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This task assesses whether students know the most suitable reference resource to go to for particular information.

Task: Answer questions about a key for metals: Assessment focus: recognising the purpose of a specific key.

Students compare drawings of a healthy and unhealthy plant, collect data, and decide which data distinguishes them. This is a mathematics/science resource.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Students recognise equal and different likelihoods when playing a game of chance.

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Task: Students answer questions about a soil food web. Assessment focus: reading a food web, systems thinking.

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.

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

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Students formulate questions about glaciers and climate change to show awareness that informed opinions are based on inter-related aspects of evidence rather than individual instances.

Students use a quadrilateral key to answer questions about attributes of quadrilaterals.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students solve problems involving finding simple fractions of quantities, and show their working.

Students use fractions as operators to find unit fractions of a given whole number.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

Students answer questions using a fraction as an operator to find the fraction quantities.

Students decide if a graph is suitable to display category data and explain the reasons.

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: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students calculate fraction division problems and show their working.