Refine Current Search

Students identify negative and positive numbers on a number line and suggest real life experiences that would involve negative numbers.

Task: Answer two questions about melting and two questions about dissolving. Assessment focus: describe and explain melting and dissolving.

Students find and write the numbers to complete equations that add to 10 or 20.

Students read an advertisement then identify and explain some of its language features.

Students complete a cloze passage and use their vocabulary and knowledge of grammar to create well-formed sentences.

Students make inferences from a poem. SJ-2-4-1993. Text provided.

Students read a newspaper article about outdoor activities then answer some comprehension questions.

The assessment focus is on the features of an explanation. Students explore and write an explanation of the impacts the food industry could have on improving health.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Task: Use close observation of photos and prior knowledge, to write explanations of how the special features of animal tongues help animals survive in their habitats. Assessment focus: structure and function.

Students identify square and cubic numbers mentally in a timed test.

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

Students are asked one multiple-choice and one short answer question about fair testing.

Task: Read a short piece of narrative. Identify and explain the behavioural adaptations of oystercatchers. Assessment focus: interpreting text to identify behavioural adaptations and their purposes.

Task: Look for the similarities and differences in how students draw graphs to display information.

Students use a circuit diagram to answer questions about how removing bulbs affects the other bulbs in the circuit. Assessment focus: Electrical circuits

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Students use circuit diagrams to answer three questions about switches and which lamps will light up.

Students interpret a circuit diagram to decide whether a bulb will glow with different settings of two switches.

Task: Answer 2 multiple choice questions about how we would see Moon from Earth if its orbit changed. Assessment focus: relationship of Sun, Earth, and Moon.

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

Task: Match each part of a torch to its name, identify whether the torch in the diagram is on or off and provide evidence for opinion, and suggest ways to make the torchlight brighter. Assessment focus: parts of a torch and the function of some of these parts.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

Using the equipment supplied students make a series circuit according to a circuit diagram. Then students are asked to construct another circuit using different criteria and draw as a circuit diagram.