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Students rotate shapes using clockwise and anticlockwise turns.

Students identify where they face after making clockwise and anticlockwise turns.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

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

Students identify objects on a shelf from given positional descriptions (above, below, over, under, beside, next to).

Students follow instructions and draw specified 2-dimensional shapes (triangles, circles etc.) to complete a drawing of a clown's face.

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

Students answer questions that involve adding, and subtracting several numbers.

From visual stimuli and a series of simple statements that describe physical attributes, students identify which animal is being described.

From visual stimuli and a series of simple statements that describe personal attributes, students identify which person is being described.

The focus of this resource is on selecting prepositions appropriate to the context.

Task: Sequence drawings of a bean seedling to show order of events during germination. Assessment focus: germination.

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

After reading the text, students recall the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

After reading the text, students work on this resource with a partner, recalling the sequence of the story and some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

Students order whole numbers representing numbers of marbles, and heights of children.

After reading the story, students recall the sequence and identify some details. To do this, students are given a list of words to select from. Students justify their inferences based on the evidence in the written and visual texts.

Students find and write the numbers to complete equations that add to 10 or 20.

This task is about students selecting 'always', 'maybe' or 'never' to describe the probability of a range of events happening.

In this practical task, students estimate how many multi-link blocks equal the length of two common classroom items. They then check their estimate with the blocks, then measure with a ruler.

Task: Decide which of two graphs e.g., tally chart, pictograph, bar graph is represented by a picture and explain how the graph/s are interpreted.

Task: Order fruit according to size and number of seeds, make a generalisation about the pattern and use this to predict whether a fig has small or large seeds. Assessment focus: pattern seeking.

Task: Use information about differences between moths and butterflies to decide which category examples belong to, and identify what evidence was used. Assessment focus: observation, using evidence.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.