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Students prepare an instructive speech from a list of topics. The assessment focus is on explaining the logical steps needed to develop a skill or complete a task. ARB scoring guides A, B, and C are suitable for this task.

Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

The context for this oral assessment is an informative speech about a famous historic person. ARB scoring guides A, B, and C are suitable for this task.

The context for this oral assessment is an informative speech about a famous person or an historical event. ARB scoring guides A, B, and C are suitable for this task.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

Students read a narrative about a toy glider competition, then answer retrieval and inferential questions. SJ-3-1-1994. Text provided.

Task: Look for the similarities and differences in leaf patterns to answer questions about observations and evidence.

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.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

This assessment is based on an anti-cigarette poster from the Cancer Society. Students answer five short answer response questions on repetition, the message, and the major visual images.

This task assess the ability to give a short speech that teaches the audience something new. Scoring guides are provided.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

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.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to visualise and infer. SJ-3-3-1989. Text not provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-4-1-2002. Text provided.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

For this NEMP task students show their understanding of the life cycle, functions and parts of a tree.

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.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.

Task: Answer questions about a monarch butterfly's life cycle. Assessment focus: insect life cycle. This resource includes an interactive infographic. You will need Adobe Flash Player to view it.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to use evidence from the poem to work out what it could be describing. SJ-3-1-2004. Text provided.

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'.