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Students draw in places onto a map following compass directions given in relation to existing landmarks.

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

Students write the bearing and distance of a number of objects on a radar screen.

Students need to interpret data about travel time to school and common after-school activities and identify which statement is true from a list of given statements.

Students select the correct statement that matches a given graph.

Students are asked to study a bar graph of ways to travel to school and write down five things that are wrong with the way the graph is set up.

Students decide whether a graph is suitable to display category data and explain their answer.

Students answer questions from a histogram of distance of discus throws. Calculation is required.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students decide if a graph is suitable to display category data and explain the reasons.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students answer one question about diet given the type of beak that birds have. Students are also asked about how scientists might investigate information about moa.

Task: Use a diagram and fact file to answer questions about sharks' fins. Assessment focus: adaptations of sharks to facilitate movement in water.

Students write arguments for and against school rules.

Students read a narrative that is about being different and about group dynamics. Assessment focus: an evaluation of characters and the author's construction of them. (A link to the text is provided. Reading age <8.) SJ-1-4-2005. Text provided.