# Exact Queensland senior crosswalk · selected practice

Controlling source: [English 2025 v1.3 General syllabus, January 2026, resource 231399](https://www.qcaa.qld.edu.au/downloads/senior-qce/syllabuses/snr_english_25_syll.pdf), © State of Queensland (QCAA) 2026. Unit 3 description/objectives **printed p. 24** (PDF zero-index 26/viewer 27), Topic 1 context/analysis **p. 25**, analysis/creation **p. 26**. These are senior unit objectives, not ACARA F–10 codes or invented QCAA code labels. Exact 11 wording rows below retain QCAA rights. Official indexed source read 30 September 2026; direct PDF HTTP 403, current source byte/hash/layout unavailable.

## Exact Unit 3 objectives · all on printed p. 24

1. Use patterns and conventions of genres to achieve particular purposes in cultural contexts and social situations involving public audiences.
2. Establish and maintain roles of the writer/speaker/designer and relationships with a range of audiences, including public audiences.
3. Create and analyse perspectives and representations of concepts, identities, times and places through an exploration of textual connections.
4. Make use of, in their own texts, the ways cultural assumptions, attitudes, values and beliefs underpin texts and invite audiences to take up positions, and analyse these ways in texts created by others.
5. Use aesthetic features and stylistic devices to achieve particular purposes and analyse their effects in a range of texts.
6. Select and synthesise subject matter to support perspectives.
7. Organise and sequence subject matter to achieve particular purposes.
8. Use cohesive devices to emphasise ideas and connect parts of texts for public audiences.
9. Make language choices for particular purposes and contexts.
10. Use grammar and language structures for particular purposes.
11. Use mode-appropriate features to achieve particular purposes.

## Narrow per-day opportunity, not completed component or attainment

| Day | Selected unit objectives | Actually available opportunity and limits |
| --- | --- | --- |
| 11 | 1, 2, 3, 5, 6, 9 | Own opening plus reason and textual reading can support selected creating/analysis; no actual media access, public audience persuasion or spoken performance presumed. |
| 12 | 2, 3, 4, 5, 6, 8, 9 | Actual source encounter and comparison only when available; offline comparison gives textual reasoning, not actual historical-media study. |
| 13 | 3, 4, 5, 6, 9, 10 | Located analysis and own image/qualification support text-based values/craft opportunities, not sociological facts or actual reader effects. |
| 14 | 1, 2, 3, 4, 6, 7, 8, 9, 10 | Selected synthesis/genre/sequence/cohesion demonstrated through actual learner work; no complete address or audience outcome required. |
| 15 | 3, 4, 5, 6, 7, 8, 9, 10 | Fresh text analysis only; exact composition/selection/access support named, no product/purchaser/actual-media trial or formal IA evidence. |
| 16 | 1, 2, 3, 4, 6, 7, 9 | Own purpose/role/contention and synthesis opportunities; public delivery and actual listener effect remain conditional. |
| 17 | 4, 5, 6, 8, 9, 10 | Selected concession/modality/grammar/craft evident through actual text or explained plan; no reaction/success or imaginary prior version. |
| 18 | 1, 2, 5, 9, 10, 11 | Actual written/designed features can support Objective11 within their mode and purpose. Intended pauses, gestures or unperformed delivery remain plans; spoken/signed performance requires actual enactment with observation or attributed report. |
| 19 | 1, 2, 6, 7, 8, 9, 10, 11 | Actual edited components support selected editorial independence and organisation; no guaranteed growth, full portfolio or public effect. |
| 20 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 | New first composition/commentary evidence; performance only actual, no automatic policy/design/making outcome or formal senior result. |

Topic 1 p. 25–26 supports representations of the same issue, context/purpose/audience, dialogic connections, inclusions/omissions, argument/rhetoric/modality, public persuasive text construction, editorial independence and optional speaking/listening. The original pair provides genuine **textual** practice, not real media producer testimony or a current social-event result. Actual dated complete media access is prepared in ordinary lessons, but credited only where actually encountered/responded. A source capsule is not whole-source reading. A single partial response does not demonstrate all elements of an objective; creating and analysis branches stay distinct.

Public role/purpose can exist in a composed script for an imagined public audience. Actual speaking/signing/gesture/listening/feedback require genuine appropriately scoped events and are not inferred from paper, silent selections, adult performance or plan. A personal self-review can support editing/evaluation without a compulsory audience. Adult inscription/directing/adult wording/own composition are separately named. No full-unit or Year 12 achievement claim.

## Formal IA1 boundary · p. 33–37

Formal IA1 is a spoken persuasive response to a **contemporary contentious issue appearing in media**, after critical engagement, with an identified public audience and its own required specification. Printed p. 34 requires four weeks notification, individual task, open resources, in-class/own-time development, spoken live/recorded **up to 8 minutes or signed equivalent**, with multimodal components included where used and context-appropriate editing. Official criterion allocation is knowledge application 8, organisation/development 8, textual features 9 (total 25), ISMG p. 35–37. **Our tasks are not IA1**, award none of those marks and do not satisfy notification, school endorsement/authentication, contemporary media or complete performance conditions. Historical 2021/2024 argument study does not automatically establish a contemporary 2026 IA1 issue. The suggested eventual 3–5-minute format and flexible word guides are practice planning options, not limits, required timing or formal conditions. Accessible composition/director routes retain useful selected-objective work without pretending to fulfil every formal spoken component.

## Course breadth left to the school · p. 5–6,8–10

Each unit55 notional hours; Units3–4 studied as a pair, school course/assessment designed under current rules. Ten 50-minute starts (500 planned minutes) do not complete 55 hours. Across Units3–4 at least four current prescribed-list texts and three of four categories (complete play; complete prose novel/non-fiction/short-story collection; at least five poems; multimodal film/TV/documentary); Unit 3 includes media. Australian texts including Aboriginal/Torres Strait Islander writers must be included across the course and within each unit pair; at least one Australian text over four units by an Aboriginal or Torres Strait Islander writer. Range/balance/time/place/culture/Asia–Pacific breadth remains required. Texts studied in Unit 3/4 cannot be studied in Unit 1/2 or any General Literature unit.

[Current2026–2029 prescribed list](https://www.qcaa.qld.edu.au/downloads/senior-qce/english/snr_english_eal_prescribed_texts_list_2026-29.pdf), resource 240727 November 2024 © QCAA 2024: course rulesp2, year-specific external-exam choicesp3. No supplied original work is a prescribed-list text or proven Australian/First Nations-authored text. No list registration, text breadth, school work program, unit result, IA/QCE/A–E judgment or all-state certification is supplied. The original rubric names selected evidence only. Rights/cultural authority/local educator/AARA decisions remain separate.