Authority: QCAA Business General senior syllabus 2025 v1.3, January 2026. The official Business landing page lists v1.3 for students completing 2026 or beyond; checked 29 September 2026. QCAA's senior syllabus uses printed page/subheading/bullet positions, not invented national AC9... Year 11 codes. This independently authored pack is not QCAA endorsed.
| Exact official location | Days that partly address it | Taught limit |
|---|---|---|
| Course overview, printed p.7, business life-cycle table | Day 2 introduces seed, start-up and an unresolved later-stage claim. | No comprehensive study of growth, maturity, post-maturity or reliable stage diagnosis from age/headcount. |
| Course overview, printed p.8, analytical tools: SWOT; printed p.9, four business criteria | Days 6 and 9 use evidence-backed introductory SWOT and effectiveness/resource-use decisions. | No full strategic audit, competitor benchmarking or proof of stakeholder satisfaction. A narrow cost ratio is not overall efficiency. |
| Unit 1 Business creation, printed p.13, objectives 1–5 and authentic case-study expectation | Days 1–10 practise describing, explaining, analysing, making a bounded recommendation and communicating it on invented cases. | Official Unit 1 calls for two authentic business case studies. These fictional cards do not fulfil either one. The school must select, verify and teach authentic cases and all unit objectives. |
| Topic 1 Fundamentals of business, printed p.14, Business fundamentals first bullet (life-cycle situations) | Days 1–2, Check A; explicit stage/evidence reasoning. | Only selected seed/start-up examples; no coverage across all stages. |
| Same printed p.14, second bullet (environment factors for profit, community and government-owned forms) | Days 1/4/5/8 and A/B/C/G compare fictional profit-based, community and a hypothetical publicly owned enterprise; internal and specific external facts. | Structures are model descriptions only. Macro factors, genuine GOC/GBE legal status, full real-sector comparison and current legal facts are not established. |
| Same printed p.14, Explain bullet: strategic planning/goals, environments, SWOT; Explain role bullet: criteria and four functions | Days 3–4 and 6–9 identify goal/objective/possible tactic; intro SWOT; finance, HR, marketing, operations; four criteria named. | No developed legal ownership structures, leadership styles, organisational culture, technology impacts, or full strategic planning/evaluation. Competitiveness and stakeholder satisfaction stay unscored without evidence. |
| Topic 1, printed p.15, Analyse/interpret and Evaluate bullets | Days 6/9/10 select specific fictional facts, interpret one possible relationship and make a conditional criterion-led decision. | No authentic company dataset, two mission-statement SWOT comparison, robust trend analysis, or validated forecast. |
| Topic 1, printed p.15, Fundamentals of business case study and communication bullet | Daily 7-minute short responses and two formative transfers practise source-backed language. | They do not replace the authentic extended response to external stakeholders with visual representations and in-text references where appropriate. |
Coverage hold: Unit 1 Topic 2 Creation of business ideas (printed pp.15–16), PEST, entrepreneurship and innovation theories, full legal/market analysis, two authentic case studies and the rest of the 55-hour unit remain to teach. This pack is 4 hours 10 minutes of starter work. Fictional cases provide safe reusable practice, not authentic research or local compliance advice.
Assessment boundary: Printed p.5 requires schools to develop 2–4 assessments across Units 1–2, at least one per unit, and to assess each unit objective at least once. The public formative checks here are not school instruments. Printed p.12 explains that schools determine Unit 1/2 instrument judgments and unit results. The school controls authentic sources, formal tasks, marks and reporting within QCAA requirements. There is no compulsory national Year 11 Business code asserted for this elective.