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Task: Complete a drawing of things found on a dairy farm, and describe relationships between them. Assessment focus: interdependence in a dairy farm environment.

Task: Complete a drawing of things found in an area of native bush and describe relationships between them. Assessment focus: interdependence in a native bush environment.

Task: Complete a drawing of things found in or near an ocean, and describe relationships between them. Assessment focus: interdependence in an ocean environment.

Some notes on the rabbit calicivirus are provided. Students use these and their own understandings of food chains to answer four questions.

Task: Match vocabulary and definitions, and select why these terms are useful to know when thinking about butterflies at risk. Assessment focus: understanding science texts.

For this NEMP task students fill in a postcard about a holiday. Students' writing is assessed on postcard conventions, content, and legibility.

A letter without capitals is the context of this punctuation assessment. Students insert capitals for a number of different purposes.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

Students read excerpts from a speech and identify six features of the language and describe their intended effect on an audience.

Students read a poem, retrieve information, and then use this information to make inferences. The text used is shown into the resource. It can also be located in School Journal, Part 2, No. 1, 1999. SJ-2-1-1999. Text provided.

This task assesses whether students know the most suitable reference resource to go to for particular information.

Students read through an article about a pending tidal wave. From their comprehension of the cloze passage, they fill in the gaps with their own words. SJ-2-2-1982. Text provided.

Students use tens frames to show how to add and take away numbers to 20.

Students are provided with a map that has numbers on it representing various ash fall depths from a volcanic eruption. Students draw lines to link the similar numbers and answer questions about these. They also explain three major problems an ash fall could cause.

This task is about topic, supporting, and summary sentences in paragraphs of explanation.

This task is about topic, supporting, and summary sentences in paragraphs of persuasion.

This task is about identifying the topic sentence, supporting sentences, and summary sentence in a paragraph of description.

In this NEMP task students look at photos to describe similar and different environmental features of the moon, the Earth, Mars and the sun. Assessment focus: The solar system. In the original NEMP task the assessor gave oral instructions, read the questions and wrote the answers for each student.

This task assesses students' understanding of the conventions surrounding the use of apostrophes to indicate ownership. Students are required to read a short story and insert apostrophes in the places they are needed.

Students identify which nets, from a range of options, could fold to make rectangular prisms.

Students identify which shapes are identical to a given shape that have been rotated.

Students identify which nets can be folded to make an open box shape.

Students are assessed on their ability to retrieve details that support the main idea of an article about an endangered species.

Task: use a chart comparing the features of insects and spiders to decide which group a wētā belongs in. Assessment Focus: classification.

Task: use features to group small animals, identify differences between 3 animals, and identify the insects. Assessment focus: using features to group small animals.