Choose a route… | Year 11 Ancient History · T1 W1–2 · Daily Choices

Offer three routes without assigning one to a diagnosis or presumed “learning style.” Read the same source text aloud if needed; a partner may help locate it, then the learner makes the judgement. Record substantial prompts and access support. All routes require a source ID, evidence, a bounded inference and a limit. Exact text and tactile aid alternatives mean colour and handwriting are optional.

Day	Route A · private text	Route B · talk/record	Route C · labels/tactile/AAC	Shared target
1	Write an answerable A-question and one A cannot answer; cite the page.	Hear A, then dictate two questions and one source-based answer.	Sort QUESTION A CAN ANSWER / NEED ANOTHER SOURCE labels; point or use AAC for A's fact.	Bound a site question to a public custodian account.
2	Make a three-row material/page/report table with use and limit.	Explain the three source kinds aloud, then dictate A/B claims.	Place feature, A, B labels in ancient material / modern interpretation / research-report lanes.	Distinguish ancient remains and modern sources.
3	Write sample → context → inference for B, then reject one overclaim.	Talk through why a charcoal date differs from a wall date; record.	Put EARLY CHANNEL and LATER WALL cards on the phase clock and label sample.	Date the reported feature's phases cautiously.
4	List three named components and a source/use/access limit.	Narrate C's three components and why D governs a visit.	Arrange north/central/south name cards with no coordinates; add D's protocol token.	Use a site overview without claiming permission.
5	Submit Check A as a short corrected museum label with F citation.	Hear F exactly, then dictate a bounded label and two non-claims.	Use listing / Gunditjmara attribution / cannot show / next source boxes with AAC or labels.	Evaluate a fresh listing decision.
6	Pair A/B with two different questions and justified limits.	Explain orally what each maker knew and investigated.	Match question cards to A/B/C tokens; choose one limit for each.	Judge usefulness for a named question.
7	Draft an ethical classroom decision with D and E citations.	Discuss “read, reuse, visit” and dictate a safe plan.	Sort public text / image / physical place under read / seek rights / arrange access.	Respect present-day custodianship.
8	Write a two-source museum-label plan with attributed makers.	Speak an attribution-first plan and review question.	Place A/E/C source labels beside three proposed label lines; flag unsourced line.	Distinguish representation and missing authority.
9	Write 90–130 words using at least three A–E IDs and two limits.	Deliver 60–90 seconds of recorded argument; transcribe IDs and limits.	Fill five argument boxes with labelled source tokens and narrated links.	Synthesise a bounded site-specific argument.
10	Submit Check B with G/H, distinct limits and safe next action.	Hear G/H exactly; dictate potential/verified/access distinction.	Put G/H fact tiles in digital clue and access lanes; form claim/limit with AAC.	Test a fresh survey claim and visit plan.