The English Standard 11–12 Syllabus (2024) includes:

• a reduction in the number of outcomes from 9 to 6 in both Year 11 English Standard and Year 12 English Standard
• focus areas which replace modules and focus area content which replaces module descriptions
• a new structure that combines the 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’
• updated focus area descriptions and content
  • the titles remain the same as the modules in the 2017 syllabus but the content and descriptions of the focus areas are different
• a structure where each focus area is aligned to all outcomes
  • all outcomes should therefore be addressed in each focus area
• a change to the mandatory assessment weighting in the Year 12 English Standard school-based assessment
• the removal of a mandated multimodal presentation as part of the school-based Year 11 and Year 12 assessment requirements
• the removal of the need for integrated related material in the ‘Texts and human experiences’ school-based assessment
• 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
  • Changes to this list include the requirement to teach a range of texts authored by Aboriginal and Torres Strait Islander Peoples.
• advice regarding Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
• updated English Standard performance band descriptions for Year 12 that have changed slightly with minimal impact on meaning
• The English Standard 11–12 Syllabus (2024) aligns with the English Life Skills 11–12 Syllabus (2024) to provide opportunities for integrated delivery.

The organisation of English Standard 11–12 content image is from the English Standard 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 Standard 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 Standard 11–12 Syllabus (2024)
• complexities of workload for staff and faculties 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 outcomes and focus area content 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 Standard 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
  • equipment that enhances learning and supports all students to access the curriculum such as audio books, screen readers, mini whiteboards and whiteboard markers for each student.
• 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 between mainstream and special education settings
• complexities for staff working to implement multiple new syllabuses and curriculum.  

The English Standard 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.

• To what extent do staff understand the syllabus and the evidence underpinning the new syllabus?
• What school practices and systems are in place to support teacher professional learning?
• Which communities of practice does the school collaborate with to enhance teacher curriculum knowledge and pedagogy?
• 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?
• How have change management considerations been embedded into the Strategic Improvement Plan to support teachers and sustain and strengthen curriculum implementation?

• NSW Department of Education Planning, programming and assessing English 11–12
• NSW Department of Education English curriculum team 7–12 webpages
• NSW Department of Education Professional learning calendar and catalogue
• NESA English Life Skills 11–12 Syllabus (2024)
• NESA English Standard 11–12 Syllabus (2024)
• NESA English Standard 11–12 (2024) Syllabus Teaching and learning support
• NESA Introduction to the English 11–12 syllabuses (3:36)
• Controversial issues in schools policy
• ACE Rules (2024) in effect from 14 October 2024