The tasks linked to this page provide schools with optional resources that can be used to support teacher assessment of pupils in key stage 2.

There are tasks for more able children in English, mathematics and science.

These tasks are designed for pupils working above the levels of the statutory national tests. They are not sufficient on their own to give a level of attainment and should be used in conjunction with other evidence of pupils' achievements.

Purpose of the tasks

The tasks have been designed to motivate, engage and challenge very able pupils. They will provide opportunities for:

• breadth - extending the range of what is learnt; widening the material beyond the statutory national curriculum programme of study;
• depth - by encouraging pupils to develop more sophisticated, complex or abstract thinking;
• faster pace - enabling pupils to engage with material which is more demanding and can provide progression into ideas not normally encountered in the key stage.

How the tasks can be used

Teachers may use the tasks in classroom lessons, extra curricular or enrichment programmes or as homework. There is no time limit and in most cases there are suggestions for extensions to the tasks. They can be used with an individual pupil, small groups or even an entire high ability group or set, if the teacher thinks they are working at a high level.

Each task gives clear instructions, the resources required and guidance on how to administer the task. An assessment framework indicating evidence to look for, linked to the programme of study and to national curriculum levels is provided with each task.

The tasks benefit from initial discussion and stimulation with the teacher. Teachers will need to use professional judgement about their interactions with pupils while the task is ongoing. When teaching takes place over the course of the task, teachers will need to judge to what extent the pupil has demonstrated understanding of the assessment objectives. Similarly teachers will need to make careful judgements about the attainment of individual pupils when they are working collaboratively.

Supporting teacher assessment

The tasks are designed to support teacher assessment. Teachers may integrate the tasks into their teaching programme as they wish and may use them at any time during the year. They can be used formatively to indicate what pupils are able to do and so inform future learning and teaching strategies or used to provide additional evidence to support teachers' own assessments of pupil performance at the end of the school year or key stage.

Individual tasks can be used separately to provide a basis for discussion for teachers and pupils on what learning has been achieved and to identify the next steps, or used at the end of the key stage, in conjunction with other assessment information, to help teachers in their judgement of the pupil's level of attainment.

The performance criteria for each activity will help to indicate which level description best fits a pupil's performance. Recording sheets, which can be used to summarise the teacher's judgements are available for each task

Supporting assessment for learning

Current research on assessment for learning highlights the use of assessments for formative purposes, and these tasks can be incorporated within an assessment for learning framework, if teachers wish to do so. If this is the case the materials can be adapted to reflect classroom assessment practices usually undertaken with pupils such as using a mixture of questioning techniques, self/peer-assessment, marking and feedback strategies.

QCA has produced a web-based publication Using assessment to raise achievement in mathematics, key stages 1, 2 and 3, which suggests possible strategies that teachers may find supportive. Additional guidance and research on assessment for learning is also available. These materials are available in the Assessment for learning section of this website.

Administering the tasks

Each task details the resources needed and gives clear guidance on how to administer the task.

Correct responses are detailed for each task which will aid teachers to assess pupil performance. Additional guidance is also given on acceptable and unacceptable responses so that teachers can identify where pupils have secure understanding or areas for future learning.