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A poem about Samoa is read and then retrieval and inference questions are answered about the author's choice of title and her key ideas. Text provided.

Students conduct a practical, statistical investigation. They decide on a question, categories, conduct the survey, tally and graph the results on a bar graph.

Students read a story 'The Gift' and answer questions about comprehension, point of view and inference.

Students read a poem titled 'The Sea' and explain the meanings of some of the language used.

Students show or explain how to share equally amongst a number of people.

This resource provides information on students’ ability to write a string of adjectives in the correct order.

Students write a set of instructions after reading a science article about growing crystals. Students assess their own writing using the supports provided.

Task: students interpret diagrams to consider the effects of tidal changes on rock pools. Assessment focus: relationship of living things with their physical environment.

Task: Students explain six things that would be needed to develop and maintain an offshore island habitat for endangered birds. Assessment focus: identification of needs of endangered birds.

Students read a short narrative recount and indicate each place in which a paragraph break is needed.

Students read a report on a fisheries officer's work and make mainly short written responses. The assessment focus is on comprehension and vocabulary. SJ-3-3-1990. Text provided.

Task: Answer questions about frog's skin adaptations, and use this information to think about consequences of chytrid fungus for Archey's frogs. Assessment focus: using information to think about management of native endangered species.

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.

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.

Task: Identify how the kererū's adaptations contribute to its interactions with its ecosystem, and how knowing about kererū's' adaptations can benefit both it and people. Assessment focus: using understandings about adaptations to consider actions affecting the kererū.

Task: Interpret a flowchart and text to identify in what ways goats are pests. Assessment focus: identifying ways in which goats are pests and how they are controlled.

Students consider the potential for chemical change when a range of everyday substances are mixed. They use logical reasoning to work out the consequences of four pairs of reactions.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

For this NEMP task students are required to fill out a form to join a Fun Club.

Students are required to identify arguments for and against keeping animals in zoos and then use these to write a paragraph expressing their point of view about this issue.

Students identify what type of people the characters in the story are and choose evidence from the text to justify their decisions; they also identify the main idea of the text. Suggestions for evaluating character and the author's style of characterisation are under the "Working with Students" tab.

Students complete a cloze passage with 25 blanks on octopuses. A scoring guide with replacement words/synonyms and guidelines for interpretation are included.

A brief poem about hedgehogs is read to students who then answer retrieval and inferential questions.

Students read an article on Mother Teresa and then answer short comprehension questions.

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.