Authority: QCAA Economics General senior syllabus 2025 v1.4, March 2026, checked against the live subject page on 29 September 2026. The PDF's printed p.4 sets 55 notional hours per unit including assessment. Printed p.14 introduces Unit 1 Markets and models and says current economic contexts are crucial. Printed p.15 sets Topic 1 The basic economic problem. There is no separate QCAA Topic 1 hour allocation; 250 minutes is this pack's teaching time, not QCAA's topic prescription. Printed p.16 begins Topic 2 Economic flows and printed pp.17–18 cover Topic 3 Market forces.
| Printed p.15 Topic 1 subject matter | Pack evidence | Status / handoff |
|---|---|---|
| Scarcity, choice, opportunity cost and decisions by individuals, businesses and governments | Days 1–3, Cards A/B/D, Aid 1 | Introductory model; return to local/state/national/international real contexts. |
| Factors of production: land, labour, capital, entrepreneurial ability; income categories rent, wages, interest, profit | Day 4, Card C, Aid 2 | Category introduction; Card C has no actual payments. |
| Models and assumptions, including ceteris paribus | Days 2, 5 and 6, Cards A/E, Aid 3 | Explicit fixed inputs and unknown demand; no predictive claim. |
| Diagrammatic production possibility curve/frontier: scarcity, trade-offs, opportunity cost, underuse and efficiency | Days 5–8, Cards A/E/F, Aid 3 | Discrete points linked in a classroom sketch; quantitative modelling simplified. |
| Productivity, unemployment and growth; event analysis/evaluation including asymmetric change | Day 8, Card E | One possible workshop-side point only. Unemployment, fuller event comparisons, and robust growth analysis deferred. |
| Three economic questions: what/how much, how, for whom; efficiency (use of resources) versus equity (including who owns resources) | Days 3, 9, 10, Cards D/F, Aid 4 | Introductory distinctions; a frontier alone cannot settle ownership, access or distribution. |
| Select data to analyse and evaluate different economic systems with real-world examples | Two dated Australian source capsules and refresh slot | Open school requirement. These short official-data encounters teach source limits; fictional cards and two Australian indicators do not fulfil real-system comparison. Teacher selects and verifies further current, relevant sources. |
| Communicate economic meaning in data, graphs, paragraphs and extended responses | Every day; especially Days 5 and 10 | Short formative explanations only; extended, sourced responses deferred. |
The syllabus's Unit 1 topics include economic flows and market forces after Topic 1. They are not covered here. These public checks are not school assessment instruments and carry no QCAA unit judgement. A school must select teaching sequence and assessment in its own context.
The QCAA syllabus copyright and licence remain with the State of Queensland; this original crosswalk paraphrases its requirements without copying official activities, diagrams or wording beyond short titles and terms. Source and rights detail: ledger.