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Students identify which transformation has been used to map one shape onto another.

From a list students select the compass direction or directions that children on a playground grid need to move to reach pieces of equipment or objects.

Task: identify features of a spider. Assessment focus: classification of spider.

Students suggest why two girls of the same weight go down a slide at different speeds, and then identify the forces acting on the girls. The assessment focus is on the forces of gravity and friction.

Task: answer questions about classification of a platypus. Assessment focus: classification features of mammals.

For this NEMP task students interpret a table of Olympic 1500-metre times, identifying fastest and slowest times.

This resource is a listening task with an assessment focus on identifying information from a weekly weather and snow report.

For this NEMP task students represent the number six in ten different ways using the four arithmetic operations.

Task: Match definitions to terms about light rays. Assessment focus: scientific vocabulary.

Students calculate different fractions of given whole numbers.

Students calculate fractions of whole numbers using number of goals scored in a soccer season.

Students identify given fractions of sets.

Students identify windows that are covered by curtains for given fractions.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

This task requires students to interpret a pie graph about sports watched on TV and answer multiple choice questions.

Students explain the differences between the terms; genotype and phenotype; and homozygous and heterozygous.

Students identify the smallest fraction of a turn so that a shape remains the same.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students reflect on notes taken during a rugby game to write an effective report. They also consider some features that will add effect to their report. A link to student support material is given under the "Working with Students" tab.

Students answer four questions on echoes and sound insulation.

Task: Select the correct reason why a bird on a power line does not get electrocuted and select pictures of danger of electrocution, justifying choice. Assessment focus: understanding of the route taken by electricity/electrocution.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

Students are asked to explain the meaning of the terms, recycle, reduce, and reuse.

Students identify which one of the four drawn animals is not an insect, and then give a reason for their choice.