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Students are provided with an unfinished graph and asked to identify what three things are needed so that the graph is then complete. Students are also asked to identify the type of graph.

Students are provided with a weather map showing the lower North Island of NZ. Students are required to interpret this map to answer three short answer questions.

Using diagrams of 6 different common situations, students are asked to identify each situation as evaporation, condensation, or neither.

Students are provided with pictures of birds and fish and then asked to describe how fish and birds look different and how they look similar.

Task: Answer two multiple choice questions. Assessment focus: managing variables.

Students evaluate a fair test about whether salt or sugar solution dissolves faster.

Students match each plant diagram to a description that matches the adaptation for each particular plant. They then explain two of their answers.

Task: Make a sound gun and use it to investigate what happens to a candle when the end of the sound gun is tapped. Assessment focus: sound waves.

This task requires students to identify the shape name, the number of faces, edges and vertices of a selection of everyday objects.

Students continue a spatial pattern of hexagons, then describe its rule.

Task: Draw, using symbols, circuit diagrams of three described circuits. Assessment focus: using conventions of circuit diagram; knowledge of circuit construction.

Students indicate how brightly a bulb would glow in three different circuits. Students then use pictures of four appliances, showing the arrangement of their cells, to draw circuit symbol diagrams illustrating this cell arrangement.

Students are given stimulus material on the stopping distance of a toy car released from different heights. Students write an aim, the best way to present the results, identify the measurement required in order to calculate the average speed, and write a conclusion for the investigation.

For this task students are provided with a table of weather observations for a day in September. Students are required to write a weather report using headings that have been provided.

Students are provided with a newspaper article titled 'Gentle quake the latest in swarm' and use this to answer three questions.

Students work out the cost and the weights of buying several bags of flour.

This practical task assesses students' ability to identify the larger animal group that four vertebrate animals belong to and then identify the features that those groups have using labels.

Students calculate the area of an extension to a cottage and the area around the buildings.

For this practical task students complete a table of observations for the following substances: vinegar, baking soda, and vinegar and baking soda mixed together.

Students prepare and give a speech suitable for presenting a certificate to a junior student. Points to be covered by students and a scoring guide for teachers are included.

This assessment has students match seven common debating terms with meanings and examples.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

Students use addition and subtraction to work out costs related to the purchase of grocery items.

Students select the correct fraction of vegetables to click and drag into a soup pot.

Students identify turns as left or right to describe a path taken on a simple street map.