11–12English Extension 11–12 Syllabus

The organisation of focus areas, outcomes and content for English Extension 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 following focus areas:

English Extension Year 11

• Texts, culture and value (and the Related research project)

English Extension 1 Year 12

• Literary worlds (including ONE elective option)

English Extension 2 Year 12

• Author and authority
• Major work

Image long description: The Year 11 focus area appears in a box under the heading ‘English Extension’ at the top of the diagram, surrounded by a line labelled ‘Year 11’. The focus area is: Texts, culture and value (including related research project). The Year 12 focus areas are split into ‘English Extension 1’ and ‘English Extension 2’. These focus areas are surrounded by a line labelled ‘Year 12’. The English Extension 1 focus area is: Literary worlds (including elective). The English Extension 2 focus areas are: Author and authority; and Major work. 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.