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This task requires students to show how to estimate numbers of items in some multiplication problems using any acceptable estimation strategy.

Students read a play (retold from a traditional Persian folktale) about the interactions at a market place in old Baghdad. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-4-2-2009. Text not provided.

Assessment focus: student ability to use contextual clues in order to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.)

Assessment focus: ability to use contextual clues to infer the meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-4-3-2004. Text provided.

Task: Describe what happens to ice in a glass of water, giving reasons, and explain where water forming on the outside of the glass comes from. Assessment focus: changes of state.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Students read a narrative about how a girl deals with her anxiety over Sports Day. They then use evidence from the text and their background knowledge to complete the task. Assessment focus: evaluating. SJ-2-3-2009. Text provided.

This task assesses student ability to find the text features of a science report about one of our native birds. The task is essentially a literacy task in the context of scientific writing, and can also be accessed from the English Bank.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

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

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

Students are assessed on the ability to identify important information in order to establish the main idea of a narrative text about being judgemental. Reading age 10-12. SJ-4-3-1994. Text provided.

This comprehension task assesses student ability to identify important information and establish the main idea of a narrative text. The text describes a person's experience of war and their learnings from it. SJ-2-1-2006. Text provided.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

Students use the information in an article to interpret the body language of cats in nine different pictures. This task assesses student ability to bring together written and visual texts to show their comprehension. The text is reproduced in the Teacher information pages. SJ-3-1-1990. Text not provided.

Task: Select which state of water applies to a list of places where water can be found. Assessment focus: states of water.

Task: Match the parts of a water cycle to the parts represented in a model of the water cycle and compare how they are the same and different. Assessment focus: interpreting a model.

Answer questions about rubbish picked up on a beach, and suggest reasons why plastic is the most common rubbish.

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

Task: Identify adaptations of 3 animals that live under the soil, and design an animal that could live underground. Self-assess the design by considering given criteria. Assessment focus: adaptations that enable an animal to live underground.

Task: 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.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important, and give reasons for the choice. Assessment focus: (1) observation, and (2) identifying and prioritising cause and effect relationships.

Task: Make observations from a photograph, identify potential problems giving reasons, decide which problem is the most important and give reasons for the choice. Assessment focus: observing, identifying risk.