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NSW Education Standards Authority

11–12English EAL/D 11–12 Syllabus

Record of changes
Implementation from 2026
Expand for detailed implementation advice

Content

Year 11

Reading to write: Transition to English EAL/D

Students read, view and listen to quality short texts from a variety of modes and mediums. In doing so, they experiment with reading strategies to examine language and gradually increase their vocabulary in English through their engagement with imaginative, discursive and persuasive texts. They read texts that are engaging aesthetically, stylistically and conceptually to inspire them to respond critically and creatively. Students develop their understanding and use of form and structure when composing and responding to texts. To build their language proficiency and fluency students develop their understanding of metalanguage to use in their own compositions. Explicit, targeted English language study centres on using descriptive, rhetorical and persuasive language appropriate for purpose and audience. Students also develop their understanding and use of correct syntax, the effect of phrasal verbs and collocations, and clause and sentence structure in their own spoken and written texts across a range of modes and mediums.

Students compare and contrast texts to develop their own written expression and offer inspiration for their own writing. They also develop the vocabulary to appreciate, understand and analyse texts, and plan, draft and refine their own written and spoken texts. Through wide reading of texts, students develop insights into the world around them, deepen their understanding of themselves and others, and enhance their enjoyment of reading to strengthen their personal voice as writers.

Understanding
  • The language forms, text structures and stylistic features in spoken and written texts to shape ideas and perspectives, including parts of speech and verb forms and tenses

  • Synonyms and antonyms

  • The use of discourse markers to show cause and effect 

  • The ways ideas, attitudes and perspectives are represented in spoken and written texts and how these shape meaning

  • The conventions of genre and the ways texts may conform or subvert these conventions

  • The impact of language forms, conventions and literary devices in familiar and unfamiliar texts

Responding
  • Compose texts that experiment with tone, modality and register for different purposes and audiences

  • Compose imaginative texts that experiment with point of view, form and setting to represent a range of personal, social, historical or cultural contexts and perspectives

  • Select and use appropriate structure to communicate ideas and opinions for different purposes, audiences and contexts

  • Compose critical and creative texts that use accurate spelling, punctuation and syntax in a range of modes and mediums

  • Plan, draft and refine ideas and language in own texts for a range of purposes and audiences

  • Assess their choices of language and textual form in their own critical and creative compositions

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