| “Give everyone programme C” | Detail and a broad audience description do not establish personal fit. | Keep C as one design candidate; obtain same-holder inputs before personal comparison. |
| “This programme covers more topics” | Topic count says nothing about task closure, displacement, support, or evidence. | Compare contributions to complete later-Work results and protected errors. |
| “Scale 340 hours to 204” | Uniform scaling can remove preparation, attempts, feedback, or correction that makes the output plausible. | Name every removed or replaced hour and show how the required mechanisms and outputs remain available. |
| “Teacher hours make it feasible” | A time calculation does not establish competence, access, scheduling, or operation at peak load. | Obtain the HCD.7 support result or return the exact missing contribution to HCD.8 for obtain-or-build comparison and the preparation or operating test the selected route needs. |
| “AI support means the person knows it” | Assisted performance can differ from later unassisted performance. | Allocate the human checking contribution and preserve actual help in every observation. |
| “Every component is a prerequisite” | A printed sequence turns legitimate same-task references and specialists into unnecessary memorization or gates. | Separate before-practice prerequisites from simultaneous complements and supports. |
| “One feasible candidate dominates” | Missing rivals or evidence do not create a supported dominance relation. | Return the feasible description and the exact comparison gap. |
| “HCD.2 chooses and launches” | Comparison is collapsed with preference, authority, commitment, and execution. | Pass the comparison to the applicable decision Method and authorized owner. |
| “The course author is the learner” | Recipient and holder are silently merged. | Return a class-level design question now and reopen personal comparison when a named learner supplies compatible evidence. |