11–12English Life Skills 11–12 Syllabus

Course numbers:

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

Exclusions:

• English Studies (Year 11, 2 units): TBA
• English Studies (Year 12, 2 units): TBA
• English Standard (Year 11, 2 units): TBA
• English Standard (Year 12, 2 units): TBA
• English EAL/D (Year 11, 2 units): TBA
• English EAL/D (Year 12, 2 units): TBA
• English Advanced (Year 11, 2 units): TBA
• English Advanced (Year 12, 2 units): TBA
• English Extension (Year 11, 1 unit): TBA
• English Extension 1 (Year 12, 1 unit): TBA
• English Extension 2 (Year 12, 1 unit): 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.

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.