Human Biology: answering your questions on F172 Genetics
02 November 2026
Andri Achilleos, Science Subject Advisor
F172 Genetics is a rich and interesting unit, but it can also feel challenging to deliver. There is a lot for students to take in, including new vocabulary, unfamiliar concepts and ideas that are quite abstract at first. However, by building in real-life contexts early in the module and giving regular opportunities to practise using the language and ideas you can help them build confidence.
In this blog, I’ll answer some of the questions that teachers often ask and highlight resources Cambridge OCR has to support you.
Which assignment should I use with my cohort?
Assignment B is valid for assessment from September 2026 to June 2028.
If you have students entering Year 13 in September, you can choose to use either Assignment A or Assignment B. You may prefer to use Assignment B with your Year 12 cohort, as this also preserves the opportunity for resubmission if required.
Do students need to complete the assessment under exam conditions?
No. Unlike a written exam, the assessment does not need to be completed in silence or under formal exam conditions. However, students must complete all assignment tasks under supervision, unless the assignment states otherwise. It is an open book assessment, so students can use their class books, textbooks, notes, research they have done and the internet. It is up to you and your school what access students can have during the completion of supervised work.
You need to be confident the work is their own, so it is good to remind students not to discuss the work during the supervised sessions. This student guide to NEA is important to share with your students before they complete their assignments. It covers what they can and can’t do, as well as what teachers can and can’t do to support them. For example, students shouldn’t share images of their work, details of the assignment etc. on social media.
Can students carry out research outside supervised sessions?
Yes, students may carry out unsupervised research in their own time where the assignment allows this. They must not write any part of their assignment during this research.
Students should bring any research conducted independently to the lesson in note-form or directly quoted to write their response. All responses to the assignment tasks must be completed during supervised lessons.
What if there is no established gene therapy for the chosen genetic condition?
Students may choose a genetic condition where there is limited or no established gene therapy currently available. This does not prevent them from accessing the assessment criteria, provided they explain their choices clearly and discuss the limitations of any proposed approach.
For task 2, students can consider whether any gene therapies they have learned about could be relevant to the condition they are discussing. If there is no directly applicable therapy, they could explain why particular approaches may not be suitable, and identify whether any related or emerging approaches might have the potential to address some symptoms or underlying mechanisms.
Students can then describe how genes may be altered and how the therapy could be delivered, using a suitable example or a clearly justified hypothetical approach. They can build on this by identifying the scientific, ethical or practical challenges of using genetic engineering for that condition.
As long as students justify their selection, explain the limitations and evaluate the potential usefulness of the approach, they can still access the full range of marks.
What are students expected to include in their diagrammatic representations for P11, and how should they explain and discuss them for M6 and D4?
Students should use their knowledge and understanding from Topic Area 2.2 DNA mutations where appropriate to help them access those assessment criteria. The assessment criteria build on one another. Students first are expected to produce their own diagrammatic representations, then explain what the diagrams show and discuss how they represent the inheritance in the specific genetic disorder.
- P11: Students are expected to draw appropriate diagrams to explain to a patient what has happened, these could be Punnet squares or family trees. Where conditions are not inherited, students can use their diagrams to demonstrate that as well.
- M6: Students are expected to explain in words the diagrams in order to help the patient understand what has happened and how inheritance (or lack thereof) has occurred.
- D4: Here students can relate the inheritance of and potential impact on future offspring directly for the patient in the scenario. How can this individual better understand where their disease/syndrome came from and what this means when they want to have a family and any potential barriers or risks associated to this.
How should students discuss the potential of genetic engineering for D2?
For D2, students are expected to discuss three advantages and three disadvantages of the potential for genetic engineering for this genetic disorder. The focus is on evaluating the potential of genetic engineering and justifying a conclusion, rather than describing the technology in detail.
This discussion might include, for example, exploring whether genetic engineering would be financially viable, ethical concerns, the complications of research, the impact on those who have the genetic disorder, improvements to quality of life.
Students should then weigh up these advantages and disadvantages and reach a reasonable judgement about whether genetic engineering could be an effective and valuable treatment.
What are the referencing expectations?
The Student Guide to the NEA and our Referencing Guide can help students choose an appropriate referencing method. Students may use any suitable style, but should apply it consistently throughout their work.
To avoid plagiarism students need also be aware of the correct use of Artificial Intelligence (AI). It is important that any AI tools that have been used are referenced by showing the name of the AI source used and the date the content was generated for computer-generated content (such as an AI Chatbot). Students are asked to retain a copy of the question(s) and computer-generated content for reference, assessment and authentication purposes. See JCQ Guidance for full requirements.
What feedback can I give them for a reattempt?
You can tell students which task, or part of the task, could be improved but can’t tell them how to improve it. You can refer them to some practice work where a mark was achieved and then allow the student to interpret what needs to be done to their own work.
The feedback can comment also on the assessment criteria achieved or not achieved (e.g the evidence meets the P2 and M2 criteria). You can also identify where the student hasn't met a command word or assessment criteria requirement (e.g. this is a description, not an evaluation). In your feedback you can replicate text from the specification, assignment or assessment criteria.
What other resource can help the delivery of the course?
ExamBuilder
Students often arrive with different levels of understanding in genetics, so a short baseline activity can be a helpful place to start. ExamBuilder can help you create quick checks to see what students remember from GCSE and identify where lesson time needs to be focused. You can use the search and filter functions to find questions linked to the topic you are teaching, which can be particularly useful when introducing areas such as the function of DNA, diversity and variation.
Once students have been taught the core ideas, you could also share relevant past paper questions from A Level Biology A or B. Some of the prerelease articles from spec B can be used as well. This can help students encounter genetics in a range of contexts, without turning the NEA unit into exam preparation.
Scheme of work
Our detailed scheme of work for F172 provides delivery ideas and our Subject knowledge support sections at the end of topics are very useful for non-specialists and early-career teachers. If lesson time is limited, the student independent learning column can help students prepare before the lessons and reinforce learning afterwards.
Assessment materials and professional development
The candidate style work, moderators’ reports, and the live set assignments, are all available only to teachers on Teach Cambridge. Look out for the common issues students have with accessing command words, expectations around level of detail in responses and how to maximise marks. A list of command words and definitions can be found in Appendix B of the specification and could be useful to students.
Join us on our professional development events online, especially Ask the Moderator and Enhancing your Teaching: Supporting you to deliver investigative skills. Our teacher networks are also a great way to share ideas and get support.
Stay connected
Check out our latest professional development offer here, with Exam Reviews, Enhancing your Teaching and Ask the Subject Advisor events to support you.
If you have any questions, you can email us at science@ocr.org.uk or call us on 01223 553998. You can also sign up to subject emails for the latest news, updates and resources.
If you are considering teaching any of our qualifications, use our online form to let us know, so that we can help you with more information.
About the author
Andri was a teacher for ten years before joining Cambridge OCR in January 2019 as the subject advisor for A Level Biology. She studied Biology at University of Bristol and completed an MA in Science Education at University of York. She has taught in Birmingham as Teacher in charge of Biology, as well as an international school in Europe. During her teaching career she has taken on various roles within the department and has also been an examiner for different exam boards.
Related blogs