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

Schools are required to submit to NESA a grade for each student based on their achievement at the end of the course.

Teachers use professional, on-balance judgement to allocate grades based on the Common Grade Scale for Preliminary courses.

Teachers consider all available assessment information, including formal and informal assessment, to determine the grade that best matches each student’s achievement at the end of the course.

See Assessment Certification Examination (ACE) rules and requirements for further information.

The course components and component weightings for Year 11 are mandatory.

Schools have authority to determine the number, type and weighting of assessment tasks. See ACE 2.1 for more information.

When developing assessment programs, schools should:

• use a variety of assessment tasks across the year to give students opportunities to demonstrate their knowledge, skills and understanding in different ways
• give individual assessment tasks a weighting between 10% and 40%.

See Loading  for more information about developing school-based assessment programs.

Some students with disability may require adjustments in order to access assessment opportunities and demonstrate achievement of outcomes.

NESA requires schools to submit a school-based assessment mark for each Year 12 student who completes this course. Formal school-based assessment tasks should reflect the syllabus outcomes and content. The mark submitted by the school provides a summation of each student’s achievement measured at several points throughout the course.

A school’s program of school-based assessment includes both mandatory and non-mandatory elements.

See Assessment Certification Examination (ACE) rules and requirements for further information.

The course components and component weightings for Year 12 are mandatory.

Schools have authority to determine the number, type and weighting of assessment tasks. See ACE 2.1 for more information.

When developing assessment programs, schools should:

• use a variety of assessment tasks across the year to give students opportunities to demonstrate their knowledge, skills and understanding in different ways
• give individual assessment tasks a weighting between 10% and 40%.

See Loading  for more information about developing school-based assessment programs.

Some students with disability may require adjustments in order to access assessment opportunities and demonstrate achievement of outcomes.

Information about the Aboriginal Community engagement research project

The Aboriginal Community engagement research project provides opportunities for students to:

• design and conduct an investigation into a topic of the student’s choice that relates to an aspect of the course
• apply their understanding of Aboriginal Community consultation protocols and ethical research practices developed throughout the course to produce an original piece of work on a specific interest or theme.

As part of the Aboriginal Community engagement research project, students should maintain a process journal documenting the development and findings of the investigation.

The Aboriginal Community engagement research project and process journal should be allocated a weighting in accordance with the course components and weightings. The process journal can take a variety of written, oral, visual or multimodal forms to suit the strengths and needs of the student.

Further information relating to the Aboriginal Community engagement research project is in the Aboriginal Studies 11–12 Syllabus.

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• Adjustments to assessment for students with disability
• Life Skills
• Assessment Certification Examination (ACE)