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Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.

Students read a boy's description of himself, identify the places in which capital letters have been omitted for proper nouns, and insert these.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

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.

Task: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

A description of two 'reactions' with household chemicals is outlined. For each students identify if the reaction is chemical or physical and provide an explanation for their answer.

Students interpret a table on the properties of plastics by answering a series of short questions.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Students are provided with information about the structure of a haiku poem. They identify the syllables in another haiku poem, and then write their own.

Students classify 12 common substances as either a compound, mixture, or element.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

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.

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

This oral assessment is designed to be given to a small group. The audience asks questions at the end of the speech. A selection of scoring guides is provided.

Students are provided with a map of NZ showing the average annual rainfall in different areas. Students interpret this information to answer three short answer questions, and then construct a bar graph that shows the rainfall for nine North Island locations.

Students identify the number of dots in the <i>n</i>th shape of a series of spatial patterns.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

Students compare drawings of a healthy and unhealthy plant and decide which quantitative and/or qualitative data distinguishes them. They draw conclusions from the data. This is a mathematics/science resource.

Students describe a functional rule for two spatial patterns.

The assessment focus is on students' abilities to identify the details in a text that support a given, main idea.

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.

Four different vertebrate animals are illustrated. For each animal the student needs to name the body part used by each animal to move, and then explain how this part makes the animal move.