# QCAA General English + General Mathematics · Weeks 5–6 partial bridge

**Official current frame checked 29 September 2026:** [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), and the [English](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/english/english) / [Mathematics](https://www.qcaa.qld.edu.au/senior/senior-subjects/syllabuses/mathematics/general-mathematics) landing pages. Page references are **printed syllabus pages**, two below PDF viewer page numbers. The descriptions here are paraphrases and lesson-opportunity boundaries, not copied curriculum text. Queensland General senior syllabuses do **not** assign `AC9` Year 11 content-description codes. The [dated snapshot](source-snapshot.json) records what was checked, not a QCAA PDF byte hash.

| Official location | Printed page | Actual lesson opportunity | Remaining work / limit |
| --- | ---: | --- | --- |
| English Unit 1, *Perspectives and texts* | 17 | Ten fictional public captions/flyers/explainers and separate notes: identify maker, audience, selected viewpoint and construct a more accountable public line. | Short non-literary inventions do not fulfil a full variety of literary and non-literary texts, complete works or school text-selection obligations. |
| English Unit 1 objectives 2, 3 and 5 | 18 | Learners analyse the editor role, one foregrounding/crop/graphic device, and representation of work/value/certainty in each source. | One device per short text is a narrow encounter, not full genre, identity or cultural study. |
| English Unit 1 objectives 6–9 | 18 | Select source numbers and exact wording, order evidence → calculation → limit, and revise a caption for its audience. | A two-sentence correction is not a sustained essay, literary interpretation or full multimodal composition. |
| English Unit 1, *Texts in contexts* and *Language and textual analysis* | 19 | Contrast text and desk note; test what a cropped hand, short bar, matching currency typography or ten-part ring invites a reader to assume. | Imagined visual descriptions are text, not real photographs or audience-response evidence. Wider source and context work remains. |
| English Unit 1, *Responding to and creating texts* | 20 | Draft, explain and edit short source-bound public lines after feedback. | No formal QCAA instrument, whole-course text selection or full achievement judgement. |
| General Mathematics Unit 1 Topic 1, bullet 2: hourly pay with additional hours and allowances | 15 | Days 21–22 calculate separate adult gross model bands and one-shift allowances. | Multipliers/allowances are **fictional stipulations**, never Australian legal entitlements, actual pay or take-home amounts. |
| General Mathematics Unit 1 Topic 1, bullet 4: budget for given income | 15 | Day 25 sorts one invented group event's receipts and stated costs. | A single group ledger is **not** the syllabus's personal fixed/discretionary budget sequence. This is a prior-learning bridge only. |
| General Mathematics Unit 1 Topic 1, bullet 6: percentage change/mark-up | 15 | Days 23–24 and 26 distinguish mark-up from gross margin and reverse a percentage using the new base. | Margin is a related comparison, not a separate QCAA row. Other applications, profit/loss, GST and interest need their own teaching. |
| General Mathematics Unit 1 Topic 1, bullet 7: currency exchange | 15 | Day 27 converts both directions using **one invented AUD/USD rate** and labels units. | No actual quote, date, spread, fee or real transaction. |
| General Mathematics Unit 1 Topic 1, bullet 8: dividends and P/E | 15 | Days 28–30 calculate one-year model dividend dollars/yield and compare P/E ratios without investment ranking. | No real company, risk appraisal, future dividend or purchase recommendation. [ASIC MoneySmart](https://moneysmart.gov.au/how-to-invest/choose-your-investments) says real dividends are not guaranteed. |
| General Mathematics Unit 1 Topic 1, spreadsheet point | 15 | **Not claimed.** The optional offline base-change lab tests a single model, not repeated spreadsheet construction. | A school must separately teach and observe spreadsheet use if targeting that point. |

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) states **55 notional hours per General unit**; the mathematics syllabus assigns **14 notional hours** to this Topic 1 subtopic. Ten optional 35-minute bridges total **350 minutes**. They do **not** set a school's timetable, replace English or Mathematics lessons, complete Unit 1, establish a result or form a QCAA assessment instrument. **The school decides unit sequencing, its Unit 1–2 instruments and complete texts, and plans later QCAA-governed summative assessment and reporting.** The two published formative checks and public keys are not secure exams.

**Rights/attribution:** Syllabus content © State of Queensland (QCAA) 2026 under [QCAA copyright and exceptions](https://www.qcaa.qld.edu.au/copyright); requested attribution: © State of Queensland (QCAA) 2026 www.qcaa.qld.edu.au/copyright. QCAA does not endorse the original SubjectNest pack. The [source/rights ledger](SOURCE-AND-RIGHTS.md) separates original CC BY 4.0 materials from official and font rights.