# Year 11 Digital Solutions · Unit 1 opening fortnight

**Queensland General pathway:** [QCAA Digital Solutions 2025 v1.4](SOURCE-AND-CROSSWALK.md), Unit 1 *Creating with code*, Topic 1 *Understanding digital problems*. This is a **partial ten-day starter**, 10 × 25 minutes = 250 minutes (4 hours 10 minutes) within a 55-hour unit. The school chooses a technology context. This pack consistently uses **web applications** as a worked context and does not claim to complete Topic 1 or the unit.

## In one minute

- Teach from [TEACHER-GUIDE.md](TEACHER-GUIDE.md) and [LESSONS.md](LESSONS.md). Hand learners the matching [clean cards](LEARNER-CARDS.md).
- Let learners choose any of three response routes per day; all routes require the same problem analysis and evidence. Use [20 optional domain swaps](PRACTICE-SWAPS.md) for transfer.
- Days 5 and 10 include [fresh public formative checks](STUDENT-CHECKS.md). Collect first responses before opening the [public teacher-targeted key](teacher/KEY-AND-NEXT.md). They are not secure tests or formal QCAA instruments.
- [Five A4 visual/text/tactile aids](print/TEXT-ALTERNATIVES.md) and an [offline problem-framing lab](problem-framing-lab.html) with a paper route are optional. No account, internet access or personal data is needed.
- [Crosswalk](SOURCE-AND-CROSSWALK.md), [rights ledger](SOURCE-AND-RIGHTS.md), [desk run-through](RUN-THROUGH.md) and [hash verifier](verify_pack.py) make the source and limits inspectable.

**Learning target:** name a human need before a feature, break a digital problem into parts, distinguish a requirement from an assumption, describe a constraint, propose a testable success criterion, and consider who benefits or bears a cost. Students do not need to disclose their own technology use, disability, work or family experiences; every scenario is fictional.

**Honest boundary:** Topic 1 is problem exploration. The browser lab is an original learning aid, not evidence that a learner has built the syllabus' later programmed solution. No real users were interviewed, no accessibility claim was validated with users, and no real-world impact was measured. A school must choose its own technology context and assessment programme. Translate or localise only with appropriate human review; no translation or First Nations content is asserted here.