11–12Textiles and Design Life Skills 11–12 Syllabus (2026)

Some students with intellectual disability may find Years 11–12 Life Skills outcomes and content the most appropriate option to follow in Stage 6. Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the outcomes of the equivalent Stage 6 course. Students with disability can access syllabus outcomes and content in a range of ways, including through a range of adjustments to teaching, learning and assessment activities. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.

Life Skills outcomes cannot be taught in combination with other outcomes from the equivalent Stage 6 course. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes. Students may access or demonstrate learning in a range of ways, including using aspects of their home languages and dialects, or using their preferred communication form(s).

The Textiles and Design Life Skills 11–12 Syllabus aligns with the Textiles and Design 11–12 Syllabus to provide opportunities for integrated delivery.

The organisation of Textiles and Design Life Skills 11–12 reflects the interconnected nature of the essential knowledge and the application of that knowledge through practical applications. Students develop knowledge, understanding and skills through the study of Design, Properties and performance of textiles, Australia in the global textiles industry, Textiles development and application and Global textiles industry. Students have the opportunity to apply their knowledge, understanding and skills to complete a textile project.

Figure 1 shows the organisation of Textiles and Design Life Skills 11–12.

Image long description: The focus areas of the syllabus are grouped into 2 columns. The left-hand group contains Design, Properties and performance of textiles, and Australia in the global textiles industry. The right-hand group contains Textiles development and application, Global textiles industry, and Textile project. Surrounding the focus areas is a line labelled ‘Practical applications’.

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.