# Queensland Year 11 · subject starters

**Status: draft for a Queensland teacher to adapt and review.** Weeks 1–6 now have 30 distinct 25-minute **QCAA General English (2025 v1.3) Unit 1, Perspectives and texts** lessons and 30 distinct 25-minute **QCAA General Mathematics (2025 v1.3) Unit 1, Topic 1, Consumer arithmetic** lessons. Weeks 1–6 also have 30 optional 35-minute integrated sessions. Later days include switchable routes to the same target, original source material and public formative checks. These bounded periods do **not** replace a school's subject timetable, 55 notional hours per unit, approved assessment instruments or decisions about Unit 1–2 sequencing.

This is **not** a generic national Year 11 course. Senior syllabuses, offerings, units, assessment and calendars differ by state, territory, school and student pathway. The General sequence above cannot stand in for Essential English, English as an Additional Language, Essential Mathematics or Mathematical Methods. Use the separately mapped Essential Mathematics starter below if that is the learner's course. A teacher must check the currently applicable QCAA syllabus, school work program, safeguarding and access arrangements before class use. No QCAA or ACARA endorsement is claimed.

## Choose the right subject pathway

| Queensland senior subject | Authored here | Start with |
| --- | --- | --- |
| General English and General Mathematics | Six weeks of bounded subject periods and optional integrated inquiry | The class route below and [General year map](year-sequence.md) |
| General Accounting | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; fictional accounts and a teacher-checked authentic-report source slot, without investment advice | [Accounting teacher guide](accounting/term-1/weeks-01-02/README.md) and [Accounting source crosswalk](accounting/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Ancient History | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; Budj Bim on Gunditjmara Country is an Ancient Australia case, with cultural authority and site access kept explicit | [Ancient History teacher guide](ancient-history/term-1/weeks-01-02/README.md) and [Ancient History source crosswalk](ancient-history/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| Applied (Essential) English | A separate, partial **Unit 1 Language that works** starter, Days 1–10; its Unit 1 has no numbered Topic 1 | [Essential English teacher guide](essential-english/term-1/weeks-01-02/README.md) and [Essential English source crosswalk](essential-english/term-1/weeks-01-02/SOURCE-AND-CROSSWALK.md) |
| General Biology | A separate, partial **Unit 1 Topic 1** elective starter, Days 1–10; model-based and no live practical | [Biology teacher guide](biology/term-1/weeks-01-02/README.md) and [Biology source crosswalk](biology/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Business | A separate, partial **Unit 1 Topic 1** elective starter, Days 1–10; invented practice cases do not meet the syllabus’s authentic-case requirement | [Business teacher guide](business/term-1/weeks-01-02/README.md) and [Business source crosswalk](business/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Chemistry | A separate, partial **Unit 1 Topic 1** elective starter, Days 1–10; paper atom models and no live practical | [Chemistry teacher guide](chemistry/term-1/weeks-01-02/README.md) and [Chemistry source crosswalk](chemistry/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Design | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; fictional briefs are rehearsal, not real stakeholder research | [Design teacher guide](design/term-1/weeks-01-02/README.md) and [Design source crosswalk](design/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Digital Solutions | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; source-checked to the current **2025 v1.4** syllabus | [Digital Solutions teacher guide](digital-solutions/term-1/weeks-01-02/README.md) and [Digital Solutions source crosswalk](digital-solutions/term-1/weeks-01-02/SOURCE-AND-CROSSWALK.md) |
| General Economics | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; fictional models plus two dated real-data source capsules, with current context and real-system study still open | [Economics teacher guide](economics/term-1/weeks-01-02/README.md) and [Economics source crosswalk](economics/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Geography | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; invented grids do not meet the two-real-location case study | [Geography teacher guide](geography/term-1/weeks-01-02/README.md) and [Geography source crosswalk](geography/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Health | A separate, partial **Unit 1 Stage 1** starter, Days 1–10; no personal health disclosure or numbered Topic 1 | [Health teacher guide](health/term-1/weeks-01-02/README.md) and [Health source crosswalk](health/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Legal Studies | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; invented allegations and model bills, with current legal sources clearly distinguished | [Legal Studies teacher guide](legal-studies/term-1/weeks-01-02/README.md) and [Legal Studies source crosswalk](legal-studies/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Modern History | A separate, partial **Unit 1 Topic 4** example, Days 1–10; American Revolution is a **school choice**, not a universal first topic | [Modern History teacher guide](modern-history/term-1/weeks-01-02/README.md) and [Modern History source crosswalk](modern-history/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Physics | A separate, partial **Unit 1 Topic 1** elective starter, Days 1–10; paper heating models and no live practical | [Physics teacher guide](physics/term-1/weeks-01-02/README.md) and [Physics source crosswalk](physics/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Mathematical Methods | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; surds and first quadratic features | [Methods teacher guide](mathematical-methods/term-1/weeks-01-02/README.md) and [Methods source crosswalk](mathematical-methods/term-1/weeks-01-02/SOURCE-AND-CROSSWALK.md) |
| General Specialist Mathematics | A separate, partial **Unit 1 Topic 1** starter, Days 1–10; the first counting-techniques subtopic only, with two/three-set inclusion–exclusion and addition/multiplication principles | [Specialist Mathematics teacher guide](specialist-mathematics/term-1/weeks-01-02/README.md) and [source crosswalk](specialist-mathematics/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Visual Art | A separate, partial **Unit 1 Art as lens** studio starter, Days 1–10; observation, viewpoint, safe paper experimentation and first process notes, with no numbered Topic 1 | [Visual Art teacher guide](visual-art/term-1/weeks-01-02/README.md) and [source crosswalk](visual-art/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Music | A separate, partial **Unit 1 Designs** starter, Days 1–10; original tiny scores, transparent beat grids, optional original tones and first design decisions, with no numbered Topic 1 | [Music teacher guide](music/term-1/weeks-01-02/README.md) and [source crosswalk](music/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Dance | A separate, partial **Unit 1 Moving bodies** starter, Days 1–10; original movement scores, opt-in small-range movement or paper choreography, with no numbered Topic 1 | [Dance teacher guide](dance/term-1/weeks-01-02/README.md) and [source crosswalk](dance/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| General Drama | A separate, partial **Unit 1 Share** starter, Days 1–10; original neutral scenes, choice of acting/directing/analysis route and consenting audiences, with no numbered Topic 1 | [Drama teacher guide](drama/term-1/weeks-01-02/README.md) and [source crosswalk](drama/term-1/weeks-01-02/CURRICULUM-CROSSWALK.md) |
| Applied (Essential) Mathematics | A separate, partial **Unit 1 ratio** starter, Days 1–10; it does not replace General Mathematics | [Essential Mathematics teacher guide](essential-mathematics/term-1/weeks-01-02/README.md) and [Essential source crosswalk](essential-mathematics/term-1/weeks-01-02/SOURCE-AND-CROSSWALK.md) |

These are **different subjects**, not a single timetable every Year 11 learner should take. Schools choose offerings and timetables. Each of the twenty-one separate two-week starters has learner material, public checks and keys, A4/text aids, source and rights ledgers and a verifier. The [source/review ledger](SOURCES-AND-REVIEW.md) names what each starter covers and leaves open.

## Open a class tomorrow

1. Read the [teacher setup](term-1/weeks-01-02/README.md) and [scope/source ledger](SOURCES-AND-REVIEW.md).
2. Print or display the [learner English Texts A–C](term-1/weeks-01-02/english/LEARNER-TEXTS.md) and [learner maths cards](term-1/weeks-01-02/mathematics/LEARNER-CARDS.md). Distribute the separate [English Day 5](term-1/weeks-01-02/english/DAY-05-CHECK.md), [English Day 10](term-1/weeks-01-02/english/DAY-10-CHECK.md), [maths Day 5](term-1/weeks-01-02/mathematics/DAY-05-CHECK.md) and [maths Day 10](term-1/weeks-01-02/mathematics/DAY-10-CHECK.md) checks at the intended point. They are public teaching checks, not secure tests. Prepare [paired visual/text aids](term-1/weeks-01-02/print/TEXT-ALTERNATIVES.md).
3. Teach the opening [English scripts](term-1/weeks-01-02/english/LESSONS.md) and [maths scripts](term-1/weeks-01-02/mathematics/LESSONS.md). Use the [English checks](term-1/weeks-01-02/english/ASSESSMENT.md) and [maths checks](term-1/weeks-01-02/mathematics/ASSESSMENT.md) for next teaching moves. If timetable permits, the [Week 1](term-1/weeks-01-02/integrated/week-01.md) and [Week 2](term-1/weeks-01-02/integrated/week-02.md) inquiry sessions connect the subjects without becoming a separate QCAA subject.
4. For Days 11–20, open the [English](english/term-1/weeks-03-04/README.md), [General Mathematics](mathematics/term-1/weeks-03-04/README.md) and [optional integrated inquiry](integrated/term-1/weeks-03-04/README.md) teacher guides. Give out their learner pages, not their worked keys. Print each pack's A4 aid or use its exact text/tactile alternative. The new-case checks and teacher keys are both public, so use them for feedback rather than secure assessment.
5. For Days 21–30, continue with [English](english/term-1/weeks-05-06/README.md) and [General Mathematics](mathematics/term-1/weeks-05-06/README.md). If timetabled, the [optional integrated inquiry](integrated/term-1/weeks-05-06/README.md) adds ten new public-text and desk-note comparisons with a paper or offline percentage model. The optional maths context swaps and offline exchange-rate sheet have paper routes. Check the school work program before moving from practice to any formal instrument.
6. Read the [run-through](RUN-THROUGH.md) and [year map](year-sequence.md) before presenting the pack as a whole-year offer. Weeks 1–6 have authored subject periods; Weeks 7–40 remain planning prompts in this release.

**Fictional-world rule:** Every wage, rate, price, roster, message and organisation here is invented for learning. They are not actual employment conditions, a tax calculation, a product offer or financial advice. Do not ask learners to disclose household income, employment, debt, identity or family circumstances. Let students use a made-up character and decline personal examples.

## Access and adjustment

Give the same core problem in readable text, large print, projected visual, spoken reading or accessible digital form. Accept written, typed, spoken, AAC or annotated responses when the evidence construct permits; record the mode and any prompting. Spoken access to a text can show interpretation, but it does not establish independent reading. Offer a calculator or spreadsheet where intended, then ask for a written estimate or reasonableness statement so the technology does not hide reasoning. Offer a quiet/private rehearsal instead of compulsory public speaking. Check individual supports with the learner and school; do not assign a fixed “learning style” or treat all neurodivergent learners alike.

**Rights:** Original SubjectNest prose, fictional datasets and visual designs © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit the creator, link licence and indicate changes. QCAA syllabuses remain QCAA material under their terms. Embedded fonts in PDF exports have separate rights; see [font notice](term-1/weeks-01-02/print/FONT-RIGHTS.md). No supplied translation, audio or third-party image is claimed.