The common purpose of models is to provide simplified representations of other phenomena. Depending on type, they are suitable for communication, documentation, prognostication, problem solving, and more. Various types of models, such as drawings, mock-ups, flow charts, and mathematical formulae, are important tools in engineering work. An introduction to the area of technological modelling is therefore an essential component in secondary technology and engineering education, both to prepare for future studies and work, and to instil a general technological literacy. Models in the form of technical drawings and physical models are mentioned in several international curricula and standards for secondary education, but the nature of models or the modelling process are seldom elaborated upon. The purpose of this article is to investigate the 'why?', the 'what?', and the 'how?' of teaching and learning about models and modelling in secondary technology and engineering education. We discuss the roles of models and modelling and suggest a modelling framework for technology and engineering education consisting of a six-step modelling process that can be used in education with increasing level of complexity: "identification," "isolation," "simplification," "validation," "verification," and "presentation." Examples from Swedish curricula and secondary school textbooks are used to highlight the progress (or lack thereof) concerning model creation and model use. It was found that especially "validation" and "verification" are downplayed or missing in these accounts. Special attention needs to be given to the "simplification" step, where the balance between simplicity and realism often leads to difficult decisions in the modelling process.