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Students are required to explain the misleading aspects of two graphs found in newspaper articles.

Students are given diagrams representing the three states of matter. Students answer four questions relating to these.

Students are given a mind map showing some properties of carbon dioxide. Students identify each of these as either a physical or chemical property.

Students are given a graph that shows how many days it took for bread placed in different areas to grow mould. Students use this graph to answer three short questions.

Task: View photograph to explain how a chiton protects itself in its environment. Assessment focus: identifying features that help to protect an animal in its particular environment.

Students count the number of pairs thrown in a series of throws of three dice to evaluate the long-run relative frequency of getting a pair.

Students identify common spelling errors, taken from the essential word lists, and write the identified errors correctly. Students also identify lines of text without errors.

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

This task requires students to estimate some addition problems using any appropriate method.

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.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

Students identify which nets can be folded to make an open box shape.

Task: Use pictures to identify special features of various fish and make predictions as to likely habitats based on these features. Assessment focus: purpose of adaptation in fish.

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.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

This task requires students to estimate some addition problems using any appropriate method.

Students identify which nets can be folded to make an open box shape.

Students identify spelling errors in common homophones and write the identified errors correctly. Students also identify lines of text without errors.

Students read a short article about Black Holes to answer retrieval and inferential questions.

Students to show how they estimate in some addition problems.

This task requires students to estimate some addition problems using any appropriate method.

Task: Answer questions about what happens to water in open and closed containers and compare to the water cycle. Assessment focus: evaporation, the water cycle.

This task requires students to show how to calculate multiplication problems with multi-digit numbers.

Task: Students draw to show their ideas about what happens when a puddle dries up. Assessment focus: evaporation.

Students are assessed on their ability to identify important information and the main idea of an article about plants. Junior Journal 27, reading age 7.5-8. Text provided.