# Choose a route; keep the same historical target

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](print/TEXT-ALTERNATIVES.md) 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. |

Original SubjectNest route choices © NeuroForgeIO Pty Ltd 2026, [CC BY 4.0](https://creativecommons.org/licenses/by/4.0/).