Using language, symbols, and texts resources

Students use a protractor to locate towns on a map from given compass bearings.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

From given examples, students define four root words then complete a chart of root words and their meanings.

Students use a given example of a blurb about a book to create their own blurb for a book of their choice.

Students exploit additive identity property to find missing numbers in addition and subtraction equations.

Students write an invitation to a party.

Students create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

This task has students writing about themselves. Assessment focus: the use of capitals.

Students produce a simple written description, using nouns and adjectives with some precision.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

Students select the answer for two subtraction problems, select which one they thought was easier, and explain their reasons for this.

Students complete sentences by adding a given noun or pronoun and using an apostrophe as required.

Students identify phrases within sentences which provide additional information, and enclose these phrases using commas.

Students place photos in order, then use them to write a narrative with a beginning, middle and end.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

Students produce a simple written description, using nouns and adjectives with some precision.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students explain why three sentences are ambiguous and rewrite them to make the meaning clearer.

This resource looks at a set of cooking instructions for making "Crispy Rounds".

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

Students read an article and are assessed on their ability to retrieve information and to make inferences in response to two questions about geologists.

Students demonstrate their understanding of order of operations by explaining how a correct answer is calculated.