# Teacher setup — first fortnight

**Pathway:** Queensland QCAA **General English** Unit 1, *Perspectives and texts*, and **General Mathematics** Unit 1 Topic 1, *Consumer arithmetic*, 2025 v1.3 syllabuses. This is a narrow opening sequence: do not record a QCAA unit result from these checks. Read [scope/source/review](../../SOURCES-AND-REVIEW.md) first.

**Daily flow:** English 25 minutes and General Mathematics 25 minutes, each in six timed steps. The optional integrated session is 35 minutes. Timings do not include the rest of a normal senior lesson, breaks, travel, formal assessment or accommodations requiring extra time. The maths and English scripts can run separately; integrated work uses both and should be scheduled separately if used.

**Prepare:** Give learners [English Texts A–C without notes or keys](english/LEARNER-TEXTS.md) and [maths cards without worked answers](mathematics/LEARNER-CARDS.md). Keep the four [English Day 5](english/DAY-05-CHECK.md), [English Day 10](english/DAY-10-CHECK.md), [maths Day 5](mathematics/DAY-05-CHECK.md) and [maths Day 10](mathematics/DAY-10-CHECK.md) cards sealed until each fresh check. Keep [teacher English materials](english/MATERIALS.md), [teacher maths materials](mathematics/MATERIALS.md) and [English](english/ASSESSMENT.md) and [maths keys](mathematics/ASSESSMENT.md) out of learner print bundles. Prepare a calculator or spreadsheet where available and the [three A4 aids](print/TEXT-ALTERNATIVES.md); the rate and budget maps contain worked values, so reveal them after a first attempt when independence matters. Keep a one-row evidence note per learner: `prompt / exact response or work / source supplied / technology and help / mode / next move`. If the first version matters, save it before feedback.

**Scenario convention:** An imaginary event called Lantern Yard and an imaginary supplier called Paper Loop exist only in the cards. The $24 base rate, multipliers, budgets and prices are **given teaching assumptions**. They are not current employment law, award rates, tax advice or actual offers. Students choose hypothetical characters rather than sharing their own finances or work histories.

**Access without lowered expectations:** Put every display statement in selectable text; read it aloud where interpreting content is the construct; provide large print or [text descriptions](print/TEXT-ALTERNATIVES.md) for visual aids. Permit keyboard, handwriting, AAC or private audio response; assess the intended reasoning separately from reading fluency or public speech. Give a step card, quiet work space or shorter visible chunk if helpful. Invite students to request other supports. For an independent reading check, record when the text was read aloud. For a numerical check, record calculator use and require an estimate or equation.

**After each day:** compare the exit response with the keyed next move. Days 5 and 10 have fresh independent transfer tasks. The seven-minute writing phase captures an initial response; if a learner needs more composition time, allow it, retain the initial response and record elapsed time and supports. Do not treat speed as evidence of perspective analysis. A quick check and this rubric do not supply QCAA's formal instrument, conditions or A–E judgment.

**No translations or audio supplied:** A teacher may read these original scripts or record a local, consent-reviewed narration. A home-language adaptation needs qualified language and community review before sharing. Do not label a machine translation as verified.

**Rights:** Original SubjectNest resources © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/); credit, link and indicate changes. PDF font exception is in [the notice](print/FONT-RIGHTS.md).