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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.

This is a resource on sentence types. Students use four definitions of sentence types to classify six sentences.

Students read an extract from the narrative 'The Adventures of Huckleberry Finn' and answer a combination of multiple-choice and short answer questions.

Retelling a story, myth, or legend is the context for this assessment. Students use pictures, puppets, or other objects to enhance delivery. Oral Language Assessment Guides A, B, and C are suitable for this task.

Students are provided with a series of six labelled diagrams showing a bean seed germinating and developing into a small plant with leaves. Students write sentences describing what is occuring at each stage.

Students study a bar graph of golf balls found by two children and answer questions interpreting and comparing the data.

Students answer questions and make statements based on information presented in a frequency table.

This task requires students to answer questions about a tally chart of the number of planes taking off from an airport.

Task: Answer two questions about judging model aeroplanes. Assessment focus: reading tables.

Students demonstrate their understanding of place value by identifying numbers shown in a shape-based number system.

Students use a diagram to answer questions about water reserves, the main difference between lake and sea water, and to explain how water in the ocean could end up falling as snow in the mountains.

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.

This resource requires students to process information on an earthquake. This entails calculating the distance that the recording stations are from an earthquake's epicentre, locating the epicentre, calculating the magnitude, and answering general questions on earthquakes.

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.