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Students select the correct way to describe where a toy is located on a shelf.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

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 look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

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: Make careful observations of a picture to decide what you can see and what you might know but can't see.

Task: Make careful observations of objects in a picture to assess the size of one of the objects.

Students solve subtraction word problems.

Students select the correct statement that matches a given graph.

Students select which graph matches a given statement.

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.

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

Students match bar graphs to tally charts.

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

Students add the numbers shown on three dice.

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

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

This task is about subtracting with different parts of the equation missing.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

The focus of this resource is selecting the appropriate punctuation to end sentences. The resource ends with a shared activity where students write some sentences about themselves, share them with a partner, and give each other feedback on their punctuation.

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.

Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.