This is an indicative 40-week planning canvas, not a claim that every Queensland school has 40 identical teaching weeks or that a particular unit occupies particular weeks. Consult the school's General English and General Mathematics work programs and QCAA's current syllabuses before filling any later week. QCAA units are notionally 55 hours; the 25-minute scripts are starter slices, not a full daily subject timetable.
| Week | Status | Teacher action |
|---|---|---|
| 1 | Authored | Teach English/General Mathematics Days 1–5 and, if scheduled, integrated Week 1. Gather baseline and Day 5 check; adapt next week. |
| 2 | Authored | Teach Days 6–10 and, if scheduled, integrated Week 2. Use fresh Day 10 transfer checks and next moves. |
| 3 | Authored | Teach English and General Mathematics Days 11–15 and, if timetabled, the separate integrated sessions. Collect the new-case Day 15 checks before discussing the public keys; use exact access routes and record support. |
| 4 | Authored | Teach Days 16–20 with a new fictional text and consumer-arithmetic context. Use optional offline/paper models in integrated inquiry and the fresh Day 20 checks; mark only observed evidence. |
| 5 | Subject and optional integrated scripts authored | Teach Days 21–25. English examines agency in a fictional court-game report; maths tests model overtime, allowances and mark-up versus margin. The optional bridge tests a public caption against its model base. Use public Day 25 checks as feedback, not secure results. |
| 6 | Subject and optional integrated scripts authored | Teach Days 26–30. English examines a fictional garden bulletin, poem and image description; maths tests fictional exchange, yield and P/E cases. The optional bridge asks for a source-bound corrected public line. The rate-switch workbook has a paper route; collect the public Day 30 checks before key discussion. |
| 7–10 | Plan only | Check local pace and QCAA requirements before extending Unit 1 text contexts and consumer arithmetic. Add complete texts, examples, feedback and the school's formal instrument schedule; this canvas is not approval. |
| 11–15 | Plan only | Map actual school term dates and the remaining Unit 1/Unit 2 transition where appropriate. Develop texts and exact mathematics tasks from local syllabus. |
| 16–20 | Plan only | Recheck the school's Unit 2 sequence, access arrangements and assessment design. Author all missing teaching and assessment materials. |
| 21–25 | Plan only | Continue locally approved units; reserve feedback and re-teaching, with subject-specific evidence. |
| 26–30 | Plan only | Audit workload, source versions, accuracy and inclusive use before any publication of new content. |
| 31–35 | Plan only | Prepare the school's actual late-year content and transition; add locally approved assessment conditions. |
| 36–40 | Plan only | Consolidate, review and transition according to the school's calendar and student pathways. Some schools may not use all listed weeks. |
Completion claim: 60 scripted 25-minute General English/General Mathematics subject lessons for Weeks 1–6, plus 30 optional scripted 35-minute integrated sessions for Weeks 1–6. Weeks 7–40 are planning prompts with zero released lessons or instruments in this map. These short scripts do not fill the 55 notional hours for either QCAA Unit 1. The run-through records what was actually tested.