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Students use information in a table about exploding bottles of ginger beer to find the fractions and percentages of bottles that exploded or stayed sealed in given weeks.

A contents page from a book on windsurfing is used by students to identify where to go to for specific information.

For this task students read the article, 'Chunky Chalks', and identify the ingredients and equipment used to write a set of 10 instructions for making chunky chalk. Students then identify the verb in each instruction. SJ-2-4-2000. Text not provided.

This task assesses students' understanding of how to communicate with an audience. Students identify the voice expressions and sound effects needed for a play, "Who pushed Humpty Dumpty?" (Text used is reproduced as a pdf under "Using this resource" tab.) SJ-2-2-1998. Text provided.

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.

Students use an index page to identify the pages they should go to, in order to find specific information.

Students read an article on dog grooming. They find information to complete a retrieval chart and answer comprehension questions. SJ-1-1-1997. Text not provided.

Students interpret bi-variate data on a bar graph to answer questions about social media and age of users.

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 identify significant figures in given numbers, and round numbers to a given number of significant figures.

An anecdotal story about fever and the discovery of quinine provides the context for this assessment with its focus on information retrieval and making inferences. The text is provided with this resource.

Task: use a key to identify a fish, then complete a key to identify shellfish. Assessment focus: Interpreting representations - classification keys.

For this practical task students investigate the magnetic fields that exist around a horseshoe magnet. Students then use two bar magnets to investigate what happens when similar and unlike poles are facing each other.

Task: draw a diagram showing how a periscope works. Assessment focus: reflected light.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students are given a diagram that is used to describe the surface temperature and brightness of stars. Using the diagram and information provided, students indicate where different stars would be located.

Students are provided with information about the Earth's interior. Using this information and a provided scale, students construct and label a scale diagram of the Earth's interior.

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 are provided with a diagram of a roadside cutting. They are asked to mark the fault line and the youngest rock layer in this cutting. Students then suggest two explanations for the pattern shown in the diagram.

Students construct a line graph from provided data, and then write a summary about the data.

Students complete tables of energy use.

This practical task requires students to follow an experimental design that investigates various forms of insulation. They are required to gather results, make a conclusion, and identify the variables.

Task: Predict whether given objects will float, investigate, then record and explain results. Assessment focus: flotation.