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This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

Using data from three different locations, students calculate the time difference between the arrival of P and S waves and the distance of each location from an earthquake's epicentre. Students use these distances to locate the epicentre on a map of NZ.

Students take an entry from a library catalogue and answer questions about the various features of the catalogue entry.

Students match eight descriptions of non-fiction books to the correct type of reference book.

This practical task requires students to follow instructions for making a 'green fridge' to determine its efficiency. Students collect and record data from their investigation and answer questions.

Students read an extract about gathering water in Sāmoa to find information to fill in a chart. SJ-3-3-1999. Text provided.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

Students read acknowledgement text from a journal and answer questions about acknowledgements.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

Task: Answer questions about a planned wildlife reserve. Assessment focus: interdependence of animals with their habitat.

The assessment focus is on an informative speech to a small group about a famous historical person. Student directions, a checklist, and scoring guides are included.

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 explore the literary device used in the poem title, choose their own phrase, and visually present it. They obtain feedback from a class member. Annotated student work samples are provided.

Students identify and describe a local place they like to visit within a written report.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

The context is a plea for a 'good cause' or an emotional statement of opinion on a controversial issue. Some topics are provided. The focus is on passion and forceful speaking. Assessment guides A, B and C are suitable for this task.

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.

Students retell a myth or legend to another student. Suggestions for the speech content and scoring guides are included.

The assessment focus is on an informative speech to a small group about an historical event. Student directions, a checklist, and scoring guides are included.

Students use visual clues in a comic strip to answer inferential questions.

A brief picture story is presented about missed opportunities. Students interpret the actions of the figures in the story, and infer the subsequent consequences.

Students read a poem 'Full Moon Tiger' to answer questions about metaphor, contrast, rhyme and alliteration. SJ-2-3-1987. Text provided.

Students read an article about a boy who loves sculpting insects to answer retrieval and inferential questions. (The text used for this resource is in the teacher information pages.) SJ-4-1-1997. Text provided.

Students read part of a play called 'No Circulars' and then answer retrieval and and inferential questions. The play is reproduced in the Teacher information pages. SJ-3-2-1993. Text provided.