An elective starter, ready to teach in short blocks. Ten original 25-minute sessions (250 minutes, or 4 hours 10 minutes) introduce part of QCAA Economics 2025 v1.4, Unit 1 Markets and models, Topic 1 The basic economic problem. QCAA sets 55 notional hours for the entire Unit 1, including assessment and does not allocate a separate hour count to Topic 1. This starter is neither a completed topic nor a Unit 1 course or school assessment instrument.
Open these in order: ten teaching scripts, six fictional case cards, learner pages, three same-target routes each day, short read-aloud prompts and two worked optional swaps per day. Four original A4 diagram pairs, full text and tactile routes cover a scarcity ledger, factors, frontier and decision lens. Fresh public formative cases arrive on Days 5 and 10; the worked teacher key sits separately. The key is public by URL: these are practice checks, not secure examinations. A school can replace the case locally for a secure first encounter.
What still needs school work: The crosswalk marks the Topic 1 points taught and deferred. QCAA says Unit 1 learning must use current economic contexts and Topic 1 calls for real-world economic-system examples. Fictional cases are reusable practice, not a substitute. The current-source page includes two dated Australian official-source capsules, checked 29 September 2026, and a teacher refresh record. These brief encounters do not fulfil sustained current-context study or comparative systems. The school must also complete the balance of Topic 1, Topics 2 and 3, deeper comparative systems, sustained analysis/evaluation, and its own Unit 1 assessment.
Use and access: Learners can annotate, draw, arrange full-word strips, speak, sign, dictate, type or use AAC for the same economic reasoning. These are switchable responses, not learning-style labels. Give readers, scribing or extra time as required; record content prompts separately from access support. Never ask for a student's household budget, personal scarcity, family income, debt, disability or actual consumption. The case numbers model production constraints only; no card is real economic data, a policy recommendation or financial advice. See the source and rights ledger.
The teacher/learner/supporter desk run checks arithmetic, plausible responses and limits. It is an internal simulation, not a classroom pilot, specialist access review, translation review or impact study. The local file receipt supports change review.
SubjectNest original text, data and diagrams © NeuroForgeIO Pty Ltd 2026, CC BY 4.0: credit SubjectNest, link the licence and indicate changes. QCAA and font rights remain separate.