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Students read a short extract on diving and answer five comprehension questions.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

Students calculate the shapes with the largest and smallest perimeter and identify a relationship between the features of a shape and the perimeter.

Students show their understanding of directions by identifying which child will be chosen in a circular game for which clockwise instructions are given.

Students select from a set of numbers to show the closest number to each population fact.

Students identify and give rules for when numbers are divisible by three or by nine.

Students select a true statement about the area of three shapes on a grid.

Students complete a cloze passage with 26 blanks about a boy stuck between some steps. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

Students select the answer for two subtraction problems, select which one they thought was easier, and explain their reasons for this.

This comprehension task assesses student ability to identify important information and establish the main idea of a narrative text. The text describes a person's experience of war and their learnings from it. SJ-2-1-2006. Text provided.

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

Students calculate the number of rocks in a wall set up as an array.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Use knowledge of insulation to answer questions about baked Alaska dessert, and how it compares to a chilly bin. Assessment focus: Interpreting diagrams, interpreting analogies, and using knowledge of insulation.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Match terms with definition. Assessment focus: science vocabulary.

Using information about 'feeding links' between several different animals and plants students draw a food web to show all these links.

Task: Read a story about a cat and use the information to draw a food chain. Assessment focus: Using information to construct a food chain.

Task: Use a Venn diagram to interpret a food web based on the vegetable garden. Assessment focus: using diagrams to identify relationships between organisms; using systems thinking to describe these relationships.

Students calculate the area of four different triangle shapes on a grid.

Task: describe how different features of a racing car help it go fast. Assessment focus: technological responses to forces.

Task: Include three given words in an explanation about how ramps work. Assessment focus: work, distance and force.

Task: Describe which cyclist uses more energy and why. Assessment focus: forces created by air resistance.

Students interpret distance-time graphs for a number of scenarios.

Task: Identify the colours on a taxi sitting under a red streetlight. Assessment focus: Coloured light can be produced by blocking some parts of the spectrum.