11–12Economics 11–12 Syllabus (2025)

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 Economics 11–12 Syllabus has an overarching emphasis on microeconomics in the Year 11 course, beginning with a study of the foundation principles and models of the discipline, followed by extensive learning of demand and supply in Markets, with the Household and business sector, Financial sector, Government sector, and International sector arranged around the circular flow of income model. The Year 12 course has a primary focus on macroeconomics through the study of Economic issues in the Australian economy, Economic management of the Australian economy, and Australia and the global economy. The structure of the course provides students with opportunities to apply their knowledge of economic principles to a range of real-world contexts.

Figure 1 shows the organisation of Economics 11–12.

Image long description: There are 9 rectangular boxes labelled with text to represent 6 focus areas for Year 11 and 3 focus areas for Year 12. The focus areas for Year 11 are: Introduction to economics; Markets; Household and business sector; Financial sector; Government sector; and International sector. The focus areas for Year 12 are: Economic issues in the Australian economy; Economic management of the Australian economy; and Australia and the global economy. A line wraps around all the boxes with text stating that the Year 11 course has a ‘Microeconomic focus’ and the Year 12 course has a ‘Macroeconomic focus’.

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.