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

A learner may switch routes or use a combination. Move means cut, arrange or point to full-word/number cards; fine motor control is not the target. Speak includes dictation, sign and AAC. Log a reader/scribe; a supplied chemical answer makes that response supported rather than independent. These routes assess the atom-count and reasoning claim, not reading speed, handwriting or a fixed “learning style.”

Day	Route A · annotate/write	Route B · word/number sort	Route C · spoken/digital response	Common target
1	Annotate atom mat and write a model-limit caption.	Position proton/neutron/electron full-word tokens on nucleus/outside cards; choose an energy-level-limit strip.	Dictate a verbal tour of the model and its ring limitation while someone points only.	Particle location/charge, distinct levels, nonliteral ring.
2	Fill C/O/Mg Z→p table and explain symbol evidence.	Match three symbol/Z/proton-number strips; separate fictional display title from evidence.	Record the three matches with a why-Z reason.	Identity follows protons, not story label.
3	Show three `A−Z` workings in the count mat.	Lay p/n number tokens into three labelled boxes and check p+n.	Speak or type each subtraction and distinguish whole A from decimal weight.	Correct p/n for C-12, O-16, Mg-24.
4	Make two paired isotope tables and write a same/different conclusion.	Align C-12/C-13 and Cl-35/Cl-37 strips by Z then by n, leaving a “no abundance data” strip visible.	Explain both pairs with four neutron counts in audio/AAC.	Same element/Z, different n/A; no abundance inference.
5	Mark Files R/S and write p/n/e, comparison, limit.	Sort R/S full-word A/Z/status cards and direct a scribe to record calculations.	Respond in spoken/typed/AAC form from the fresh files without a key.	Independent fresh neutral-isotope transfer.
6	Translate two printed symbols to full words and count triples.	Place A above Z left of Mg/Na symbol tokens; read the assembled form aloud or by AAC.	Dictate name/A/Z/status and p/n/e for both.	Correct notation positions and neutral counts.
7	Write electron subtraction for Na 1+ and Mg 2+ beside unchanged nucleus counts.	Move one/two electron counters away from neutral word cards; keep p/n tokens fixed.	Explain both before/after counts and what stayed fixed.	Positive charge means fewer electrons for same nuclide.
8	Write electron addition for Cl 1− and O 2− beside unchanged A/Z.	Add one/two electron counters to neutral cards without moving nuclear counters.	Narrate both before/after counts and charge checks.	Negative charge means more electrons for same nuclide.
9	Rewrite four overclaims with supporting Card B/C/E/F line.	Pair four error strips with corrected strips; point to the count or limit rule.	Dictate four short “claim → repair → reason” records.	Correct isotope/ion/notation/evidence boundaries.
10	Work T/U in the blank count mat, including arithmetic checks.	Arrange new full-word/number/charge cards, then direct a scribe to record reasoning.	Type, speak or AAC the two count triples, charge checks and limits.	Independent fresh ion/isotope transfer.

Full-word print routes and text alternatives are in the A4 aid guide. If a teacher provides a reading of a symbol, record that separately from whether the learner independently applied the count rule.