Ten 25-minute starter lessons continue the opening fortnight: readers move from comparing a notice and one diary voice to examining how fictional public invitations and literary scenes represent participation. Week 3 studies an invented repair table; Week 4 studies an invented community radio call. Each day has three switchable response routes with the same evidence target, an optional extension and a new situation for independent application. No learner must disclose their own family, finances, disability, work, identity or experience.
Use in order: teacher scripts → original learner texts → clean learner page and daily route choices. Use the three A4 aids in print/SVG/PDF or with the full text and tactile route. Optional extra and home invitations never require a purchase, device, public posting or family help. Days 15 and 20 introduce new-case checks; the public teacher-facing worked responses suggest the next lesson move. Both checks and keys are publicly accessible, so they are useful formative tasks, not secure examinations. If prior access matters, make a locally new parallel case.
Syllabus boundary: This is a partial encounter with QCAA English General senior syllabus 2025 v1.3 Unit 1, Perspectives and texts. It is not a school work program, a QCAA instrument, a unit result, a full text-study sequence or evidence that the required whole-course text selections have been met. The school's Year 11 team must decide timing, choose complete literary and multimodal works, include required Australian and Aboriginal and/or Torres Strait Islander authored texts under its course plan, and approve formal assessment. See the exact syllabus/version and taught-limit crosswalk, source/rights ledger and internal desk review. QCAA Units 1–2 are notionally 55 hours each and schools determine their assessment details within syllabus boundaries; these 250 minutes are only small slices.
Access and evidence: A learner can annotate directly, move numbered evidence cards, or dictate/use AAC. Every route requires source identification, an exact detail, an interpreted effect and a bounded limit. Record text access, adult/peer prompting, mode and elapsed time separately. A read-aloud provides access to ideas but alone cannot show independent reading. A tactile version is a structured handling route, not a claim of equal accessibility or outcomes. The first response on a check should be retained before feedback; allow locally agreed extra time for fuller composing.
Rebuild and inspect: python print/generate_print.py --write regenerates the original SVG/PDF sheets; python verify_pack.py --write-manifest records their SHA-256 hashes; python verify_pack.py is a read-only audit. The verifier tests structure, local links, sources, text consistency, PDF geometry/fonts, and hashes. It cannot test teaching effectiveness. No classroom pilot, learner interview, qualified accessibility review, translation validation, First Nations community review or Queensland school sign-off has taken place.
SubjectNest original words, cases, scripts and diagrams © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Credit SubjectNest, link the licence and indicate changes. QCAA and font rights remain separate in the ledger.