1. Gene
What is a gene?
Help beside the question
Read or point first. A section of the information-carrying molecule.
Answer guidance
A section of DNA containing information for a protein.
Genetic condition research: ask a bounded question
Learning objective
Form a respectful research question and select relevant, credible information about a genetic condition.
40 minutes · one route · start from what you show today. Point, speak, sign, draw, write or direct an adult. An adult may read or scribe your exact words. Choose one route; do not complete all three.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 4 MINUTES
Four clues to start
Supported · 4 questions
2. Recessive
How many altered alleles are usually needed for an autosomal recessive condition in the model?
Help beside the question
Read or point first. One inherited from each parent.
Answer guidance
Two.
3. Source
Name one clue that helps judge a source.
Help beside the question
Read or point first. Publisher, purpose, date or evidence.
Answer guidance
For example, a named expert publisher and relevant reviewed evidence.
4. Respect
Should this task ask anyone to reveal a family diagnosis?
Help beside the question
Read or point first. Research a condition, not classmates.
Answer guidance
No.
Standard · 4 questions
1. Gene
What is a gene?
Help beside the question
A section of the information-carrying molecule.
Answer guidance
A section of DNA containing information for a protein.
2. Recessive
How many altered alleles are usually needed for an autosomal recessive condition in the model?
Help beside the question
One inherited from each parent.
Answer guidance
Two.
3. Source
Name one clue that helps judge a source.
Help beside the question
Publisher, purpose, date or evidence.
Answer guidance
For example, a named expert publisher and relevant reviewed evidence.
4. Respect
Should this task ask anyone to reveal a family diagnosis?
Help beside the question
Research a condition, not classmates.
Answer guidance
No.
Stretch · 4 questions
1. Gene
What is a gene?
Help beside the question
A section of the information-carrying molecule.
Answer guidance
A section of DNA containing information for a protein.
2. Recessive
How many altered alleles are usually needed for an autosomal recessive condition in the model?
Help beside the question
One inherited from each parent.
Answer guidance
Two.
3. Source
Name one clue that helps judge a source.
Help beside the question
Publisher, purpose, date or evidence.
Answer guidance
For example, a named expert publisher and relevant reviewed evidence.
4. Respect
Should this task ask anyone to reveal a family diagnosis? Give a reason.
Help beside the question
Research a condition, not classmates.
Answer guidance
No. Accept a scientifically correct reason that uses the relevant model or evidence.
Feedback loop
SPACE
VOICE · What is a gene?
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What is a gene? In-lesson edit; structured verbal response; for full essays, deferred edit.
At Four clues to start, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “What is a gene” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “What is a gene” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “What is a gene” and take the reason in the pupil’s own mode.
Did it and explained → move on: Choose a first idea
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 4 MINUTES
Choose a first idea
Which question is suitable?
Think or discuss first. No answer chosen yet.
Feedback loop
SPACE
VOICE · Think or discuss first.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Think or discuss first. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Choose a first idea, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Think or discuss first” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Think or discuss first” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Think or discuss first” and take the reason in the pupil’s own mode.
Did it and explained → move on: Watch the model
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 5 MINUTES
Watch the model
Start with a bounded question and two approved NHS sources about cystic fibrosis.
Worked explanation · reveal after thinking
Use the supplied paraphrased source cards for an offline route. They are not quotations or medical advice. Do not research pupils’ families, request genetic results, infer a diagnosis or rank people by a condition. The two NHS sources have different audiences but are not wholly independent publishers.
32-second silent captioned explainer · optional
No sound or autoplay. Use instead of part of the modelling time, not as an extra activity.
Full transcript
Find. Start with a bounded question and two approved NHS sources about cystic fibrosis.
Label. Record publisher, title, purpose, date information and the precise claim each source supports.
Map. Connect inheritance, a biological effect and one limitation to the research question.
Keep a gap visible. A source can explain inheritance without predicting an individual’s future. State what remains uncertain.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 5 MINUTES
Sort using the evidence
Choose a card, then choose a group. Explain one placement using its clue.
Drag, or use Tab and Enter to select a card and its group. Pointing or adult-directed placement works too.
Suitable research choice
Needs changing
Choose a card first.
Read the card clues
Ask how CF is inherited: A bounded biological question.
Use an NHS source: A relevant named health-information publisher; still check the claim.
Record a source date or say not stated: Date information should be honest.
Ask a classmate for a family diagnosis: This requests private information.
Copy a whole page without attribution: Paraphrase and identify the source.
State a gap the source does not answer: A visible limit is better than an invented answer.
Would a small change help? · optional
Ask the lesson teacher for clearer labels, fewer cards, reading help, an adult-directed model or more thinking time. Your teacher will explain what can change, try it and check its effect. Ask privately or pass; no extra form is needed.
Group explanations · reveal after sorting
Ask how CF is inherited → Suitable research choice. A bounded biological question.
Use an NHS source → Suitable research choice. A relevant named health-information publisher; still check the claim.
Record a source date or say not stated → Suitable research choice. Date information should be honest.
Ask a classmate for a family diagnosis → Needs changing. This requests private information.
Copy a whole page without attribution → Needs changing. Paraphrase and identify the source.
State a gap the source does not answer → Suitable research choice. A visible limit is better than an invented answer.
Feedback loop
SPACE
VOICE · Choose a card, then choose a group.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose a card, then choose a group. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Sort using the evidence, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Choose a card, then choose a group” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose a card, then choose a group” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose a card, then choose a group” and take the reason in the pupil’s own mode.
Did it and explained → move on: Work through one example
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 4 MINUTES
Work through one example
Worked example
Narrow “Tell me everything about cystic fibrosis” into a researchable question.
Step 1
Choose an inheritance focus.
Step 2
Add one biological effect, such as the effect on mucus.
Step 3
Use: “How is CF inherited, and how can altered CFTR affect mucus?”
Step 4
Check that the approved sources address both parts.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 4 MINUTES
Find–Label–Map–Gap
Use the two supplied paraphrased source cards. Choose a question, identify the relevant claim in each, and state one question they do not answer.
| Source | Title | Purpose |
|---|---|---|
| NHS public page | Cystic fibrosis | Public explanation of inheritance, effects and care |
| NHS Genomics Education | Cystic fibrosis, GeNotes | Professional explanation of CFTR variants and inheritance |
Source A · NHS public information
Cystic fibrosis is an inherited condition. Altered gene copies inherited from both parents affect the movement of salt and water in cells, causing thick, sticky mucus. This can affect the lungs and digestive system. Care is individualised. This summary does not predict any one person’s symptoms.
Accessed 16 September 2026. Page review date is not asserted in this pack.
Open full source (internet)Source B · NHS Genomics Education
Cystic fibrosis usually results from pathogenic variants in both copies of CFTR. It follows autosomal recessive inheritance. When both parents are carriers, each pregnancy has a 25% chance of a child with the condition, a 50% chance of a carrier, and a 25% chance of neither altered copy in this model. Severity varies.
Reviewed 12 March 2025; next review 12 March 2028. Accessed 16 September 2026.
Open full source (internet)Worked explanation · reveal after thinking
A bounded question connects inheritance and a biological effect. Source A supports a public explanation of effects; Source B supports CFTR and recessive inheritance. Neither predicts an individual’s exact future symptoms.
Feedback loop
SPACE
VOICE · Use the two supplied paraphrased source…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use the two supplied paraphrased source cards. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Find, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Use the two supplied paraphrased source cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use the two supplied paraphrased source cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use the two supplied paraphrased source cards” and take the reason in the pupil’s own mode.
Did it and explained → move on: Show your understanding
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 10 MINUTES
Show your understanding
Supported · choose one route
1. Question
Choose or write one bounded, respectful research question.
Choose effects / inheritance / variation. Complete one question: what does the source say about ___?
2. Find
Select one relevant claim from each source card.
Use four labelled lines: question / claim / source A or B / what the source cannot establish.
3. Gap
Record one limit or unanswered question.
Complete: these sources answer ___, but do not tell us ___. Avoid predicting an individual’s symptoms.
Standard · choose one route
1. Question
Choose or write one bounded, respectful research question.
Use “How is… inherited, and how can it affect…?”.
2. Find
Select one relevant claim from each source card.
Match the sentence to part of the question.
3. Gap
Record one limit or unanswered question.
Do not invent a statistic or personal prognosis.
Stretch · choose one route
1. Question
Choose or write one bounded, respectful research question.
Use “How is… inherited, and how can it affect…?”.
2. Find
Select one relevant claim from each source card.
Match the sentence to part of the question.
3. Evaluate source overlap
Are two NHS sources automatically two fully independent confirmations? Explain.
Different audiences can still belong to the same health-information system.
Feedback loop
SPACE
VOICE · Choose or write one bounded, respectful…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Choose or write one bounded, respectful research question. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Show your understanding, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Choose or write one bounded, respectful research question” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Choose or write one bounded, respectful research question” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Choose or write one bounded, respectful research question” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 1 · 4 MINUTES
Two small checks
Supported · 2 questions
1. Question
Give one suitable research question about cystic fibrosis.
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Bound it to inheritance and a biological effect.
Answer guidance
For example: How is cystic fibrosis inherited, and how can altered CFTR affect the lungs?
2. Source
Why is a source’s purpose worth recording?
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Who is it written for, and why?
Answer guidance
Purpose helps judge relevance, detail, possible persuasion and whether it can answer the chosen question.
Standard · 2 questions
1. Question
Give one suitable research question about cystic fibrosis.
Help beside the question
Bound it to inheritance and a biological effect.
Answer guidance
For example: How is cystic fibrosis inherited, and how can altered CFTR affect the lungs?
2. Source
Why is a source’s purpose worth recording?
Help beside the question
Who is it written for, and why?
Answer guidance
Purpose helps judge relevance, detail, possible persuasion and whether it can answer the chosen question.
Stretch · 2 questions
1. Question
Give one suitable research question about cystic fibrosis.
Help beside the question
Bound it to inheritance and a biological effect.
Answer guidance
For example: How is cystic fibrosis inherited, and how can altered CFTR affect the lungs?
2. Evaluate source overlap
Are two NHS sources automatically two fully independent confirmations? Explain.
Help beside the question
Different audiences can still belong to the same health-information system.
Answer guidance
No. They have different purposes and detail, but shared institutional context means they are not wholly independent; agreement is useful but should not be overstated.
Keep one useful science explanation. No additional participation record is required.
Feedback loop
SPACE
VOICE · Give one suitable research question…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Give one suitable research question about cystic fibrosis. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Two small checks, an adult receives it and names back what they heard, in your words. R goes on only after that.
Not yet / needs help → reduce the prompt: take the first step of “Give one suitable research question about cystic fibrosis” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Give one suitable research question about cystic fibrosis” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Give one suitable research question about cystic fibrosis” and take the reason in the pupil’s own mode.
Did it and explained → move on: Two small checks
SPACE stays available. VOICE is received. AUDIENCE names back exactly. INFLUENCE changes one real next action.
Feedback codes (staff): VF Verbal feedback given here · WS Worked with support · I Independent · NS + Next step — one specific thing · E Evidence on Earwig · R Responded — loop closed · // Self-edit point · ? Read this back to me
Space — the conditions that make response possible:
- Regulation first. A dysregulated student cannot respond to feedback. Co-regulation, sensory tools and time take priority over the technical content of the feedback.
- No public comparison. No grade boards, no "look how X has improved."
- Permission to refuse. A student who declines to respond today is not punished — refusal is information.
Earwig, lean capture (E): 30-second clip, photo, or one-line context note. Central tags only. Listen / look before tagging (Audience).
Feedback & Marking Policy 2025/2026 (Pilot), Issue 1 — body sections 5, 11, 12 and 13, quoted.