11–12English Life Skills 11–12 Syllabus
The new English Life Skills 11–12 Syllabus (2024) is to be implemented from 2026.
2025
- Plan and prepare to teach the new syllabus
2026, Term 1
- Start teaching new syllabus for Year 11 students
- Continue to teach the English Life Skills Stage 6 Syllabus (2017) for Year 12 students
2026, Term 4
- Start teaching new syllabus for Year 12 students
Content
Life Skills
Through collaborative curriculum planning, it may be decided that Life Skills outcomes and content are the most appropriate option for some students with intellectual disability.
For students studying English Life Skills, the focus area Contemporary possibilities provides opportunities to explore how contemporary worlds are represented in multimodal texts such as film, television, social media, podcasts and digital platforms. The selection of texts for this focus area can also include digital texts such as game worlds and participatory storytelling. Students are provided opportunities to engage with storytelling using technology and new modes of communication. In this focus area students may explore the way stories are communicated digitally through a range of language and visual forms and features, experiment with these forms and features, or create their own multimodal or digital texts that communicate and represent their ideas.
The content below aligns to the content of the Contemporary possibilities focus area in English Standard 11–12 and has been provided as a suggestion only. Further content can also be used to address this focus area and meet the individual needs of students as appropriate.
Recognise ways language forms, features or structures can create meaning in a text
Recognise ways language forms and features change according to purpose and audience
Explore how different audiences value texts for different reasons
Compare adaptations or appropriations of texts to the source text
Identify how texts can represent a particular time or event
Recognise that an author’s personal experiences can shape meaning in a text
Recognise that audience responses to texts can vary
Identify that texts represent a diverse range of lived experiences or cultural perspectives
Recognise how context influences audience, ideas and attitudes
Compose texts for different purposes and audiences using appropriate forms, language or visual features to communicate, including workplace and real-life texts
Create multimodal texts to inform or engage an audience
Recognise and demonstrate online communication that is safe and ethical
Identify issues that can occur when creating digital texts and develop strategies to overcome these issues
Use language forms or structures to express ideas
Use visual or language features to create texts
Experiment with language forms, features or structures to develop creativity
Choose the most appropriate mode to express ideas
Reflect on own or peers’ composition process
Identify personal barriers to composing texts and strategies to overcome these
Reflect on own final composition