English Life Skills 11–12 focuses on developing effective communication and literacy skills to enhance the participation of students in all aspects of post-school life. Students develop skills to communicate effectively in a range of contexts as well as access and respond to a range of texts. They develop an appreciation for how their own and others’ experiences can be represented through texts.

What students learn

Through the study of English Life Skills 11–12, students:

develop skills in communicating effectively in a range of contexts by engaging with and composing a variety of texts
comprehend and interpret a variety of texts in both familiar and unfamiliar contexts, supporting them in their ability to understand and respond to texts in different modes and media
develop an understanding of the ways in which language forms and features shape meaning in texts.

Course structure

The course numbers and units for each year of study are set out below.

Course numbers:

English Life Skills (Year 11, 2 units): TBA
English Life Skills (Year 12, 2 units): TBA

English Life Skills Year 11 and Year 12

The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).

Communicating
Engaging with texts
Understanding and responding to texts
Expressing ideas and composing texts

In addition, the English Life Skills 11–12 outcomes and content can be taught using the focus areas from English Studies 11–12 or English Standard 11–12.

English Studies focus areas include:

Year 11 – Reading to write
Year 12 – Narrative and human experiences
Year 12 – Writing for purpose
Elective A: Voices of Australia
Elective B: Media and influence
Elective C: On the road
Elective D: Playing the game
Elective E: Lyrical voices
Elective F: Everyday heroes
Elective G: Part of a family
Elective H: Uncovering the truth
Elective I: The big screen
Elective J: Representing the past
Elective K: Achieving through English – English in education, work and community

English Standard focus areas include:

Year 11 – Reading to write
Year 11 – Contemporary possibilities
Year 11 – Close study of literature
Year 12 – Texts and human experiences
Year 12 – Language, identity and culture
Year 12 – Close study of literature
Year 12 – The craft of writing

Outcomes and content for these focus areas have been suggested in this syllabus.

For English Life Skills:

Students are required to demonstrate achievement of one or more English Life Skills 11–12 outcomes.
Outcomes and content should be selected to meet the particular needs of individual students.
The focus areas provide possible frameworks for addressing the English Life Skills 11–12 outcomes and content and are suggestions only. Teachers have the flexibility to select, group and sequence outcomes and content to meet the needs, strengths, goals, interests and prior learning of their students.
There are no prescribed texts for English Life Skills. Teaching and learning opportunities should draw from a diverse range of texts to assist students to broaden and develop their own language skills.
Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.

Text selection

Across Stage 6, the selection of texts may consider:

texts that are widely regarded as quality literature
a range of Australian texts
a range of texts authored by Aboriginal and/or Torres Strait Islander Peoples
a range of types of texts, which could include prose fiction, drama, poetry, nonfiction, film, media and digital texts
texts with a wide range of cultural, social and gender perspectives, and popular and youth cultures
integrated modes of reading, writing, listening, speaking, viewing and representing, where appropriate.

Texts authored by Aboriginal and/or Torres Strait Islander Peoples

Across Stage 6, the study of a range of texts authored by Aboriginal and/or Torres Strait Islander Peoples should consider:

the artistic and Cultural value of these texts, including ideas, arguments and representations of identity, histories and Cultures
how Country/Place, Community and lived experiences shape the perspectives of Aboriginal and/or Torres Strait Islander Storytellers and audiences
ethical responsibilities surrounding Indigenous Cultural and Intellectual Property (ICIP) in the production of texts
how Storytelling, Aboriginal Languages and Aboriginal English are expressions of Culture, identity and Customary practices
how the modes of these texts may recognise and contribute to Cultural conventions or practices of oral Storytelling
how Cultural symbolism, imagery, allusion and irony are used to shape meaning
how personal values and perspectives are broadened and reconsidered through engagement with these texts
texts that originate from a range of diverse Communities.

Welcome to the NSW Curriculum website

11–12English Life Skills 11–12 Syllabus

Assessment