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Students read a short extract from a legend to answer retrieval and inferential questions.

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.

Task: Describe what sort of day it is easiest to see shadows, and answer 2 multiple choice questions about length of shadows and time of day. Assessment focus: shadows.

Students are asked to identify two impending signs of a volcanic eruption and to describe four geological events that are linked to volcanic eruptions.

Students are asked to explain how a stone from the top of a mountain could become sand on a beach. Students then identify the most likely way stones 'move' from the tops of mountains to the coast.

Students answer three short answer questions on weather, frost, and clouds.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

Students are provided with two photographs of an area, one before a tree planting programme and one five years later. Students are asked to write an article on how tree-planting helps the environment.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students answer two multiple choice questions about fair testing in the context of static electricity.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students study a poster about being safe in an earthquake and then answer retrieval and inferential questions.

Students study a poster about the benefits of exercise and make inferences from written and visual information.

Students look at a water safety poster and answer questions relating to the posters construction.

Students interpret and answer questions from a bus timetable including some time calculations.

Task: name the parts of a flower and describe methods of pollination and seed dispersal. Assessment focus: structure and function of flowers.

Students answer questions about conditions necessary for germination, seed dispersal, and parts of a flower. Assessment focus: plant reproduction.

Task: Use written text and pictures to explain how the special features of Old Man's Beard help it survive. Assessment focus: identifying how the special features help this plant to survive.

Students study a dot plot of the months students' were born and answer questions interpreting the data.

Task: Fill in a chart to identify the damage caused by various animal pests. Assessment focus: specific contextual knowledge about animal pests.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

Students read a text containing instructions then answer retrieval and inferential questions. SJ-2-2-1984. Text provided.