Curriculum

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

• partial: Camouflage, warning colours, and mimicry: how insects survive by hiding or sending visual signals. Stick insects look like twigs, leaf insects look like leaves. Wasps have warning stripes; hoverflies mimic wasps but are harmless. The 'can you spot it?' challenge.

  Bounded objective: Compare hiding, warning appearance and mimicry using supplied descriptions. Schematic visual model only. No real predator test or field observation; broad taxonomy examples retained, ecological generalisations limited.

• partial: Give at least two examples of insect camouflage such as stick insects resembling twigs or leaf insects resembling leaves

  Twig/leaf examples named, schematic twig background supplied.

• partial: Explain why bright warning colours like a wasp's yellow and black stripes help the insect survive

  Wasp warning signal discussed with limited predator-response claim.

• partial: Describe mimicry by explaining that a harmless insect like a hoverfly copies a dangerous one like a wasp to trick predators

  Hoverfly resemblance explained from supplied facts, not identification.

• partial: If you showed {{name}} pictures of stick insects hiding on branches or hoverflies pretending to be wasps, could they explain why those insects look the way they do?

  Try offers supported-scenario-application for the bounded objective; it does not establish every part of the source assessment. Schematic visual model only. No real predator test or field observation; broad taxonomy examples retained, ecological generalisations limited.

• Schematic visual model only. No real predator test or field observation; broad taxonomy examples retained, ecological generalisations limited.