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Students show, interpret, and do calculations on times in both analogue and digital forms.

Students draw the next two triangles in a spatial pattern, calculate the areas of a range of triangles, work out the height of a triangle given its area, and write a rule for the pattern.

Students choose a proverb from a list, then prepare and make a short speech explaining the proverb's message. The assessment focus is on explaining an idea, using an example and personal opinion. ARB scoring guides B and C are suitable for this task.

The context is a plea for a 'good cause' or an emotional statement of opinion on a controversial issue. Some topics are provided. The focus is on passion and forceful speaking. Assessment guides A, B and C are suitable for this task.

The task is to prepare and deliver a short speech on a proverb selected from a list. Assessment guides A and B are suitable for this task.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students retell a myth or legend to another student. Suggestions for the speech content and scoring guides are included.

The assessment focus is on an informative speech to a small group about an historical event. Student directions, a checklist, and scoring guides are included.

In this practical task students predict what the widthwise and lengthwise cross-sections of a selection of fruit and vegetables would look like.

This practical task requires students to construct open boxes from grid paper and calculate their volumes.

Task: Answer two questions about variables in an investigation about insulation and complete a graph. Assessment focus: fair testing.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

Students read a poem, 'My Other Jandal', then answer inferential questions. The poem is provided with this resource. SJ-2-4-1994. Text not provided.

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.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

For this NEMP task students perform a range of practical measuring tasks including calculations involving time and selection of appropriate units of measuring.

Student select shapes that are similar but not squares and explain what makes them squares or not.

Students sort different shapes into tessellating and not tessellating categories and explain their reasoning.

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 create a character vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

Students create a vignette with a focus on writing that is brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.