# Year 11 Queensland General · integrated inquiry · Term 1 Weeks 5–6

**Ten optional 35-minute bridges, Days 21–30.** In each session learners compare an original fictional public line with a separate desk note, check its number and unit, and publish a more accountable line. The progression moves from gross-pay layers and percentage bases to a fictional ledger, currency direction and distinct share measures. These are short interdisciplinary opportunities alongside the [English Weeks 5–6](../../../english/term-1/weeks-05-06/README.md) and [General Mathematics Weeks 5–6](../../../mathematics/term-1/weeks-05-06/README.md) subject packs; the cases and checks here are separate.

## Run a day

1. Read the matching [source pair](SOURCE-CARDS.md) and the [35-minute teacher script](LESSONS.md). The public text is invented; the desk note supplies a bounded calculation. Print or open the named aid when useful.
2. Offer any of the three [learner routes](LEARNER.md). Each route must still produce **maker/audience and a specific choice; a correct calculation with unit/base; a cautious public revision and one unknown**. A route may be switched during the task. There are ten optional no-purchase home transfers, one per day.
3. Keep the [public teacher-targeted worked guide](teacher/KEY-AND-NEXT.md) at hand. Record English source reasoning and Mathematics model reasoning separately, with access and content help logged separately. This is a planning observation, not a school or QCAA grade.
4. On Days 25 and 30, use [Check A/B](STUDENT-CHECKS.md) only if the case is new to the learner and the school has scheduled a formative check. Their [worked keys](teacher/KEY-AND-NEXT.md) are publicly accessible by URL, so these are **not secure exams**. If prior access matters, make a new local case.

## Materials and access

- Five original A4 [SVG/PDF aids and full text/tactile routes](print/TEXT-ALTERNATIVES.md): [wage layers](print/wage-layers.pdf), [base comparison](print/base-comparison.pdf), [change ladder](print/change-ladder.pdf), [currency direction](print/currency-direction.pdf), [share measures](print/share-measures.pdf). The text route preserves every teaching label and limit; a supporter may move labelled pieces at a learner's direction.
- The [offline change-base lab](interactive/change-base-lab.html) lets learners predict, test and explain a reverse percentage. Its [complete paper/tactile route](interactive/TEXT-ROUTE.md) needs no device. It is a single-case exploration, not evidence that learners have used a spreadsheet.
- Read aloud, large print, Braille, AAC, sign, a calculator, a typed answer or a directed scribe can support access. Record which support was used. Do not infer independent reading from listening or lock learners into a supposed learning style. Ask no learner for real family finance, employment, disability or investment details.

## Scope and reuse

The [QCAA crosswalk](CURRICULUM-CROSSWALK.md) identifies **partial** opportunities from current official English General Unit 1 and General Mathematics Unit 1 Topic 1. Ten bridges total 350 minutes; they do not cover either 55-hour General unit or the 14-hour mathematics subtopic. Unit sequencing, complete texts, local access arrangements, Unit 1–2 instruments and later summative instruments remain **school decisions**. The public checks do not establish achievement or classroom impact. Values, images, companies, exchange rates and people are invented; no real pay, purchasing or investment advice or cultural authority is claimed. Recheck local policy and current official sources before use.

[Source/rights ledger](SOURCE-AND-RIGHTS.md) · [dated source 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. Linked QCAA/ASIC sources and the embedded font keep their own rights.