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English EAL/D 11–12 Syllabus (2024) – information for school leaders

Learn about the English EAL/D 11–12 Syllabus (2024) – what has changed and where to get further support.

The English EAL/D 11–12 Syllabus (2024) replaces content in the English EAL/D Stage 6 Syllabus (2017). Planning and preparation will commence from 2025 with implementation in 2026.

The English EAL/D 11–12 Syllabus (2024) recognises the critical importance of providing students learning English as an Additional Language or Dialect (EAL/D) with opportunities to develop and refine speaking and listening skills, collaborative and critical thinking skills and intercultural understandings.

What you need to know

  • The English EAL/D 11–12 Syllabus (2024) will be taught from 2026 and will be assessed in the 2027 HSC.
  • This syllabus is a live document available via NESA’s digital platform.
    • NESA will continue to add teaching advice and support materials throughout the implementation process.
  • The English EAL/D 11–12 Syllabus (2024) has specific text requirements that must be met in Year 11 and Year 12.
  • The English EAL/D 11–12 Syllabus (2024) has specific assessment requirements that must be met in Year 11 and Year 12.
  • The eligibility requirements for undertaking study of the English EAL/D 11–12 Syllabus have not changed and are available on Eligibility for Stage 6 English courses (NESA).
  • The NSW Department of Education will be providing support materials to schools to assist and guide the implementation process on Planning, programming and assessing English 11–12.

The English EAL/D 11–12 syllabus includes:

  • a reduction in outcomes from 10 to 6 in both Year 11 English EAL/D and Year 12 English EAL/D
  • focus areas which replace modules and focus area content which replace module descriptions
  • a new structure that combines the previous syllabus’ outcomes and content with the focus area statement
    • each focus area now contains a descriptive paragraph and a series of content points under the headings ‘Understanding’ and ‘Responding’
  • many focus areas which maintain the same titles of the 2017 syllabus modules but have significant changes to the content and descriptions
  • a structure where each focus area is aligned to all outcomes
    • all outcomes should therefore be addressed in each focus area
  • no current mention of ESL Scale alignment with course outcomes across Year 11 and 12
  • the removal of the ‘Optional teacher-developed’ module in Year 11
  • a change to the mandatory assessment weighting in Year 12 and an addition to the assessment requirements that one task must include a listening component in Year 11 and Year 12
  • an additional requirement to ‘engage in speaking and listening components in each focus area’ in Year 11 and 12
  • the removal of a mandated multimodal presentation as part of the school-based Year 11 and 12 – English EAL/D assessment schedule
  • the removal of the requirement for a related text to be included in the ‘Texts and human experiences’ assessment in Year 12
  • the inclusion of a new mandatory focus area in Year 11 – ‘Reading to Write: Transition to English EAL/D’ – which must be completed as the first unit of work
  • the renaming of the ‘Focus on Writing’ module in Year 12 to the ‘Writing’ focus area with some changes to the description of the content
  • an updated examination format for ‘Paper 1: Texts and human experiences’
  • an updated examination format for ‘Paper 2: Language, identity and culture, Close study of text, and Writing’
  • the removal of the ‘Listening Paper’ in the Higher School Certificate (HSC) examination
  • changed text requirements in Year 12
    • Students must now study 3 prescribed texts, with ONE drawn from each of the following categories
      • prose fiction
      • poetry
      • drama OR film OR media OR nonfiction
  • updated text requirements across Stage 6 which include the requirement to teach a range of texts authored by Aboriginal and Torres Strait Islander Peoples
  • the wording of the English EAL/D performance band descriptions has changed slightly with minimal impact on meaning
  • advice regarding Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works.
The Year 11 focus areas appear in boxes in a row at the top of the diagram, surrounded by a line labelled Year 11. The focus areas are Reading to write Transition to English EALD, Texts and society, and Close study of text. The Year 12 focus areas appear at the bottom of the diagram in boxes in a row, surrounded by a line labelled Year 12. The focus areas are Texts and human experiences, Language, identity and culture, Close study of text and Writing. The lines surrounding the Year 11 and 12 focus areas cross through a box in the centre of the diagram, which is titled Understanding and responding to texts. The Year 11 focus areas appear in boxes in a row at the top of the diagram, surrounded by a line labelled Year 11. The focus areas are Reading to write Transition to English EALD, Texts and society, and Close study of text. The Year 12 focus areas appear at the bottom of the diagram in boxes in a row, surrounded by a line labelled Year 12. The focus areas are Texts and human experiences, Language, identity and culture, Close study of text and Writing. The lines surrounding the Year 11 and 12 focus areas cross through a box in the centre of the diagram, which is titled Understanding and responding to texts.
Image: Figure 1 – the organisation of English EAL/D 11–12

The organisation of English EAL/D 11–12 content image is from the English EAL/D 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

Prior to implementing the English EAL/D 11–12 Syllabus, leaders will need to consider the following:

  • budget implications for the purchasing of new texts in alignment with the release of the Prescriptions document for English EAL/D 11–12 Syllabus (2024)
  • complexities of workload for staff preparing to teach multiple new Year 11–12 syllabuses, including
    • the reading and preparation of new texts to support informed decision-making about the best pattern of texts for specific school contexts
  • building teacher understanding about the changes to the organisation of the syllabus and the implications that this will have on programming
  • resource and budget implications including
    • providing time for staff to engage with syllabus requirements and build their skills and understanding to effectively teach and plan for English EAL/D 11–12 implementation from 2026
    • determining what resources are currently available to address new text requirements across Stage 6 and purchasing additional texts to address areas of need
    • purchasing texts for teacher professional learning and factoring in opportunities for teachers to attend professional learning.
  • exploring ways to adopt and adapt the sample materials provided by the department and curriculum materials developed in school to support consistency of syllabus enactment
  • complexities for staff working to implement multiple new syllabuses and curriculum.

The English EAL/D 11–12 Syllabus is based on evidence summarised in the bibliography published by NESA in the Teaching and learning support. This evidence highlights that:

  • improving students’ writing is achieved through immersion with quality model texts, including an investigation of how authors use specific language forms and features to craft meaning
  • interpretive reading practices that take context into account have a significant impact on the ways that students make meaning of literary texts
  • exposure to a diverse range of increasingly complex textual experiences enhances learning in English
  • the recursive writing process results in increased engagement and understanding and improved composition.

English EAL/D 11–12 Syllabus (2024) © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2024.

  • To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
    • How has this been fostered and understanding evaluated?
  • What school practices and systems are in place to support teacher professional learning?
    • How are these evaluated to maximise support for teachers?
  • Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
  • What evidence is there that staff have understood syllabus changes and familiarised themselves with the new syllabus?
  • Do staff have the skills and understanding to collaboratively undertake syllabus implementation?
    • What explicit systems are in place to foster collaboration?
  • How has the school engaged with departmental resources and support for curriculum implementation, for example, Curriculum Reform Communities, curriculum resources, professional learning, and DEL network initiatives?

Further support

Syllabus information for school leaders

An overview of the pedagogical changes and whole school considerations to support school leaders’ understanding of what has changed for each new syllabus.

Leading curriculum K–12

Advice and resources supporting leaders to facilitate effective curriculum implementation in schools.

Category:

  • Teaching and learning

Business Unit:

  • Curriculum and Reform
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