Exact controlling sources: English General senior syllabus 2025 v1.3, January 2026, General Mathematics General senior syllabus 2025 v1.3, January 2026, checked against the English and mathematics landing pages on 29 September 2026. Pages below are printed syllabus pages, two lower than the PDF viewer's page number. QCAA's senior syllabuses do not use AC9 Year 11 codes. The references below are QCAA unit/topic/numbered-objective locations; description wording is paraphrased. The pinned source snapshot records checked versions and limits without pretending to hash QCAA PDFs.
| Official syllabus point | Printed page | Taught opportunity in Days 11–20 | Honest limit |
|---|---|---|---|
| English Unit 1, Perspectives and texts | 17 | Compare fictional public lines and desk notes by maker, audience, purpose, selective wording and numerical context; create short revisions. | Ten short constructed source pairs do not replace varied literary/non-literary study or the school's selected complete works. |
| English Unit 1 objectives 2–4 | 18 | Identify writer role/audience and how words such as any, whole, forever and cancel represent “good value” and invite acceptance. | This is a narrow representation/assumption exercise, not full study of identities, cultural contexts or every objective. |
| English Unit 1 objectives 6–9 | 18 | Select exact source details, order a source → model → limit explanation, and choose a more accurate public sentence. | Brief microtexts do not demonstrate sustained synthesis, cohesion or full genre work. |
| English Unit 1 subject matter, Texts in contexts and Language and textual analysis | 19 | Analyse audience positioning, inclusions, omissions and the effect of one rhetorical word in notices and invitations. | The school must provide a larger range of texts, modes, makers and contexts. No real group's perspective is claimed. |
| English Unit 1 subject matter, Responding to and creating texts | 20 | Draft and revise concise public comparisons with exact evidence and feedback. | No full persuasive, imaginative or analytical composition or QCAA formal instrument is supplied. |
| General Mathematics Unit 1 Topic 1, rate and wage applications | 15 | Days 11–13 and 17 use unit price, weekly salary model, fixed-plus-variable price, and fictional hourly/piecework pay with units. | No actual wage entitlement, working condition or entire rate subtopic is established. |
| General Mathematics Unit 1 Topic 1, budgets and unit cost | 15 | Days 11, 14, 16 and 19 distinguish unit price from whole outlay, fixed/discretionary commitments and a repeated conditional budget. | The examples are fictional group plans, not a learner's personal budget or a full personal-budget sequence. |
| General Mathematics Unit 1 Topic 1, percentages including GST and simple interest | 15 | Days 15–16, 18 and 20 apply annual simple interest, discount, assumed fully taxable GST and sequential percentage bases. | Tax treatment and product status are assumptions; no investment or real financial recommendation. Other listed percentage contexts remain. |
| General Mathematics Unit 1 Topic 1, spreadsheet use | 15 | Not claimed. The offline whole-set calculator is a small interactive, not a spreadsheet skill demonstration. | A teacher must use a separate spreadsheet task if targeting the syllabus's repeated-computation point. |
School boundary: The QCE handbook §4.1.2 gives a notional 55 hours per General unit. The Mathematics syllabus lists 14 notional hours for Topic 1's applications of rates, percentages and spreadsheets. These ten optional 35-minute bridges total 350 minutes, do not set a Queensland school's week-by-week unit sequence, and cannot replace subject contact time. Unit sequencing, approved work programs, complete texts, access arrangements, formal Unit 1–2 instruments, summative judgments and reporting remain school decisions within QCAA requirements. The two published formative checks and keys are not secure exams, QCAA instruments or unit results.
Attribution: Syllabus content © State of Queensland (QCAA) 2026, QCAA copyright and exceptions; attribution requested by QCAA: © State of Queensland (QCAA) 2026 www.qcaa.qld.edu.au/copyright. QCAA does not endorse this pack. The original SubjectNest source cards, teaching design, aids and commentary are separately CC BY 4.0, with full boundaries in SOURCE-AND-RIGHTS.md.