Vocabulary resources

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Students are given a key list of words associated with earthquakes. Student use these and their own knowledge to write a paragraph explaining five key points about earthquakes.

Students explain the terms endangered and extinct. Students give two examples of animals that are endangered and give reasons for why these animal numbers have declined.

Students follow a story about searching for gold on an island. In the process they answer five questions about landforms.

Students explain the mistake in each of six sentences about elements, compounds or mixtures.

Task: Select the correct words to decribe what is happening to light as it travels through a drop of water. Assessment focus: scientific vocabulary.

Students are asked to identify a solid, liquid, and a gas. They are also asked to write down two things that are generally true for each of these three states of matter.

Task: Complete two sentences. Assessment focus: definitions of permanent and temporary change.

For this practical students use provided definitions to classify 12 objects as either transparent, translucent, or opaque.

Task: Decide whether described situations are examples of melting or dissolving, provide further examples, and describe what happens when something melts, and when something dissolves. Assessment focus: definitions of melting and dissolving.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.

Students answer three multiple-choice questions about atoms, elements, and atomic number.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

Students are assessed on their knowledge of parts of speech. They work through a short text and identify the nouns, verbs, adjectives, and adverbs.

Students produce a simple written description, using nouns and adjectives with some precision.

For this practical students observe some activities which illustrate melting and dissolving. They write sentences about what they observe and then write what they think melting and dissolving mean.

Students state whether each of nine common objects are transparent or opaque.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Answer questions about what happens to water in open and closed containers. Assessment focus: evaporation.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

This task assesses students' ability to provide examples of different parts of speech (noun, verb, adjective, adverb) in the context of writing two four-word alliteration poems.

From given examples, students define four root words then complete a chart of root words and their meanings.