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This practical task requires students to plan a method to determine which magnet is the strongest. Students carry out their plan, record results and write a conclusion.

Students are provided with a situation where the bank on the school field is eroding. They are asked to write a plan for a tree-planting programme that would help to slow down the erosion.

This practical task requires students to first plan how they could find out which liquid flows the best. Then they carry out their plan, record their results, and write a conclusion.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Task: Identify the variables for testing how fresh water and salt water affect rusting. Assessment focus: planning a fair test.

Students prepare a talk for a group or the class about a book. The assessment focus is on both content and delivery. ARB scoring guides A and B are suitable for this task.

Students present a 'show and tell' for a small group. The focus includes discussion, handling questions, and bringing the session to a close. Speaking assessment guide C (Peer assessment) is suitable for this task.

Retelling a story, myth, or legend is the context for this assessment. Students use pictures, puppets, or other objects to enhance delivery. Oral Language Assessment Guides A, B, and C are suitable for this task.

Students determine the probability of finding a lost cat in various locations marked on a grid map.

Students use a plan of the school and a scale to answer questions about length and distance of buildings and courts in the school.

Task: Describe where water goes when washing is drying and from a swimming pool, and discuss factors that affect this process. Assessment focus: evaporation.

For this practical task students determine the viscosity of different household susbstances such as golden syrup, cooking oil, fruit juice etc. Students complete the experiment and construct a chart showing their results and observations.

The assessment context is a prepared speech of introduction. The time limit is 1 minute and a content checklist is provided. Assessment guides B and C are suitable for this task.

Students identify the major compass directions (North, South, East, and West) to describe the paths people took on a simple plan of a zoo.

Students identify the variables to be kept constant, and the variable to be different, when they plan a fair test to show if green plants need light to grow.

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.

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.

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.

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

Using a piece of their own writing students calculate the average and range of the sentence lengths.

This whole investigation requires students to find out how spring stretch is affected by different masses pulling on it. There is also a section for planning a similar investigation and a processing section using some provided data.

The resource consists of two multiple-choice questions about solubility and saturated solutions.