# Year 11 Queensland General English · Term 1 Weeks 3–4 · Days 11–20

Ten **25-minute starter lessons** continue the [opening fortnight](../../../term-1/weeks-01-02/english/LESSONS.md): 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](LESSONS.md) → [original learner texts](ORIGINAL-TEXTS.md) → [clean learner page](LEARNER.md) and [daily route choices](DAILY-CHOICES.md). Use the three [A4 aids](print/TEXT-ALTERNATIVES.md) in print/SVG/PDF or with the full text and tactile route. Optional [extra and home invitations](DAILY-EXTRAS.md) never require a purchase, device, public posting or family help. Days 15 and 20 introduce [new-case checks](STUDENT-CHECKS.md); the [public teacher-facing worked responses](teacher/ANSWER-AND-NEXT.md) 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](CURRICULUM-CROSSWALK.md), [source/rights ledger](SOURCE-AND-RIGHTS.md) and [internal desk review](QA-RUN-THROUGH.md). 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](https://creativecommons.org/licenses/by/4.0/). Credit SubjectNest, link the licence and indicate changes. QCAA and font rights remain separate in the ledger.