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Task: Students answer questions about a Southern Ocean food web. Assessment focus: interpreting food webs.

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

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.

The focus of this resource is the use of simple conjunctions. Students decide which conjunction to use to combine two ideas to make one sentence.

Students complete addition and subtraction equations that explore part-whole relationships.

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

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Students read a one-page article on DNA testing and answer four selected response questions about the aim and purpose of the article.

Students convert heights of a building into the percentage of the given total height, explaining how they solved some conversions. Assessment focus is on how they calculate these heights and what strategies they use.

Students identify fractions that are greater than a half, explain their reasoning, and identify how far from half some fractions are.

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.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

Students produce a simple written description, using nouns and adjectives with some precision.

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.

Students identify fractions that are greater than one, explain their reasoning and identify how far from one some fractions are.

Students produce a simple written description, using nouns and adjectives with some precision.

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

Students produce a simple written description, using nouns and adjectives with some precision.

Students order litre and millilitre capacities from smallest to largest, compare given capacities and explain how they know whether one is larger/smaller or the same.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.