11–12Society and Culture 11–12 Syllabus (2026)

The Society and Culture 11–12 Syllabus aligns with the Society and Culture 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 Society and Culture 11–12 Syllabus illustrates the central role of Social and cultural concepts and social research to the development of students’ knowledge, understanding and skills. In the Year 11 course, students learn about The sociological world, Identity and the social self, and Communication and interaction. In the Year 12 course, students study the focus areas Social and cultural continuity and change and 2 options from Popular culture, Social conformity and non-conformity, Social inclusion and exclusion, and Worldview. Students apply their knowledge in the development of an individual sociocultural research project.

Figure 1 shows the organisation of Society and Culture 11–12.

Image long description: The term ‘Social and cultural concepts and social research’ sits in the middle of the diagram surrounded by Year 11 and Year 12. The focus areas for Year 11 are: The sociological world; Identity and the social self; and Communication and interaction. The focus areas for Year 12 are: Sociocultural research project; and Social and cultural continuity and change. Below, focus area options are: Popular culture; Social conformity and non-conformity; Social inclusion and exclusion; and Worldview.

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.