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

The learner chooses or changes route without being assigned a fixed learning style or disability category. Every route requires the same evidence, unit and limit. “Move” means the learner can direct a partner to place full-word strips; “speak” includes sign or AAC. A reader or scribe gives access, while a prompt that supplies an economic inference is recorded as content support. Spoken economic reasoning does not prove independent reading ability.

Day	Route A · annotate/write	Route B · full-word/movable	Route C · spoken/digital	Shared target
1	Mark chooser, constraint and competing use in B and D; write two triples.	Sort full-word B/D strips under chooser/input/use/forgone.	Dictate two triples while looking at or hearing the same card facts.	Relative scarcity and choice without “nothing exists.”
2	Write B's decision and the 24-book forgone output with units.	Move “2 staff-hours”, “digital help” and “24 books catalogued” into a decision chain.	Explain the chain orally/AAC and state why it is not a $24 cost.	Next-best feasible alternative.
3	Make D's what/how/for-whom grid plus efficiency/equity note.	Place full-word D evidence beneath three question headings; leave missing facts blank.	Record a three-question decision memo and an unknown-access question.	Allocation questions and distribution limit.
4	Annotate C's four input examples and income-category pairs.	Place four full-word input strips on factors mat; add four income words in a second row.	Describe each match and say that the card does not report payment.	Factor classification, not invented earnings.
5	Write File G's five-part short response before feedback.	Arrange File G strips in a scarcity ledger and factors mat, then direct recorded answers.	Type, sign or dictate the same five parts from the fresh case.	Independent first-encounter transfer.
6	Plot A's five points and label axes, units and fixed inputs.	Put (0,12), (1,11), (2,9), (3,6), (4,0) strips in coordinate order.	Narrate five pairs and what “maximum” means; teacher marks your chosen positions.	Construct a bounded PPF.
7	Classify F1/F2/(2,6) on the plotted A frontier; calculate 2→3 cost.	Move full-word “on frontier”, “inside” and “beyond” labels to coordinate strips.	Explain placements and three-circle cost with units.	Feasibility, efficiency and movement trade-off.
8	Draw old (3,6) and proposed new (4,6) with a cautious note.	Put old/new point strips on two labelled mats and add “one point only” warning.	Explain what E proposes and what it cannot prove.	Possible workshop-side opportunity, not macro proof.
9	Write F1/F2 comparison under a declared criterion and equity question.	Move F1/F2 output strips under two alternative criterion cards; leave “preferred by whom?” open.	Record one conditional decision and an evidence request.	Efficient mix versus equitable distribution.
10	Graph/annotate File H and submit its new-case reasoning.	Order H's five frontier pairs and place X/Y/inside/beyond strips.	Explain cost, classification, conditional choice and unknown access.	Independent new frontier transfer.

The four visual/full-text/tactile aids are colour-independent. Extend the seven-minute window if needed; the shared target remains the economic reasoning.