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The context of this cloze task is a story about a hungry weasel. Students generate appropriate words to create well-formed sentences.

Task: Choose images to enhance a science text about an adaptation of kererū, compare the messages of images, and reflect on the role of illustrations in science texts. Assessment focus: using and interpreting images in science texts.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

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: Students apply both their knowledge of the functions of roots and information from a model to explain why care is needed when transplanting trees. Assessment focus: interpreting diagrams.

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.

Students work out and count the different meal combinations available as shown in a tree diagram.

Students select from 'less than', 'equal to', and 'greater than' to complete word equations about food amounts.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for primary students are provided. Assessment guides B and C are suitable for this task.

This resource is for the assessment of team debating at intermediate school. A selection of topics are provided. Oral Language Assessment Guides - Speaking E and G are suitable for this task.

Task: Use features of velociraptors to make inferences about their life style. Assessment focus: using evidence to make inferences.

Students explain adaptations of kangaroos and horses to protect their young.

Task: students answer questions about features of the fennec fox. Assessment focus: adaptations.

Task: Sort cards to identify how four items of rubbish will impact on the beach, plants and animals that are found there, and humans. They then select items to remove and leave, and justify their decisions. Assessment focus: impact of materials on the environment.

Students convert units of weight - grams and kilograms - to answer questions a range of food items.

A bar graph showing the percentage of endangered species threatened by predation, competition, and/or habitat loss is given. Students use this graph to answer questions and explain the terms; predation, competition, and habitat loss.

Using a diagram of a crab, students explain some of the crab's adaptations.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

In this task students compare two fractions involving items of food, choosing either the larger or smaller.

Students interpret a graph of a child's feelings for different times and activities during a day.

Students select the correct fraction of toys to click and drag into a toy box.

Students select the correct fraction of vegetables to click and drag into a soup pot.

Students select the correct fraction of toys to click and drag into a suitcase.

In this practical task students drag fractions of different fish onto the body of a shark.

For this NEMP task students answer a series of 7 questions covering many aspects of Number operations including addition, subtraction, multiplication and division.