# Year 11 Queensland General Economics · opening fortnight · Days 1–10

**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](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_economics_25_syll.pdf), 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](LESSONS.md), [six fictional case cards](CASE-CARDS.md), [learner pages](LEARNER.md), [three same-target routes each day](DAILY-CHOICES.md), [short read-aloud prompts](SPOKEN-PROMPTS.md) and [two worked optional swaps per day](DAILY-SWAPS.md). Four original [A4 diagram pairs, full text and tactile routes](print/TEXT-ALTERNATIVES.md) cover a scarcity ledger, factors, frontier and decision lens. Fresh public formative cases arrive on [Days 5 and 10](STUDENT-CHECKS.md); the [worked teacher key](teacher/ANSWER-AND-NEXT.md) 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](CURRICULUM-CROSSWALK.md) 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](CURRENT-SOURCE-SLOT.md) 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](SOURCE-AND-RIGHTS.md).

The [teacher/learner/supporter desk run](QA-RUN-THROUGH.md) 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](MANIFEST.sha256) supports change review.

SubjectNest original text, data and diagrams © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/): credit SubjectNest, link the licence and indicate changes. QCAA and font rights remain separate.