How do we create female inclusive participation within industrial design and technology in Australian school settings, with a curriculum which is consistent, relevant, innovative and cognitively challenging? We argue that the curriculum must be engaging and in step with international standards based on actual classroom practices, centred on deep learning, and allow for investigation in solving design problems. This paper investigates and discusses the design and technology curriculum in Australia, with a focus on Industrial Design, Engineering and Technology, supported by data on female enrolment trends in design and technology in Queensland and New South Wales.