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Students write down three reasons why aluminium could be a good material for house frames instead of wood.

Students explain why metal is used to make cutlery, and describe a disadvantage of plastic cutlery.

Students explain why most of a saucepan is made of metal but has a handle made of wood.

Students list four properties of copper metal and state if each property is physical or chemical. Students then explain how copper sulfate solution can be separated.

Students are required to describe the compass direction and distance that an ant travels toward different items of food positioned on a grid.

The focus of this resource is on selecting prepositions appropriate to the context.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

On a diagram of a flowering plant, students write in the name of each of the indicated plant parts. They are then asked to name the part that makes seeds, and makes food.

Students read about a visit to the islands of Kiribati by a New Zealand flight inspection team to answer retrieval and inferential questions.

Students read an advertisement and retrieve information and make inferences from it.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

Students demonstrate their understanding of order of operations by explaining how a correct answer is calculated.

Students read an article about the development of safety glass to answer retrieval and inferential questions.

Students read an advertisement for a website. Comprehension questions then require the student to explore the writers' use of metaphor and superlatives.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

This task assesses the understanding needed to punctuate direct speech by asking students to re-write words in speech bubbles as direct speech.

Students read three texts and select the statement that identifies the main idea of each text.

Students are assessed on their ability to find details and identify the main idea of a narrative about a Cook Island tradition.

The context for this task is a grid-referenced map of historical sites. Students locate items at three grid references then write the grid references for all the castles on the map.

This resource assesses a student's ability to skim quickly and find the answers to eight questions about islands in the Pacific. It is a timed exercise.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

A newspaper article on the Wearable Art show is the context for this resource, with five short written response comprehension questions.