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

• a reduction in the number of outcomes from 10 to 5 in both Year 11 English Studies and Year 12 English Studies
• focus areas which replace modules and focus area content which replaces module descriptions
• a new structure that combines the previous syllabus’ outcomes and content with the module descriptions
  • Each focus area now contains a descriptive paragraph and a series of content points under the headings ‘Understanding’ and ‘Responding’.
• a structure where each focus area is aligned to all outcomes
  • All outcomes should therefore be addressed in each focus area.
• the removal of common content between English Studies and English Standard and English Advanced in Year 12
  • English Studies is now a separate course and there is no common section with any other course in the HSC examination.
• the inclusion of a new mandatory focus area in Year 11 – 'Reading to write: Transition to English Studies' which must be completed as the first unit of work
• the inclusion of 2 new mandatory focus areas in Year 12
  • 'Narrative and human experiences' (35 indicative hours) – this is a new focus area, which includes one prescribed text, separate from the common focus shared by English Standard and English Advanced.
  • 'Writing for purpose' (35 indicative hours) – this is a new focus area, which includes 4 short prescribed texts, and may be taught separately or concurrently with ‘Narratives and human experiences’ and the electives.
• prescribed texts for 'Narrative and human experiences' and 'Writing for purpose' focus areas
• prescribed texts, over 90% new to the course
• a reduction in the number of electives from 14 to 11, with all electives receiving new focus area descriptions
• a reduction in the number of elective focus areas that can be studied in Year 11 English Studies, from 2–4 to 2–3
• a reduction in the number of electives that can be studied in Year 12 English Studies, from 2–4 (20 to 45 indicative hours each) down to 2 (50 indicative hours)
• the removal of a mandated multimodal presentation task as part of the school-based Year 11 English Studies assessment requirements
• the removal of the mandated collection of classwork tasks as part of the school-based assessment requirements in both Year 11 and Year 12 English Studies
• the inclusion of one mandated critical response task and one mandated creative response task as part of the school-based assessment requirements in Year 12 English Studies
• a change to the HSC examination requirements for English Studies
• a change to the wording of the English Studies achievement level descriptions for school-based assessment, now with emphasis on comprehensive understanding of texts and language features, while refining the focus on communication skills across various contexts and modalities
• changes to the English Studies performance band descriptions used to report a student’s level of achievement on the optional HSC examination, now with direct reference to critical and creative responses
• 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.

The organisation of English Studies 11–12 content image is from the English Studies 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 Studies 11–12 Syllabus (2024), 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 the English Studies 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 on the best pattern of texts for specific school contexts
• building teacher understanding about the changes to the organisation of the syllabus, including the new outcomes and focus area content, and the implications that this will have on programming
• supporting teachers’ understanding of how the English Studies 11–12 Syllabus (2024) is aligned to English Life Skills content and outcomes
• 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 Studies 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
• complexities for staff working to implement multiple new syllabuses and curriculum. 

The English Studies 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 Studies 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?
• 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?
• What resources are required to commence syllabus implementation and meet planning, programming, assessing, and reporting requirements?
• How have change management considerations been embedded into the School Excellence Plan (SEP) to support teachers and sustain and strengthen curriculum implementation?
• To what extent do staff understand how the changes to the syllabus focus areas, text requirements and prescriptions will impact their programming?

• 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 Studies 11–12 Syllabus (2024)
• NESA English Life Skills 11–12 Syllabus (2024)
• NESA English Studies 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