Using language, symbols, and texts resources

Students explain why a range of students' answers to a maths problem are incorrect.

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

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

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 expand common contractions to their full form, then write the contracted forms of other common two-word phrases.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

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

Task: Draw what happens when sugar is added to a cup of coffee. Assessment focus: dissolving.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students demonstrate their understanding of standard form numbers by ordering given numbers from smallest to largest and by identifying the larger of two numbers.

Students make choices about which adjectives to use to create a poem about a school of fish. A video clip provides the stimulus for this task.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

Students identify whether to use 'there' or 'their' in a piece of student writing.

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..

Student solve addition problems where the missing value is located in different positions. This may mean that students transform the problem into a subtraction one. Students reflect on the easiest and hardest problems, and explain their choice.

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 write short paragraphs using geometrical terms to describe two pictures. The terms equilateral, scalene, and isosceles are to be used to describe a castle. The words circumference, diameter, and radius are to be used to describe a bicycle.

Students read about skinks and geckos and identify information relating to the similarities and differences between them. The information that students identify is rewritten in note form.

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

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.