11–12English Standard 11–12 Syllabus
The new English Standard 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
- Start implementing new Year 11 school-based assessment requirements
- Continue to teach the English Standard Stage 6 Syllabus (2017) for Year 12
2026, Term 4
- Start teaching new syllabus for Year 12
- Start implementing new Year 12 school-based assessment requirements
2027
- First HSC examination for new syllabus
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 Reading to write provides opportunities to engage with texts from a variety of modes and media. This focus area can be explored through a concept selected by the teacher or with the intention of building on students’ personal goals. Students study texts that are personally engaging, and which inspire or provoke them to respond. The selection of texts for this focus area offers a range of opportunities for students to read and engage with information and ideas. Texts could include model texts to illustrate the use of forms and features, student-selected wide reading material relevant to the focus of the unit or everyday texts used to access information and engage in post-school activities. Through the study of texts, students can develop insights into the world around them, their understanding of themselves and the lives of others, and enhance their enjoyment of reading. By reading and composing texts, they can use language to communicate for specific audiences and purposes.
The content below aligns to the content of the Reading to write: Transition to English Standard 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
Identify the message, values or experiences in a 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
Recognise connections between ideas and features within texts
Compare texts on a similar theme
Use strategies to organise information and make connections between ideas in texts
Represent personal experiences and ideas for particular contexts and audiences
Compose texts that offer personal responses to a chosen text
Compose texts for different purposes and audiences using appropriate form, language or visual features to communicate, including workplace and real-life texts
Use language forms or structures to express ideas
Use a range of sentence structures to create meaning
Use vocabulary for purposeful effect
Experiment with language forms, features or structures to develop creativity
Use scaffolding to plan compositions
Use model texts to plan and monitor text structure
Select editing techniques or tools to enhance clarity and meaning in texts