# QCAA 2025 v1.3 General English and General Mathematics · partial bridge

**Exact controlling sources:** [English General senior syllabus 2025 v1.3, January 2026](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_english_25_syll.pdf), [General Mathematics General senior syllabus 2025 v1.3, January 2026](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_maths_general_25_syll.pdf), checked against the [English](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/english/english) and [mathematics](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/mathematics/general-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](source-snapshot.json) 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](https://www.qcaa.qld.edu.au/senior/certificates-and-qualifications/qce-qcia-handbook/4-qld-curriculum/4.1-syllabuses) 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](https://www.qcaa.qld.edu.au/copyright); 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](https://creativecommons.org/licenses/by/4.0/), with full boundaries in [SOURCE-AND-RIGHTS.md](SOURCE-AND-RIGHTS.md).