1. Focus
What are the two main parts of the research question?
Help beside the question
Read or point first. Inheritance and a biological effect.
Answer guidance
How the condition is inherited and how it can affect the body.
Present a genetic condition with care
Learning objective
Present an accurate, source-linked explanation and respond to a question without exceeding the evidence.
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 3 · 4 MINUTES
Four clues to start
Supported · 4 questions
2. Source
How can your audience check a claim?
Help beside the question
Read or point first. Make the source visible.
Answer guidance
Give a clear source label/title/link connected to the claim.
3. Uncertainty
What can you say when the sources do not answer a question?
Help beside the question
Read or point first. An honest gap is allowed.
Answer guidance
“These sources do not establish that; I would need further evidence.”
4. Choice
Must this be a public speech?
Help beside the question
Read or point first. Equivalent private or written routes are available.
Answer guidance
No.
Standard · 4 questions
1. Focus
What are the two main parts of the research question?
Help beside the question
Inheritance and a biological effect.
Answer guidance
How the condition is inherited and how it can affect the body.
2. Source
How can your audience check a claim?
Help beside the question
Make the source visible.
Answer guidance
Give a clear source label/title/link connected to the claim.
3. Uncertainty
What can you say when the sources do not answer a question?
Help beside the question
An honest gap is allowed.
Answer guidance
“These sources do not establish that; I would need further evidence.”
4. Choice
Must this be a public speech?
Help beside the question
Equivalent private or written routes are available.
Answer guidance
No.
Stretch · 4 questions
1. Focus
What are the two main parts of the research question?
Help beside the question
Inheritance and a biological effect.
Answer guidance
How the condition is inherited and how it can affect the body.
2. Source
How can your audience check a claim?
Help beside the question
Make the source visible.
Answer guidance
Give a clear source label/title/link connected to the claim.
3. Uncertainty
What can you say when the sources do not answer a question?
Help beside the question
An honest gap is allowed.
Answer guidance
“These sources do not establish that; I would need further evidence.”
4. Choice
Must this be a public speech? Give a reason.
Help beside the question
Equivalent private or written routes are available.
Answer guidance
No. Accept a scientifically correct reason that uses the relevant model or evidence.
Feedback loop
SPACE
VOICE · What are the two main parts of the…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: What are the two main parts of the research question? 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 are the two main parts of the research question” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “What are the two main parts of the research question” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “What are the two main parts of the research question” 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 3 · 4 MINUTES
Choose a first idea
Which answer to an audience question is strongest?
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 3 · 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 3 · 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.
Include in a careful presentation
Remove or reframe
Choose a card first.
Read the card clues
A bounded question: It makes the focus clear.
An accurate inheritance model: Explain the simple recessive pattern with its limits.
Visible source labels: The audience can trace the evidence.
A stated uncertainty: A gap stays visible.
Private details about a classmate: The task does not require personal disclosure.
A guaranteed prediction for one person: The evidence does not justify this.
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
A bounded question → Include in a careful presentation. It makes the focus clear.
An accurate inheritance model → Include in a careful presentation. Explain the simple recessive pattern with its limits.
Visible source labels → Include in a careful presentation. The audience can trace the evidence.
A stated uncertainty → Include in a careful presentation. A gap stays visible.
Private details about a classmate → Remove or reframe. The task does not require personal disclosure.
A guaranteed prediction for one person → Remove or reframe. The evidence does not justify this.
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 3 · 4 MINUTES
Work through one example
Worked example
Answer an audience question that is outside the source evidence.
Step 1
Listen to the actual question.
Step 2
Identify which part your sources do and do not address.
Step 3
Say: “These sources explain general inheritance, not that person’s future.”
Step 4
Name the missing evidence without inventing a confident answer.
LAUNCH · GCSE BIOLOGY FOUNDATION · W14 · LESSON 3 · 4 MINUTES
Four panels, one clear explanation
Use four panels: question; inheritance; biological effect; sources and uncertainty. Present privately, to a partner, as an audio-free slide, or as an adult-scribed explanation.
| Panel | Required content |
|---|---|
| 1 | A bounded, respectful question |
| 2 | Accurate recessive inheritance model |
| 3 | One source-linked biological effect |
| 4 | Two source labels and one uncertainty |
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 good response links two altered CFTR alleles with recessive inheritance, explains one effect such as thick mucus, identifies A and B appropriately and does not predict individual severity. Response mode is not part of the science judgement.
Feedback loop
SPACE
VOICE · Use four panels: question; inheritance;…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Use four panels: question; inheritance; biological effect; sources and uncertainty. In-lesson edit; structured verbal response; for full essays, deferred edit.
At Four panels, one clear explana, 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 four panels: question; inheritance; biological effect; sources and uncertainty” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Use four panels: question; inheritance; biological effect; sources and uncertainty” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Use four panels: question; inheritance; biological effect; sources and uncertainty” 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 3 · 10 MINUTES
Show your understanding
Supported · choose one route
1. Create
Complete the four-panel planning sheet.
Use the four-section outline: question / biological explanation / inheritance model / uncertainty and sources.
2. Present
Communicate the explanation using your chosen mode.
Choose speaking, pointing to a poster or exact-word scribing. Follow the four headings rather than memorising a script.
3. Respond
Answer: “Will every person with CF have exactly the same symptoms?”
Use: the source supports ___, but it does not establish ___. A responsible next check would be ___.
Standard · choose one route
1. Create
Complete the four-panel planning sheet.
Use one accurate claim per panel rather than long paragraphs.
2. Present
Communicate the explanation using your chosen mode.
A private one-to-one explanation is equally valid.
3. Respond
Answer: “Will every person with CF have exactly the same symptoms?”
Refer to variation and the limits of the sources.
Stretch · choose one route
1. Create
Complete the four-panel planning sheet.
Use one accurate claim per panel rather than long paragraphs.
2. Present
Communicate the explanation using your chosen mode.
A private one-to-one explanation is equally valid.
3. Refine for audience
Rewrite a technical sentence for a general audience without losing its meaning or uncertainty.
Keep the source label and qualify individual outcomes.
Feedback loop
SPACE
VOICE · Complete the four-panel planning sheet.
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Complete the four-panel planning sheet. 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 four-panel planning sheet” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Complete the four-panel planning sheet” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Complete the four-panel planning sheet” 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 3 · 4 MINUTES
Two small checks
Supported · 2 questions
1. Explain
Give a two-sentence explanation linking inheritance and one biological effect.
Help beside the question
Use: my answer is ___ because ___. Point to a model or card first. Use CFTR, two altered alleles and thick mucus.
Answer guidance
For example: cystic fibrosis usually involves altered CFTR copies inherited from both parents. This affects salt/water movement and can lead to thick mucus affecting lungs and digestion.
2. Qualify
Give one uncertainty your presentation should retain.
Help beside the question
Use: the evidence shows ___, but cannot yet show ___. Do not predict a particular person’s future.
Answer guidance
For example, these sources cannot predict an individual’s exact symptoms or severity.
Standard · 2 questions
1. Explain
Give a two-sentence explanation linking inheritance and one biological effect.
Help beside the question
Use CFTR, two altered alleles and thick mucus.
Answer guidance
For example: cystic fibrosis usually involves altered CFTR copies inherited from both parents. This affects salt/water movement and can lead to thick mucus affecting lungs and digestion.
2. Qualify
Give one uncertainty your presentation should retain.
Help beside the question
Do not predict a particular person’s future.
Answer guidance
For example, these sources cannot predict an individual’s exact symptoms or severity.
Stretch · 2 questions
1. Explain
Give a two-sentence explanation linking inheritance and one biological effect.
Help beside the question
Use CFTR, two altered alleles and thick mucus.
Answer guidance
For example: cystic fibrosis usually involves altered CFTR copies inherited from both parents. This affects salt/water movement and can lead to thick mucus affecting lungs and digestion.
2. Refine for audience
Rewrite a technical sentence for a general audience without losing its meaning or uncertainty.
Help beside the question
Keep the source label and qualify individual outcomes.
Answer guidance
For example: “CF is usually inherited when a child receives an altered CFTR copy from each parent; effects vary between people” (Source B).
Keep one useful science explanation. No additional participation record is required.
Feedback loop
SPACE
VOICE · Give a two-sentence explanation linking…
AUDIENCE
INFLUENCE
SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting
Say or show your answer here: Give a two-sentence explanation linking inheritance and one biological effect. 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 a two-sentence explanation linking inheritance and one biological effect” with the smallest prompt that works, then wait.
Did it with support → same task, new example: “Give a two-sentence explanation linking inheritance and one biological effect” again with a fresh example and one prompt fewer.
Did it independently → explain a reason: ask why for “Give a two-sentence explanation linking inheritance and one biological effect” 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.