1. Attribution
What should you record beside a source claim?
Help beside the question
Read or point first. Who says it and where it can be found.
Answer guidance
The publisher/title or source identifier and the relevant location/link.
Source evidence: trace every claim
Learning objective
Paraphrase and compare source evidence, keeping supported claims separate from inference and uncertainty.
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 2 · 4 MINUTES
Four clues to start
Supported · 4 questions
2. Paraphrase
Does paraphrase mean changing just one word?
Help beside the question
Read or point first. Explain the meaning in your own wording.
Answer guidance
No; it means expressing the meaning accurately in your own words.
3. Model
For two carriers of a recessive condition, what is the model chance of an affected child in each pregnancy?
Help beside the question
Read or point first. Use the one-in-four model.
Answer guidance
25%.
4. Limit
Does a 25% inheritance probability predict exact symptom severity?
Help beside the question
Read or point first. Inheritance and severity are different questions.
Answer guidance
No.
Standard · 4 questions
1. Attribution
What should you record beside a source claim?
Help beside the question
Who says it and where it can be found.
Answer guidance
The publisher/title or source identifier and the relevant location/link.
2. Paraphrase
Does paraphrase mean changing just one word?
Help beside the question
Explain the meaning in your own wording.
Answer guidance
No; it means expressing the meaning accurately in your own words.
3. Model
For two carriers of a recessive condition, what is the model chance of an affected child in each pregnancy?
Help beside the question
Use the one-in-four model.
Answer guidance
25%.
4. Limit
Does a 25% inheritance probability predict exact symptom severity?
Help beside the question
Inheritance and severity are different questions.
Answer guidance
No.
Stretch · 4 questions
1. Attribution
What should you record beside a source claim?
Help beside the question
Who says it and where it can be found.
Answer guidance
The publisher/title or source identifier and the relevant location/link.
2. Paraphrase
Does paraphrase mean changing just one word?
Help beside the question
Explain the meaning in your own wording.
Answer guidance
No; it means expressing the meaning accurately in your own words.
3. Model
For two carriers of a recessive condition, what is the model chance of an affected child in each pregnancy?
Help beside the question
Use the one-in-four model.
Answer guidance
25%.
4. Limit
Does a 25% inheritance probability predict exact symptom severity? Give a reason.
Help beside the question
Inheritance and severity are different questions.
Answer guidance
No. Accept a scientifically correct reason that uses the relevant model or evidence.
Feedback loop
SPACE
VOICE · What should you record beside a source…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What should you record beside a source claim? 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 should you record beside a source claim” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “What should you record beside a source claim” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “What should you record beside a source claim” 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 2 · 4 MINUTES
Choose a first idea
Which is the strongest evidence note?
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 2 · 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 2 · 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.
Supported by the supplied sources
Not established by these sources
Choose a card first.
Read the card clues
CFTR is involved in cystic fibrosis: Source B identifies CFTR.
Two carriers have a 25% model chance each pregnancy: Source B gives this recessive-inheritance pattern.
Thick mucus can affect lungs and digestion: Source A describes these biological effects.
Every affected person has identical symptoms: The sources do not establish this; severity varies.
The next child is affected because the previous three were not: This misuses independent probability.
We can diagnose someone from this classroom model: The sources are not an individual diagnosis.
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
CFTR is involved in cystic fibrosis → Supported by the supplied sources. Source B identifies CFTR.
Two carriers have a 25% model chance each pregnancy → Supported by the supplied sources. Source B gives this recessive-inheritance pattern.
Thick mucus can affect lungs and digestion → Supported by the supplied sources. Source A describes these biological effects.
Every affected person has identical symptoms → Not established by these sources. The sources do not establish this; severity varies.
The next child is affected because the previous three were not → Not established by these sources. This misuses independent probability.
We can diagnose someone from this classroom model → Not established by these sources. The sources are not an individual diagnosis.
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 2 · 4 MINUTES
Work through one example
Worked example
Paraphrase the idea “severity varies” without making a prediction about an individual.
Step 1
Locate the relevant source statement.
Step 2
Keep its meaning: people can have different effects or severity.
Step 3
Write: “The effects are not identical for every person” (Source B).
Step 4
Do not add an unsupported claim about who will be affected most.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 2 · 4 MINUTES
A claim–evidence ledger
Fill the ledger from the source cards. Give a source identifier, an accurate paraphrase and a limit. Do not create an invented quotation.
| Claim to check | Source | Limit |
|---|---|---|
| CF involves altered CFTR copies | ___ | ___ |
| Thick mucus can affect breathing | ___ | ___ |
| A particular person will have severe symptoms | ___ | ___ |
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
CFTR: Source B, but many variants and individual effects vary. Thick mucus: Source A, but it does not predict each individual. Severe symptoms for one person: not supported; leave this claim out or state the gap.
Feedback loop
SPACE
VOICE · Fill the ledger from the source cards.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Fill the ledger from the source cards. In-lesson edit; structured verbal response; for full essays, deferred edit.
At A claim, 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 “Fill the ledger from the source cards” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Fill the ledger from the source cards” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Fill the ledger from the 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 2 · 10 MINUTES
Show your understanding
Supported · choose one route
1. Trace
Complete the claim–evidence ledger for all three claims.
For each claim, choose A / B / not established. Copy only a brief supporting idea into the ledger.
2. Paraphrase
Write two accurate source-linked sentences in your own words.
Say the source idea aloud, cover it, then explain the meaning. Add Source A or Source B.
3. Compare
Explain one agreement and one difference in emphasis between the sources.
Use: both sources say ___. Source A emphasises ___; Source B gives more detail about ___.
Standard · choose one route
1. Trace
Complete the claim–evidence ledger for all three claims.
Use A, B or not supported.
2. Paraphrase
Write two accurate source-linked sentences in your own words.
Say “Source A explains…” without pretending it is a quote.
3. Compare
Explain one agreement and one difference in emphasis between the sources.
Public overview versus professional genetic detail.
Stretch · choose one route
1. Trace
Complete the claim–evidence ledger for all three claims.
Use A, B or not supported.
2. Paraphrase
Write two accurate source-linked sentences in your own words.
Say “Source A explains…” without pretending it is a quote.
3. Resolve a conflict
A commercial page promises a guaranteed cure. What checks would you make before adding that claim?
Compare evidence, purpose, date and approved clinical sources.
Feedback loop
SPACE
VOICE · Complete the claim–evidence ledger for…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Complete the claim–evidence ledger for all three claims. 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 “Complete the claim–evidence ledger for all three claims” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Complete the claim–evidence ledger for all three claims” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Complete the claim–evidence ledger for all three claims” 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 2 · 4 MINUTES
Two small checks
Supported · 2 questions
1. Trace
What makes a claim traceable?
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Another reader can locate the relevant evidence.
Answer guidance
It is linked to an identifiable source and the relevant statement or section.
2. Compare
Does extra detail in a professional source automatically contradict a public summary?
Help beside the question
Use: both ___; a difference is ___. Compare actual claims, not length.
Answer guidance
No. Different audiences may explain the same evidence at different levels of detail.
Standard · 2 questions
1. Trace
What makes a claim traceable?
Help beside the question
Another reader can locate the relevant evidence.
Answer guidance
It is linked to an identifiable source and the relevant statement or section.
2. Compare
Does extra detail in a professional source automatically contradict a public summary?
Help beside the question
Compare actual claims, not length.
Answer guidance
No. Different audiences may explain the same evidence at different levels of detail.
Stretch · 2 questions
1. Trace
What makes a claim traceable?
Help beside the question
Another reader can locate the relevant evidence.
Answer guidance
It is linked to an identifiable source and the relevant statement or section.
2. Resolve a conflict
A commercial page promises a guaranteed cure. What checks would you make before adding that claim?
Help beside the question
Compare evidence, purpose, date and approved clinical sources.
Answer guidance
Check the actual supporting studies and whether the claim agrees with reliable reviewed clinical guidance; identify commercial purpose and avoid repeating a guarantee without adequate evidence.
Keep one useful science explanation. No additional participation record is required.
Feedback loop
SPACE
VOICE · What makes a claim traceable?
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What makes a claim traceable? 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 “What makes a claim traceable” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “What makes a claim traceable” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “What makes a claim traceable” 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.