# Year 11 Queensland General English · Term 1 Weeks 5–6 · Days 21–30

This third fortnight offers ten **25-minute starter lessons** after [Weeks 3–4](../weeks-03-04/README.md). Students move from noticing invitation and uncertainty to analysing **who gets agency in a report** and **what a crop or metaphor makes visible**. Week 5 uses an entirely invented court-game report, scorekeeper scene and editor note. Week 6 uses an invented window-garden bulletin, poem and described photograph. New public formative checks use separate game-demo and travelling-book-cart cases. No source is real evidence about a sports club, garden, young person or town.

**Run it:** Follow [teacher scripts](LESSONS.md), give [original texts](ORIGINAL-TEXTS.md) and [clean learner tasks](LEARNER.md), then let learners switch among [three equivalent-target routes each day](DAILY-CHOICES.md). [Optional extra/home invitations](DAILY-EXTRAS.md) need only the supplied fiction and paper. The three [A4 aids](print/TEXT-ALTERNATIVES.md) have SVG/PDF, full text and tactile directions. Days 25/30 use [new-case learner cards](STUDENT-CHECKS.md) and a [separate teacher-facing key](teacher/ANSWER-AND-NEXT.md). **Both cards and keys are public**; these are new relative to the practice sources but not secure examinations. Make a locally new parallel case if first-encounter evidence matters.

**Curriculum boundary:** [QCAA English General senior syllabus 2025 v1.3](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_english_25_syll.pdf), Unit 1 *Perspectives and texts*, provides the relevant Queensland senior frame. The [crosswalk](CURRICULUM-CROSSWALK.md) identifies the precise official objectives and subject-matter pages encountered and the large remaining scope. This is not a school work program, a Unit 1 assessment instrument, a reporting standard, an A–E judgment or a complete text-selection plan. QCAA Units 1 and 2 are notionally 55 hours each; the school's team selects complete works and meets Australian/Aboriginal and Torres Strait Islander authored text requirements under its local course plan. These short original texts do **not** do that. Consult the [source/rights ledger](SOURCE-AND-RIGHTS.md) before reuse.

**Access and evidence:** Direct annotation, numbered source strips and dictated/AAC/digital composition each demand the same source, exact choice, interpretation and limit. Learners may change route without being sorted into fixed “styles.” Log mode, source access, prompts and extra time separately. Read-aloud can support analysis but does not alone show independent reading. The check's seven-minute attempt is a first-response snapshot; give locally agreed time to finish. No one needs to disclose a personal sports, gardening, work, family, disability or travel story.

**Build and check:** `python print/generate_print.py --write`; `python verify_pack.py --write-manifest`; `python verify_pack.py` for read-only audit. The [desk run](QA-RUN-THROUGH.md) records internal teacher/learner/funder simulation and open human review. No classroom pilot, translation validation, community review, accessibility equivalence study or measured impact has happened.

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