# Source-checked curriculum crosswalk · 29 September 2026

**Authority:** [QCAA Economics General senior syllabus 2025 v1.4, March 2026](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_economics_25_syll.pdf), checked against the live [subject page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/humanities-social-sciences/economics) 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](CURRENT-SOURCE-SLOT.md) | **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](SOURCE-AND-RIGHTS.md).