Checked: 29 September 2026. Scope: Queensland QCAA General English and General Mathematics, 2025 v1.3 syllabuses, the opening of Unit 3 only. This is an independently authored learning resource, not an official QCAA course, approved task or QCAA endorsement. No ACARA Year 12 achievement code is asserted. Subject choices, Units 3–4 start, cohort completion year and assessment dates require school confirmation. Recheck live syllabus versions before adoption.
Primary-source crosswalk
| Local ref | Official source and location | What it supports here | What this pack leaves to the school |
|---|---|---|---|
| ENG-U3-T1 | English 2025 v1.3 General senior syllabus, Unit 3 Textual connections, printed pp. 24–27 (PDF viewer pp. 27–30) | Comparing different perspectives on the same issue; audience positioning, inclusions/omissions, language and argument; speaking and public persuasion practice. | The full 55 notional hours, school-selected media and sustained texts, IA1 spoken persuasive instrument and conditions. |
| ENG-TEXTS | English/EAL prescribed-text list 2026–2029, pp. 2–3 | School choice and registration of prescribed texts; at least four list texts across Units 3–4 and three of four stated categories. | Selecting/obtaining/permissioning/registering the actual list texts; our invented microtexts are not list texts. |
| GM-U3-T1-CAT | General Mathematics 2025 v1.3 General senior syllabus, Unit 3 Topic 1, printed p. 23 (PDF viewer p. 26) | Bivariate categorical pairs, two-way frequency table, row/column totals and percentages, association described in context; sub-topic notionally five hours. | A full five-hour treatment with varied data and technology. |
| GM-U3-T1-NUM | Same General Mathematics syllabus, printed p. 23 (PDF viewer p. 26) | Explanatory/response variables, scatterplot, direction/form/strength, technology-calculated Pearson r and R²; sub-topic notionally six hours. | Full six-hour treatment, school-approved technology and additional authentic applications. |
| QCAA-COURSE | English syllabus, printed pp. 5–6 (PDF viewer pp. 8–9); General Mathematics syllabus, course overview and assessment sections | School-designed courses, 55 notional hours per unit, Units 3–4 as a pair and regulated summative instruments. | Actual school work program, unit sequence, approved assessment and reasonable adjustments. |
The QCAA General Mathematics subject page lists 2025 v1.3 for students completing in 2026 or later. QCAA's senior resource search lists English General 2025 v1.3. The two directly opened PDF headers read January 2026 and 2025 v1.3. The English subject-page request timed out during this review; the direct English PDF and text-list PDF opened successfully. For the full course, use the school's current QCAA Portal documents and coordinator advice.
These ref labels are local crosswalk labels, not official QCAA codes. The paraphrases above are short; no official task, prescribed-text excerpt or protected media is reproduced. The syllabuses and list retain QCAA/other-owner rights.
Original material and internal fact check
- Text A, Text B, Text C, people, East Vale, board and campaign are invented. A's apprentice/parent/student are illustrative, never sampled respondents. B's 6:20 bus is only a character's in-story assertion; do not import it into a real transport lesson.
- Maths Card A has 12+8=20 and 6+14=20 visits; quiet column 18, group column 22, grand total 40. Within-row quiet proportions are 60% and 30%, a 30 percentage-point difference.
- Fresh categorical Check 1 has 9+6=15 and 4+11=15 invitations; attended column 13, not-attended 17, total 30. Attendance shares 60% and 26⅔%, a 33⅓ percentage-point difference.
- Card B pairs are (1,8), (2,10), (3,9), (4,14), (5,13), (6,16); r = 0.9189132409545… and R² = 0.8444015444015… . Fresh Card C pairs are (1,5), (2,7), (3,10), (4,9), (5,13), (6,12); r = 0.9230930832457… and R² = 0.8521008403361… . These were recalculated from centred cross-products in the teacher key and independently by the verifier. No cause, population preference or real attendance is inferred.
- Text C's 8/10 = 80% is arithmetic, not a representative result. It explicitly identifies a convenience sample of existing users and an unspecified “later” session. Its claimed headline is deliberately too broad so learners can critique it.
- The three SVG aids are hand-authored in this tree; three PNG previews were rendered from them and visually inspected. Their full text alternatives contain every number and relationship, so no task depends on colour or vision. SVGs use system sans-serif at render time, with no embedded third-party font. No voice, music, photograph, AI bitmap, translation or local First Nations story is claimed or supplied.
Rights and release posture
Original SubjectNest lessons, microtexts, fictional datasets, keys, visuals, descriptions and sequence in this tree © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. Attribution, licence link and change notice apply. The read-only verifier uses Apache-2.0. QCAA source documents are linked and retain their own terms. No QCAA endorsement. The SHA-256 manifest inventories original files only, excluding itself.
Review still needed before a school treats this as ready for local delivery: a Queensland senior English teacher and General Mathematics teacher; school subject/coordinator review of actual unit order, texts, technology and assessment calendar; accessibility/EAL/D and cultural review; and a classroom trial. No user outcomes are claimed. Any home-language or First Nations-language adaptation needs named variety, community authority and qualified human review. A machine-generated version must not be labelled verified.
Change triggers
Recheck if QCAA changes either syllabus or prescribed list, the cohort differs, a school uses another senior pathway, a calculation or visual is revised, or a new translation/audio/media asset is introduced. Rerun verifier after reviewing edits; regenerate the hash manifest only after content review.