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NSW Curriculum
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11–12English Standard 11–12 Syllabus

Record of changes
Implementation from 2026
Expand for detailed implementation advice
OverviewRationaleAimOutcomesContentAssessmentGlossaryTeaching and learning support

Content

Life Skills

Life Skills for Stage 6

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.

Contemporary possibilities (aligned to English Standard)

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.

Understanding language forms and features

  • 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

Relationships between texts

  • Explore how different audiences value texts for different reasons

  • Compare adaptations or appropriations of texts to the source text

Context and texts

  • 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

Composing texts

  • 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

Using language forms and features

  • 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

Planning, reflecting and revising composition

  • 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

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