# Year 11 Queensland General Health · Term 1 Weeks 1–2

**Ten distinct 25-minute opening sessions, Days 1–10.** Learners read an invented public health message beside a separate fictional desk note, identify what the message leaves out, and write a more accountable line or inquiry question. The sequence introduces dynamic and multidimensional health, risk/resource lenses, access and determinants, source credibility, resilience without blame, and a preparatory Unit 1 issue question. The [official crosswalk](CURRICULUM-CROSSWALK.md) is deliberately narrow.

## Run a day

1. Read the matching [fictional source card](SOURCE-CARDS.md) and [timed teacher script](LESSONS.md). Every source is invented; none reports a real health outcome or service. Students never have to rate their own health, resilience, family, identity or support use. Offer a different fictional context without requiring a reason.
2. Offer A, B or C in the [clean learner routes](LEARNER.md). Each switchable route produces **frame/resource/barrier or source claim; exact case evidence and explanation; bounded revision/question and an unknown**. There are **two no-purchase optional contexts per day**.
3. Use the [public teacher-targeted key](teacher/KEY-AND-NEXT.md) for specific evidence and next moves. Record read-aloud, Braille, AAC, sign, typing or scribe access separately from any content hint. A read-aloud does not itself demonstrate independent reading.
4. If locally scheduled, use [fresh Check A after Day 5 or Check B after Day 10](STUDENT-CHECKS.md). Both checks and their [worked keys](teacher/KEY-AND-NEXT.md) are **publicly accessible by URL** and are **not secure exams**. If prior access matters, make a new local parallel. They do not establish personal health status, a QCAA unit grade or a service outcome.

## Five printable routes

Five original A4 [SVG/PDF aids with complete text/tactile alternatives](print/TEXT-ALTERNATIVES.md) are available: [claim frame](print/lens-language.pdf), [resource and access](print/resource-access.pdf), [message and evidence](print/message-evidence.pdf), [dimensions](print/dimension-map.pdf), [issue question](print/issue-question.pdf). They are write-on organisers, not copies of a QCAA model graphic. Colour and placement do not carry the only meaning; a supporter can move word-labelled cards at the learner's direction. No device, subscription, personal survey or purchased material is needed.

## Scope, evidence and rights

[QCAA Health 2025 v1.3](CURRICULUM-CROSSWALK.md) names **Unit 1: Resilience as a personal health resource**, with its opening **Stage 1: Define and understand resilience as a personal health resource** on printed pp. 14–16. Unit 1 has **no numbered Topic 1**. These **250 minutes** sample selected Stage 1 ideas; they do not complete its research, personal needs assessment, full Health inquiry model, PERMA+, action or evaluation requirements, nor the 55-hour General unit. Schools decide sequence, assessment, real research ethics, safeguarding, access and culturally authorised perspectives. The pack makes no medical, diagnosis, policy-compliance, classroom-impact or wellbeing-improvement claim.

[Source/rights ledger](SOURCE-AND-RIGHTS.md) · [dated official snapshot](source-snapshot.json) · [teacher/learner/supporter/funder desk review](RUN-THROUGH.md) · [local verifier](verify_pack.py) · [SHA receipt](MANIFEST.sha256).

**Original resource rights:** © NeuroForgeIO Pty Ltd 2026, SubjectNest, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/). Credit author, source, licence and changes. QCAA and font rights remain separate.