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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 work out how many triangular prism shapes there are in larger cuboid, and answer questions about volume of both shapes.

Given a rule, students complete a table and answer questions about cycling distances for a cycling fitness programme, describe the rule for the pattern, and identify an expression for the rule.

Students interpret a pie graph by answering questions on how city rates were spent over one year.

Identify from four circuit diagrams which bulbs will light up. Assessment focus: electrical circuits.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Students select which of five compass orientations best show the direction of a magnetic field at four different locations.

Students explain a plastic recycling symbol. This resource assesses an aspect of knowledge helpful for making decisions about recycling.

For this task students understanding of tides is explored. Students are asked to identify where high tides occur when the Moon is in a certain position and how often high tides occur.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

Students use information on the properties of five different drinks in order to place them correctly into a key.

Students identify the changes of state that are occurring in a diagram showing the separation of fresh water from seawater.

Students are given the formula of two different types of chlorophyll. Students name all the elements present, and how the number of atoms differs between the chlorophylls.

Students are given some information about four gases. They use this information and a key to identify the four gases.

Students use a chart that identifies some birds' eggs to answer short response questions.

Task: identify micro-organisms. Assessment focus: using an identification key

Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Students carry out a simple experiment with static electricity and then explain their findings.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

Students explain how two armoured reptiles' adaptations protect them from being eaten by predators.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

The liquid range for four common substances has been provided. Students use this to answer questions about melting point, boiling point, and state.