Three switchable routes… | Year 11 Biology · T1 W1–2 · Daily Choices

Every route reaches the same daily biology target in learner pages. Choose for access and preference, switch when useful, and record any reading, scribing or prompting support. Move means cut or point to full words on the A4 aids, never that fine motor skill is being assessed. Speak includes dictation, sign or AAC. A teacher checks the stated evidence, not the route.

Day	Route A · annotate/write	Route B · physical/tactile sort	Route C · spoken/digital explanation	Common evidence target
1	Colour-code stated, inferred and unknown in Card D.	Place three full-word tokens under “shown / inferred / unresolved” on the boundary mat.	Record or dictate three labelled claims from the same sketch.	Label ≠ inference; blank ≠ absence.
2	Fill four shared-feature rows in the comparison mat.	Place membrane, cytoplasm, DNA and ribosome word strips in both model columns; position DNA-location strips.	Dictate a four-feature compare and DNA-location sentence while teacher points to the inventories.	Four common features and location difference.
3	Write a two-column pro/eu comparison.	Sort full-word nucleus/nucleoid/ribosome cards into Pond and intestinal model columns, then point to the incomplete card.	Narrate where DNA is and whether a bounded nucleus is explicitly stated for each card.	One shared feature, decisive organisational difference, uncertainty.
4	Caption two models and underline bounded words.	Sort chloroplast/photosynthesis, vacuole/water balance, shared nucleus and mitochondria strips; make one “some/not all” strip.	Give two audio/AAC captions with jobs and two shared features.	Two functions, two shared eukaryotic features, qualifier.
5	Mark Files J/K, then write claim/evidence/limit.	Move J/K feature cards under justified/undetermined, then give reasons to a scribe.	Dictate or type the classifications and reasons without seeing the key.	Fresh independent transfer on J/K.
6	Draw and label four arrow boxes, then write role/limit notes.	Arrange four full-word pathway cards left-to-right and place two function cards below.	Narrate the pathway forward then name two jobs and one pathway limit.	Correct sequence, distinct roles, model scope.
7	Make a three-row structure/job table and qualifier.	Match full-word lysosome/vacuole/smooth-ER strips to job strips and select a limit strip.	Explain three pairings and one exception or qualifier in a recorded note.	Three bounded function matches.
8	Label the four hierarchy levels in two parallel chains.	Place full-word cells/tissues/organs/systems on the staircase for intestinal and cardiac examples.	Speak or type both sequences and defend one “contributes” arrow.	Correct order; organ has multiple tissues.
9	Rewrite each overclaim with a card citation.	Match three overclaim cards to corrected cards and point to the supporting Card A/C/F line.	Explain aloud or by AAC each repair and what cannot yet be concluded.	Three justified, appropriately narrowed claims.
10	Annotate new Files L/M and write the four requested elements.	Arrange new full-word organelle/job and hierarchy strips, then dictate the limit.	Respond in typed, recorded or AAC form with evidence from L/M only.	Fresh organelle/hierarchy transfer and limit.

Support can remove decoding or motor barriers while preserving the cell-science decision. If the teacher supplies a biological answer, log that and do not call the response independent. A learner may use a tactile raised arrow for hierarchy; the full words and order carry the meaning, never colour alone.