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11–12English Studies 11–12 Syllabus (2024)

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

Content

Year 12

Reading to write (aligned to English Standard)

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 Loading . 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 Loading  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.

Understanding language forms and features

  • Recognise ways language forms, features or structures can Loading  meaning in a text

  • Recognise ways Loading  change according to purpose and Loading 

Responding to ideas and experiences in texts

  • Identify the message, Loading  or experiences in a text

Contexts 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 Loading 

  • Recognise how Loading  influences audience, ideas and attitudes

Relationships between texts

  • 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

Composing texts

  • Represent personal experiences and ideas for particular contexts and audiences

  • Loading  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

Using language forms and features

  • 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

Planning, reflecting and revising composition

  • Use scaffolding to plan compositions

  • Use Loading  to plan and monitor text structure

  • Select editing techniques or tools to enhance clarity and meaning in texts

Related files