Overview
Syllabus overview
Organisation of English EAL/D 11–12
The organisation of focus areas, outcomes and content for English EAL/D 11–12 highlights the interdependence of knowledge, understanding and skills in the course and the recursive ways in which these skills are developed.
Students develop knowledge, understanding and skills through the focus areas.
Year 11
- Reading to write: Transition to English EAL/D
- Texts and society
- Close study of text
Year 12
- Texts and human experiences
- Language, identity and culture
- Close study of text
- Writing
Figure 1 shows the organisation of English EAL/D 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 EAL/D; Texts and society; and Close study of text. 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; Language, identity and culture; Close study of text; and 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’.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
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.