# Year 11 Essential English · Unit 1 opening fortnight

**Pathway:** Queensland Essential English, Applied (Essential), QCAA 2025 v1.3. This is a subject option, not a course every Year 11 student takes. **Scope:** ten 25-minute lessons (250 minutes, or 4 hours 10 minutes) introducing selected parts of Unit 1, *Language that works*. This is a small opening sequence within a 55-hour unit. The syllabus gives Unit 1 no numbered topics; the day sequence here is our local teaching order.

## Start here

1. Read [lessons](LESSONS.md) and print or display the matching [learner cards](LEARNER-CARDS.md). The cards are complete original fictional texts; no learner must disclose a real job, employer or family experience.
2. Offer any of the three response routes for the day. The same evidence and explanation target applies in every route. Use the [print aids](print/TEXT-ALTERNATIVES.md) as optional visual or tactile scaffolds.
3. Days 5 and 10 use [fresh public formative checks](STUDENT-CHECKS.md). Collect an initial response before showing the [public teacher-targeted key](teacher/KEY-AND-NEXT.md). These are not secure exams or QCAA assessment instruments.
4. Swap domains with [practice alternatives](PRACTICE-SWAPS.md); these are practice prompts, not compulsory additional workload. The [source crosswalk](SOURCE-AND-CROSSWALK.md) distinguishes sampled learning from unfinished syllabus work.

**What a student should leave with:** a way to find the action in a workplace text, support an inference with words from the text, explain how a text speaks to its audience, and revise a short message for a real purpose. This is not a claim that the whole unit, school assessment program or required text selection has been completed.

## Access and use

- The teacher may read a card aloud, give quiet reading time, or provide the exact text in a large-print or screen-reader view. Response routes can be spoken, written, or visually arranged. Do not assign a route by diagnosis or a fixed “learning style”.
- For speech routes, a peer or teacher can capture a short note of the evidence and explanation; the response is assessed for the same concept, not performance confidence. Visual routes need labels or dictated captions so the reasoning remains visible.
- Tactile equivalents are given in [text alternatives](print/TEXT-ALTERNATIVES.md). They do not depend on colour or an image-only answer.
- All organisations, workers, notices, messages, dates and events are fictional classroom stimuli. Do not use them as real safety, employment, legal or accessibility guidance. Actual workplace instructions prevail.
- Home extensions use scrap paper or conversation; no account, purchase, app, employer contact or personal disclosure is needed.

## Contents

| File | Use |
|---|---|
| [LESSONS.md](LESSONS.md) | Timed teacher scripts and next moves |
| [LEARNER-CARDS.md](LEARNER-CARDS.md) | Clean learner-facing source texts and tasks |
| [PRACTICE-SWAPS.md](PRACTICE-SWAPS.md) | Two additional contexts each day |
| [STUDENT-CHECKS.md](STUDENT-CHECKS.md) | Fresh public Day 5 and Day 10 prompts |
| [teacher/KEY-AND-NEXT.md](teacher/KEY-AND-NEXT.md) | Separate public model answers and feedback routes |
| [SOURCE-AND-CROSSWALK.md](SOURCE-AND-CROSSWALK.md) | Official source pins and partial alignment |
| [SOURCE-AND-RIGHTS.md](SOURCE-AND-RIGHTS.md) | Source and rights ledger |
| [RUN-THROUGH.md](RUN-THROUGH.md) | Teacher, learner and supporter desk review |
| [print/TEXT-ALTERNATIVES.md](print/TEXT-ALTERNATIVES.md) | Print aid descriptions and tactile builds |

All answer keys are publicly accessible by URL. For a first response, share the learner card or check before the key, then discuss a model. Change the fictional case if prior access matters.