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Task: Match birds and nests, and explain why the choice was made. Assessment focus: using environmental cues to make inferences.

Students create simple and compound sentences to go with given photos. The focus is on combining sentences, using simple conjunctions. A peer sharing task completes the resource.

A model of combining two short sentences is given. Students create simple then compound sentences to go with some photos, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students create simple then compound sentences to go with a photo, using simple conjunctions to join sentences. A peer sharing task completes the resource.

Students are provided with a narrative of two children who have gone back to the past at a time when dinosaurs existed. Students have a number of questions to answer during the narrative.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

Students calculate the area of an extension to a cottage and the area around the buildings.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

This comprehension task assesses student ability to identify important information to establish the main idea of a narrative text about acknowledging older people. SJ-3-3-2006. Text provided.

Students give a 'show and tell' speech to a group of 4-5 students. The audience will ask questions at the conclusion of the speech. Scoring guides are provided for teachers.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.

Task: match seed description to a dispersal method. Assessment focus: seed dispersal.

Task: Students suggest ways to stop sand dunes blowing on to farmland, and describe the predicted outcome of their suggestions. Assessment focus: application of knowledge of erosion to a specific situation.

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 comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

Task: Students differentiate between simple observations and inferences, and between observations that require measurement and those that do not. Assessment focus: observing scientifically.

Students combine their observations with some information provided to complete a story about what might have happened in the photograph.

The text that is read to students is about a household task in Greece. Students listen and then respond to 8 multiple-choice questions. SJ-2-1-1995. Text provided.

In this task students compare two photographs of a river with normal flow and a river in flood. They make inferences based on their observations.

Students show how to solve some addition problems.

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

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

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.