# QCAA General English 2025 v1.3 · selected Unit 1 encounter

**Official source:** [QCAA English General senior syllabus 2025 v1.3, January 2026](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_english_25_syll.pdf). [The subject landing page](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/english/english) names this version for students completing in 2026 or beyond; checked 29 September 2026. Pages below are **printed syllabus pages** (PDF page index is two higher). QCAA does not assign national AC9 Year 11 content-description codes. The labels `U1 objective 3` etc. are explanatory references to QCAA's own numbered objectives, not new official codes. Wording here is **paraphrased** to keep the mapping concise; consult the linked syllabus for controlling text.

| Official point | Printed page | What QCAA addresses, paraphrased | What Days 11–20 actually encounter | Remaining scope / school responsibility |
| --- | ---: | --- | --- | --- |
| Unit 1, *Perspectives and texts* | 17 | Analyse and create perspectives across literary and nonliterary texts in relation to maker, audience, context, language, style and medium. | Two original public invitations, two original literary fragments and an editing example; short comparisons and public notes. | This is a narrow text set. School selects full Unit 1 course, actual context and assessment. |
| U1 objective 1 | 18 | Use genre patterns and conventions for purpose. | Notice, scene, dialogue, caption and editor-note conventions in miniature. | No sustained genre study or complete work. |
| U1 objective 2 | 18 | Establish a writer/speaker/designer role and audience relationship. | Day 14/18/19 public corrections and editor notes. | Short drafts only; no full multimodal production. |
| U1 objective 3 | 18 | Create or analyse representations of concepts, identities, times and places. | Participation in E/F/G and H/I/J; source-specific representations. | No claim to represent real social groups or cover the objective in full. |
| U1 objective 4 | 18 | Analyse or use the assumptions, values and attitudes that can position audiences. | Test E's “everyone”, H's “your town”, J's “finally”, and two new-check headlines. | No broad cultural study or population inference. |
| U1 objective 5 | 18 | Analyse or use aesthetic and stylistic choices for a purpose. | F's blue tin/handle image, I's folded headline, K/L and M/N brief literary choices. | No close study of a complete literary work. |
| U1 objectives 6–8 | 18 | Select and connect subject matter; order it; use cohesion. | Source fact → interpretation → limit → question in short notes, plus tracked edits. | Sustained synthesis and long-form cohesion remain open. |
| U1 objectives 9–11 | 18 | Choose language, grammatical structures and mode features for purpose/context. | Headline/caption revision and written, spoken-script or AAC-composed public notes. | These are small modes; no exhaustive grammar or production appraisal. |
| Unit 1 subject matter: Texts in contexts | 19 | Connect language, text, purpose, audience and context, including relations among genres. | Distinguish E/F/G and H/I/J by maker, audience, purpose and imagined situation. | Four fragments plus notices cannot supply the full range of texts. |
| Unit 1 subject matter: Language and textual analysis | 19 | Analyse positioning, assumptions, inclusions/omissions, language and aesthetic choices. | Ten lessons each tie exact wording to a plausible effect and limit. | The school must bring wider texts, voices, periods and cultures. |
| Unit 1 subject matter: Responding to and creating texts | 20 | Use evidence, suitable form/tone, drafting and feedback in varied modes. | Days 14/19 draft and visibly edit; Days 15/20 produce independent first responses. | Short formative checks are not the school's formal instruments. |

**Unit and assessment boundary:** Each unit is notionally **55 hours** (printed p. 5). In Units 1–2 the school develops **at least two and no more than four assessments**, at least one per unit, with each unit objective assessed at least once (printed p. 6). The school's instruments and judgments are its responsibility; Days 15/20 are public formative teaching checks and contribute **zero** QCAA-certified results. Unit 2 is *Texts and culture* (printed p. 21); these Days 11–20 do not claim Unit 2 completion.

**Full text-selection boundary:** Across Units 1–2 students must study at least **three texts selected from three of four categories**: a complete play, a complete prose work, a selection of at least five poems, or a multimodal text. At least one of those texts must be Australian (printed p. 9). Across the course, Australian texts including texts by Aboriginal and/or Torres Strait Islander writers must be included within each unit pair, and at least one Australian text studied over four units must be by an Aboriginal writer or Torres Strait Islander writer (printed p. 8). These SubjectNest microtexts do **not** evidence those requirements. The school must select and study appropriate complete works and arrange any rights/permissions. No identity or cultural authority is invented here.

**Rights:** Syllabus information is © State of Queensland (QCAA) 2026, subject to [QCAA terms and exceptions](https://www.qcaa.qld.edu.au/copyright), attribution: © State of Queensland (QCAA) 2026 www.qcaa.qld.edu.au/copyright. The original SubjectNest texts and aids have separate rights in the [ledger](SOURCE-AND-RIGHTS.md). QCAA does not endorse this mapping.