11–12English Advanced 11–12 Syllabus

The organisation of focus areas, outcomes and content for English Advanced 11–12 highlights the interdependence of knowledge, understanding and skills in the subject, and the recursive way in which they are developed.

Students develop knowledge, understanding and skills through the focus areas:

Year 11

• Reading to write: Transition to English Advanced
• Narratives that shape our world
• Critical study of literature

Year 12

• Texts and human experiences
• Textual conversations
• Critical study of literature
• The craft of writing

Figure 1 shows the organisation of English Advanced 11–12.

Image long description: The Year 11 focus areas appear in boxes in a row at the top of the diagram, surrounded by a line labelled ‘Year 11’. The focus areas are: Reading to write: Transition to English Advanced; Narratives that shape our world; and Critical study of literature. The Year 12 focus areas appear at the bottom of the diagram in boxes in a row, surrounded by a line labelled ‘Year 12’. The focus areas are: Texts and human experiences; Textual conversations; Critical study of literature; and The craft of writing. The lines surrounding the Year 11 and 12 focus areas cross through a box in the centre of the diagram, which is titled ‘Understanding and responding to texts’.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal Histories and Cultural Practices.