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Decide if a described investigation is a fair test, and explain the decision. Assessment focus: identifying fair testing.

Task: Decide the advantages for survival of both introduced and native frogs' life cycles, explain how climate change could impact on native frogs, and identify level of interest in survival of native frogs. Assessment focus: using information about adaptations.

Task: Read information and compare the special features that influence the chances of survival of black robins and fantails. Assessment focus: interpreting text to identify risk factors for survival.

A poem is disclosed in stages to students. The task assesses their ability to make inferences using evidence from text and prior knowledge to work out what it could be describing.

Reading text to find information about how scientists work. Assessment focus: interpreting information about how scientists work.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

To answer mainly multiple choice questions, students retrieve information and make inferences from a text about Socrates.

Students identify true and false statements, and provide a description of the most important features of a time series graph.

Students compare fractions, identify which is larger, and explain or show their reasoning.

Students write number sentences for story problems, and create story problems from number sentences.

Students identify different shapes from clues about their properties and then create their own clues to share with a buddy.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

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.

Students conduct a statistical investigation into the sentence length of different types of books by making and comparing dot plots.

Students use number properties to solve problems without calculating.

Students state what things will affect how far a cube will travel when flicked in the middle with a ball-point pen, and conduct an experiment to see what happens in practice.

Students answer questions involving finding how many of one fraction goes into another fraction.

Students are assessed on their ability to identify the main idea of a text that recounts one person's experience of a Tryathlon.

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.

Students plan how to do a statistical investigation about a question that has been posed, and think about how they will collect their data.

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

Task: Describe and compare some physical properties of plastic objects and identify the properties scientists might use for classifying materials. Assessment focus: classifying using physical properties.

Make observations from a photograph, identify potential environmental problems giving reasons, decide which problem is the most important and give reasons for the choice.

Task: Match insects to their adaptations for protection against enemies, and infer two ways stick insects are adapted for their protection against predators. Assessment focus: using observations to make suggestions about survival methods.

This comprehension task involves progressively disclosing a poem to students. It assesses their ability to infer. SJ-1-1-1998. Text provided.