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Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Choose which toy vehicle will roll further, and explain why. The two vehicles are set up under different conditions (ramps at different slopes, rolling onto different surfaces at the bottom). Assessment focus: science explanations using ideas about forces and energy.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students look closely at a photograph taken on the beach and record their observations. They think and write about the consequences of the things they see.

Students read a narrative about a family's encounter with a stray cat. They then use evidence from the text and their background knowledge to evaluate the characters. SJ-1-3-2008. Text provided.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-2-2006. Text provided.

Students read a narrative about a girl who behaves like an overly enthusiastic parent and her father who behaves like a reluctantly involved adolescent. They use and evaluate evidence from the text, alongside their background knowledge, to complete the task. SJ-3-2-2010. Text not provided.

After reading a narrative about a shrewd boy, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-2-4-2000. Text provided.

Students read a play (retold from a traditional Persian folktale) about the interactions at a market place in old Baghdad. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-4-2-2009. Text not provided.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) SJ-4-3-2004. Text provided.

After reading a narrative that explores family dynamics, students identify evidence in the text that supports their thinking. Assessment focus: analysing and evaluating a character and the author's construction of him. (There is a link to the text used for this resource in the Task administration section of the Teacher information pages.) Reading age 8-9. SJ-3-3-2003.

Students read a personal recount about family relationships in a Pacific context. Assessment focus: the author's construction of two characters and an evaluation of them.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

Students read a narrative then complete three tasks that focus on one of the characters. Assessment focus: an evaluation of a character and the author's construction of that character. SJ-4-3-2004. Text provided.

Decide whether the photographed animals are reptiles or not, and justify responses. (A fact file giving the features of reptiles is given.) Answer a question about why scientists have an agreed way of grouping living things. Assessment focus: using science-based classifications.

Students predict how a cube will travel when flicked in different positions, and conduct an experiment to see what happens in practice.

This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.