4. Conversely, when the aim is to develop a skill, the task should use content pupils are already familiar with in order to prevent cognitive overload and ensure pupils are able to focus on the skill they are developing.

5. Tasks that ensure the required depth of thinking. E.g. If the aim is for pupils to compare and contrast two concepts, they are specifically asked to explain similarities and differences. If the learning objective requires pupils to explain a concept, tasks/qs that require elaboration are set.