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

The Business Studies 11–12 Syllabus aligns with the Business and Economics 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 Business Studies 11–12 Syllabus establishes foundational business concepts in Year 11, including how to start and manage a business. In the Year 12 course, students analyse the key business functions of marketing, operations, finance and human resources. The Business Studies 11–12 Syllabus embeds the use of case studies throughout course content.

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

Image long description: The 3 focus areas for Year 11 are Introduction to business, Starting a business and Managing a business. The 4 focus areas for Year 12 are Marketing, Operations, Finance and Human resources. Surrounding all the focus areas is a line labelled ‘Application to case studies and business scenarios’.

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.