The Melbourne Declaration recognises the place of ICT in education by it being both a general capability (GC) and a learning area conceptually placed under the umbrella of Technologies. This dual recognition acknowledges the shift to a knowledge-based society and the need for all students to acquire and apply a depth and breadth of ICT knowledge, skills, attitudes, values and ethics in order for them to be successful learners, workers and active citizens. Currently there is no published curriculum documentation for ICT competence as a GC. Rather its place in the Australian Curriculum is recognised within each of the four published learning areas, English, Mathematics, Science and History through embedding in content descriptors and/or achievement standards and through an introductory paragraph explaining the role of ICT in that learning area. This paper discusses four key concerns about the current ICT situation and proposes and justifies a solution whereby ICT would be a learning area in its own right, either within the framework of the Technologies or as a new learning area. (Contains 1 figure.)