These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

• partial: Not all minibeasts are insects: distinguishing insects from other minibeasts. Spiders have 8 legs and 2 body parts (arachnids), woodlice have 14 legs (crustaceans), worms have no legs, snails have a shell and one foot. The 'Is it an insect?' sorting game.

  Bounded objective: Use body features to sort familiar small animals. Feature-card interpretation only; direct visual recognition and larval exceptions not assessed.

• partial: Sort a set of minibeasts into 'insect' and 'not insect' groups using the six-legs rule

  Feature cards sorted using adult insect rule; no real specimen ID.

• partial: Explain why a spider is not an insect by noting it has eight legs and two body parts

  Spider leg/body-region distinction supplied.

• partial: Name at least one difference between insects and another minibeast group such as worms having no legs or woodlice having fourteen

  Worm/woodlouse differences supplied and compared.

• partial: If you showed {{name}} a spider and asked whether it's an insect, could they explain why not — for example, that spiders have eight legs, not six?

  Try offers supported-feature-sort for the bounded objective; it does not establish every part of the source assessment. Feature-card interpretation only; direct visual recognition and larval exceptions not assessed.

• Feature-card interpretation only; direct visual recognition and larval exceptions not assessed.