Made by Matt · LAUNCH GCSE Biology
Teacher implementation guide
A concise teaching and access guide for all 18 LAUNCH GCSE Biology lessons.
Before teaching
- Open the lesson locally and check the title slide, equipment and safety notes.
- Prepare the physical route and its offline digital/no-equipment equivalent.
- Identify the familiar adult who can genuinely receive pupil Voice at the exit.
- Decide whether a selected print tier is needed; printing is always an explicit action.
Nine-stage routine
| Stage | Teacher action | TA least-prompt action |
|---|---|---|
| Arrival | Retrieve only taught learning; use the read-it-here box for absence/new starter access. | Wait → gesture → repeat → offer two modes → model one step → exact scribe. |
| Starter | Invite a prediction without marking it. | Reflect the idea back; do not supply the answer. |
| I Do / I Do 2 | Reveal the model in small steps and state both help and limitation. | Keep vocabulary visible; add the bridge only when needed. |
| We Do | Collect a response from everyone and branch from evidence. | Protect point, sign, model, type and exact-scribe routes. |
| We Do 2 | Operate the local evidence lab; retry without penalty. | Support handling only where necessary; ask what changed. |
| Independent | Select Supported, Standard or Stretch without treating a tier as a pupil label. | Fade support as soon as independence returns. |
| Exit | Receive the response, say back the Science, then choose one next move. | Make the change visible; preserve the pupil’s exact words. |
Read-aloud and accessibility
Device speech is intentionally omitted: no media permission is requested, and the deck remains dependable offline. A familiar adult may read the exact current task while the text stays visible. Word help adds a plain-language bridge while preserving the scientific term. Calm view stops automatic local-film motion; Teacher Freeze pauses lesson motion. Large text increases the interface text.
Truthful Lundy closure
Space is offered by the equivalent participation routes. Voice changes state only after a pupil commits a response. Audience changes only after a familiar adult genuinely receives it. Influence changes only after an adult selects and enacts one next teaching move. Reload begins a fresh session; no static completion claim survives.
Branch menu
| Evidence | Next move |
|---|---|
| Secure | Transfer to an unfamiliar example or remove one scaffold. |
| Mixed | Contrast two examples, allow peer reasoning, then recheck every pupil. |
| Misconception | Use the lesson counterexample, re-model and ask a fresh question. |
| Access barrier | Keep the Science goal; change mode, sensory load, density or adult role. |
| Method/evidence | Preserve the first result, repair the method and repeat. |
Lesson list
- W8L1 · Enzyme Action: Preparing the pH Investigation — I can explain enzyme specificity and denaturation, then identify the variables and evidence needed to investigate the effect of pH on amylase safely.
- W8L2 · Amylase and pH: Continuous-Sampling Investigation — I can follow the centre-approved Pearson method to investigate how pH affects amylase activity, recording safe continuous-sampling evidence accurately.
- W8L3 · Amylase Rate, Graph and Topic 1 Consolidation — I can calculate amylase rate from endpoint time, plot and interpret the pH pattern, evaluate the method, and apply Topic 1 knowledge to exam-style evidence.
- W9L1 · Cell Cycle: Copy, Check, Divide — I can describe the cell cycle, distinguishing interphase from mitosis and cytokinesis, and sequence prophase, metaphase, anaphase and telophase using chromosome evidence.
- W9L2 · Mitosis Sequence: Chromosome Evidence — I can identify and sequence stages of the cell cycle from diagrams or micrographs, justify stage decisions with visible chromosome evidence, and evaluate uncertainty in snapshot data.
- W9L3 · Mitosis: Identical Daughter Cells — I can explain how mitosis produces two genetically identical daughter cells with the parent chromosome number, then apply the process to growth, repair, asexual reproduction and cell-division data.
- W10L1 · Growth and Differentiation: Building an Organism — I can describe how animals and plants grow and explain how differentiation produces cells specialised for particular functions.
- W10L2 · Stem Cells and Meristems: Potential Compared — I can compare embryonic stem cells, adult tissue stem cells and plant meristem cells using evidence about self-renewal, differentiation range and function.
- W10L3 · Growth and Stem-Cell Data: Evidence Before Claims — I can interpret growth and stem-cell data, calculate changes or proportions, and evaluate application claims using evidence and biological limitations.
- W11L1 · Stem Cells: Evidence Before Judgement — I can describe stem-cell functions and distinguish scientific evidence, ethical concern and uncertainty.
- W11L2 · Stem-Cell Evidence: Benefit, Risk, Uncertainty — I can analyse simulated stem-cell evidence by calculating outcomes and identifying benefits, risks and limitations.
- W11L3 · Stem Cells: Structured DISCUSS — I can write or dictate a structured DISCUSS judgement and improve it after feedback.
- W12L1 · Genetic Information: Cell to Gene — I can describe where genetic information is stored and how chromosomes, DNA, genes and the genome are related.
- W12L2 · DNA Structure: Pair, Twist, Critique — I can construct a complementary DNA section and describe the strengths and limitations of the model.
- W12L3 · Fruit DNA: Extract, Observe, Evaluate — I can explain the steps in fruit-DNA extraction, record an observation and evaluate the evidence cautiously.
- W13L1 · Inheritance Language: Allele to Phenotype — I can use inheritance vocabulary to connect alleles, genotype and phenotype in a simple monohybrid model.
- W13L2 · Punnett Squares: Construct the Prediction — I can construct a Punnett square from parental genotypes and explain what its outcomes predict.
- W13L3 · Inheritance Data: Predict, Calculate, Evaluate — I can calculate inheritance probabilities, ratios and percentages and evaluate why observed results can differ from predictions.