Technological activities are carried out in a variety of broad overlapping contexts, such as personal life, the home, the school, recreation, the community, the environment, energy production and supply, business, and industry. Each of these can provide further specific contexts for exploration.

Schools may wish to use contexts as an organising principle for some or all of their programmes.

• Personal contexts might include clothing; personal health; jewellery.
• Home contexts might include preparation of food; interior design; furnishings; home security.
• School contexts might include a drama production; school litter and waste management; the school canteen.
• Recreational contexts might include water sports, such as sailing; ball games; orienteering; games of chance; playground planning.
• Community contexts might include waste management; traffic control; town planning; transportation.
• Environmental contexts might include water management; forest regeneration; tourist facilities.
• Energy contexts might include solar power; co-generation; the use of fossil fuels; and renewable energy applications such as water and wind turbines.
• Business contexts might include desktop publishing; financial reporting; marketing presentation; ergonomics.
• Industrial contexts might include workplace safety; woodworking; plastics; production line planning. An industrial context might range from the smallest in scale &; based in a home or garage &; through to a major industrial plant.
  

Technological areas, contexts, strands, and achievement objectives combine to provide a framework for technology education.