# Year 11 General pathway sequence: six subject weeks ready, later weeks planned only

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](SOURCES-AND-REVIEW.md) 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](RUN-THROUGH.md) records what was actually tested.