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Students identify qualities of structure, voice, body language, and rapport for a speech.

Students indicate for each of six different variables those that need to be kept the same for an investigation about dissolving different types of sugar.

The resource consists of two multiple-choice questions about solubility and saturated solutions.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

Students use a table of some substances and their pHs to answer four questions.

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.

This task is about sorting shapes into different groups.

Students solve mathematical problems involving weight. They also identify parts of the related linear equations.

This practical task requires students to follow an experimental design that investigates various forms of insulation. They are required to gather results, make a conclusion, and identify the variables.

Students are required to construct a composite bar graph based on Statistics New Zealand Time Use Survey data and are then required to make comparative statements based on gender.

This task requires students to indicate, in a table, the invariant properties of four transformations (translation, reflection, rotation, enlargement) of a picture of a traffic light.

Students use a diagram of a solar eclipse to answer four questions.

Task: Describe problems caused by cutting down trees on a bank. Assessment focus: erosion.

Students are provided with a diagram of a rocket showing the different stages. Students use this to answer four questions.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

A diagram representing an area of a civil emergency is provided and students are asked to identify the geological event that has caused this. Students then give six hazards or problems that could result from this geological event.

Students determine the probability of events related to a grid map.

This practical task assesses students' ability to record and graph data, and draw conclusions, as they conduct an experiment on the rate at which an ice cube melts in different temperatures.

On a diagram of a stage, students identify four named areas. Then they answer questions about the uses of other aspects of stages.

Students read a short article about Black Holes to answer retrieval and inferential questions.

Students explain three ways native birds could be affected if a stand of native bush found on farmland was removed.

Students identify the invariant properties of a translated and an enlarged shape.

Students use a diagram that shows a proposed site for a town that has a river running through it. Students identify where it would be best to collect drinking water, and how town planners could stop the town from flooding.

Task: Draw a line to match animals to their footprints, and explain why it may be useful to identify animals by their footprints. Assessment focus: using features to name animals.