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

• partial: Understand that predators have evolved hunting strategies — wolves hunt in packs, chameleons use their long tongues, spiders build webs, crocodiles ambush at water's edge — and prey animals have evolved defences — porcupine spines, skunk spray, poison dart frog toxins, zebra stripes confusing predators, playing dead

  Bounded objective: Link hunting or defence features to an advantage without implying deliberate evolution. Selected strategy cards only. Zebra-stripe and frog-toxin explanations not verified here and not used as assessment facts.

• partial: Describes at least 3 predator hunting strategies with examples

  Web/ambush/pack examples supplied with no guarantee.

• partial: Describes at least 3 prey defence mechanisms with examples

  Spines/spray/stillness concealment examples supplied; limited taxonomy subset.

• partial: Understands the concept of an 'arms race' between predators and prey

  Co-changing selective advantages modelled, not conscious planning or observed history.

• partial: If {{name}} watches a nature programme showing a lion hunting, can they describe at least two different ways predators catch food and two ways prey animals defend themselves?

  Try offers supported-model-reasoning for the bounded objective; it does not establish every part of the source assessment. Selected strategy cards only. Zebra-stripe and frog-toxin explanations not verified here and not used as assessment facts.

• Selected strategy cards only. Zebra-stripe and frog-toxin explanations not verified here and not used as assessment facts.