Controlling primary source: QCAA English General senior syllabus 2025 v1.3, January 2026; official landing page checked 29 September 2026 for its current version and completion cohort. Page references are printed syllabus pages (PDF zero-based page index two greater). U1 objective n means the syllabus's numbered objective, not an invented national Year 11 content code. The prose below paraphrases QCAA; the linked syllabus controls exact wording. This crosswalk records selected teaching encounters, not full achievement, assessment or state approval.
| Official point | Printed page | QCAA point, paraphrased | Authored evidence in Days 21–30 | Remaining work |
|---|---|---|---|---|
| Unit 1 Perspectives and texts | 17 | Examine how literary and nonliterary texts construct perspectives through language, style, structure, context and audience; create responses. | P/Q/R public report and scene; S/T/U bulletin, poem and described crop; two new-case comparisons. | The school determines its full unit and current work program. |
| U1 objectives 1–2 | 18 | Use genre conventions and relationships between writer/speaker/designer and audience. | Day 24/29 public editor notes and revisions; report, scene, poem, caption differences. | Short drafts only; no complete genre production. |
| U1 objective 3 | 18 | Create or analyse representations of people, concepts, times and places. | Hero framing of Mina; Jo's fictional focus; poem's six/four imagery and imagined viewer of crop. | No real population representation or broad text set. |
| U1 objective 4 | 18 | Analyse or use attitudes, values and assumptions that invite audience positions. | P's hero headline, S's “green wall,” U's “whole story,” fresh check headlines. | No comprehensive cultural-context study. |
| U1 objective 5 | 18 | Analyse or use aesthetic and stylistic devices for effect. | Q's torn-paper image, T's punctuation and line breaks, W/Y new-case imagery. | Close study of a whole literary work remains open. |
| U1 objectives 6–8 | 18 | Select, connect and order subject matter with cohesion. | Three-source notes, evidence → effect → limit → public line, saved revisions. | Extended synthesis and long-form organisation remain open. |
| U1 objectives 9–11 | 18 | Use language, grammar and mode-appropriate features for purpose. | Headline, accessible caption, newsletter note and equivalent transcript routes. | Not exhaustive grammatical or multimodal production coverage. |
| Unit 1 subject matter: Texts in contexts | 19 | Explore relationships among maker, genre, context, purpose and audience. | P/Q/R provenance sorting; S/T/U genre comparison. | Many other times, places, cultures and complete genres still required. |
| Unit 1 subject matter: Language and textual analysis | 19 | Analyse inclusion/omission, positioning, textual features and aesthetic choices. | Distinguish final point versus whole match; frame of six versus ten planters; public versus one imagined voice. | Short, invented examples cannot certify a full range. |
| Unit 1 subject matter: Responding to and creating texts | 20 | Support interpretations with evidence, compose for audience, draft, edit and respond to feedback. | Daily first responses, Day 24/29 visible edits, Day 25/30 independent formative transfer. | Checks are public, not school instruments or unit judgments. |
Time/assessment: Each QCAA unit has a notional 55 hours (printed p. 5). Across Units 1–2 schools develop at least two and no more than four assessments, at least one in each unit, ensuring each unit objective is assessed at least once (printed p. 6). These ten 25-minute starters and two public checks are not that assessment program. Unit 2 is Texts and culture (printed p. 21), not claimed here.
Required selection still open: Across Units 1–2, at least three texts from three of four categories are studied: complete play, complete prose work, selection of at least five poems, or multimodal text. At least one is Australian (printed p. 9). Australian texts, including texts by Aboriginal and/or Torres Strait Islander writers, belong across the course and each unit pair; at least one Australian text over four units must be by an Aboriginal or Torres Strait Islander writer (printed p. 8). The small SubjectNest fragments and single poem cannot satisfy these requirements. The school chooses complete works, secures rights and consults appropriate cultural authority. No First Nations-authored identity is claimed for this fiction.
Syllabus attribution: © State of Queensland (QCAA) 2026 www.qcaa.qld.edu.au/copyright; its CC BY 4.0 default has exceptions. QCAA does not endorse this pack. SubjectNest-authored materials have separate rights in the source ledger.