specialisation. Beneath the Multimedia heading are the focus areas Interactive media Digital video and audio production Animation and Multimedia specialisation. Around all the focus areas is a line labelled Design thinking through practical projects and Applying technology.
Image: Figure 1: The organisation of Communication Technology 7–10

The organisation of the Communication Technology 7–10 image is from the © NSW ÌÇÐÄvlog¹ÙÍø Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

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

  • Supporting teachers’ understanding of the syllabus structure, including the distinction between Graphics and Multimedia focus areas and pathways.
  • Building staff capability to deliver projects and practical experiences that align with contemporary digital and visual communication practices.
  • Collaboration with learning support teams to ensure appropriate curriculum planning and access for all students.
  • Logistical considerations, including:
    • coordination of specialist spaces, digital technologies and software
    • access to appropriate hardware and equipment for graphics or multimedia pathways
    • prioritising project-based learning as evidence of student achievement.
  • Updating subject names in school documentation, subject selection information and assessment schedules to reflect Communication Technology 7–10.
  • Resource and budget implications, including:
    • professional learning to support staff transition and up-skilling to teach the new content
    • developing new programs to replace the discontinued syllabuses
    • software licensing and digital production tools
    • updating or acquiring equipment aligned to graphics or multimedia delivery
    • prioritising practical and project-based learning.
  • Ensuring equity of access to technologies and resources required for students to engage in practical communication projects.
  • Life Skills outcomes have been aligned to the Stage 4 and 5 outcomes to support integrated delivery.
  • All decisions about curriculum options for a student with disability must be made using the process.
  • Suitability of a pattern of study for students.

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

The evidence base highlights: The importance of developing students’ capacity to communicate ideas, information and meaning through visual, digital and multimodal forms, supported by project-based learning and authentic production processes.

  • To what extent do staff understand the intent, key changes and evidence underpinning the Communication Technology 7–10 Syllabus (2025), and how has this understanding been evaluated?
  • What school practices and systems are in place to support teacher professional learning? What else might be required for this syllabus?
  • How will the Communication Technology 7–10 Syllabus (2025) affect classroom practice, and what systems are in place to support and monitor effective implementation?
  • What professional learning and collaborative structures support staff to build capability in delivering Communication Technology 7–10, including access to communities of practice and expert teachers?
  • How has the school leadership team planned for staffing, resourcing and leadership responsibilities to support successful implementation of the syllabus?
  • How will the impact of Communication Technology 7–10 Syllabus (2025) implementation be evaluated to identify enablers, address barriers, support continuous improvement and maintain currency in the emerging digital mediums?

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

Business Unit:

  • Curriculum
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