11–12Aboriginal Studies 11–12 Syllabus (2026)

The Aboriginal Studies 11–12 Syllabus aligns with the Aboriginal Studies Life Skills 11–12 Syllabus to provide opportunities for integrated delivery.

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.

The organisation of the Aboriginal Studies 11–12 Syllabus illustrates the central role of Aboriginal Community Cultural protocols and ethical research practices to the development of students’ knowledge, understanding and skills. Students’ engagement with Aboriginal Community Cultural protocols and ethical research practices underpins their learning of Aboriginal Peoples’ connection to Country, Aboriginal Peoples’ Cultural Knowledges, Practices and Languages, Experiences of the international Indigenous Community in the Year 11 course and Human rights, Social justice and Aboriginal Peoples’ connection to land, water and sky Country in the Year 12 course. Students apply the protocols and practices as they complete an Aboriginal Community engagement research project.

Figure 1 shows the organisation of Aboriginal Studies 11–12.

Image long description: The text ‘Aboriginal Community Cultural protocols and ethical research practices’ sits in an ochre-coloured box at the centre of the focus areas, with a dotted line running horizontally through it. The 7 focus areas are arranged in a circular formation connected by a line. Above the dotted line are the Year 11 focus areas Aboriginal Peoples’ connection to Country, Aboriginal Peoples’ Cultural Knowledges, Practices and Languages and Experiences of the international Indigenous Community: comparative study. Between these 3 focus areas is the text ‘Year 11: Pre-contact to 1960’. Below the dotted line the Year 12 focus areas continue in the same circular direction and are Human rights, Social justice: comparative study, Aboriginal Peoples’ connections to land, water and sky Country and Aboriginal Community engagement research project. Between the Year 12 focus areas is the text ‘Year 12: 1960 to present’.

NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.

It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.

Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.

Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders, or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.