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Students answer two multiple choice questions about fair testing in the context of static electricity.

Students look at a water safety poster and answer questions relating to the posters construction.

This grammar resource has a focus on verbs. Students identify verbs in sentences, and answer questions on the active or passive voice.

Students read some examples of metaphors that have been extended then write their own. They also reflect on why writers use metaphors.

Students use co-ordinates to identify a coded message.

In this practical task, students estimate and then measure how far they can jump.

Students match eight descriptions of non-fiction books to the correct type of reference book.

This resource assesses grammar knowledge. Students identify prepositions used in twelve sentences.

Students read a poem and explore how the poem expresses the storyteller's mood. SJ-2-1-1990. Text provided.

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.

This practical task assesses students' ability to design and carry out a fair test on the relationship between slope and rates of erosion.

For this practical task students make observations about the effect of coloured lights on different coloured objects. Students then draw some conclusions about their findings.

This resource assesses grammar knowledge. Students identify the adjectives in a short story about making breakfast.

Students read a cartoon to answer retrieval and inferential questions about the story and the visual techniques used. SJ-1-1-1994.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students identify the visual techniques used within a static image and describe how they support the meaning of the written text.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.

Task: Match descriptions of kingfishers to their likely diet, and answer questions about food chains. Assessment focus: interpretation of text and pie graphs; conventions of food chains.

Students identify a correct statement about the overall distribution of a graph and explain their reasoning.

Students interpret two cartoon-style drawings of the enhanced greenhouse effect and write a short description of the artist’s message, as they see this.

Task: Students decide whether four dinosaurs are meat-eaters or plant-eaters, and justify their answers. A list of features of each group is provided. It may be completed individually or as a group assessment. Assessment focus: using evidence.

This focus of this resource is punctuating direct speech. Students drag speech marks, commas, and full stops into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

This focus of this resource is punctuating direct speech. Students drag speech marks into place to show where direct speech begins and ends. The resource ends with a collaborative writing activity. Students work with a partner to create and punctuate a conversation based on the characters in a photograph.

Students decide if a statement is correct and then give a reason for their answer. Assessment focus: Using science ideas to explain a view.

A poem and brief article about Japanese dolls is the context for this comprehension resource that has focus on comparisons and purpose. SJ-2-2-1983. Text provided.