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Assessment focus: ability to de-construct and interpret messages in advertising, so that students can understand meaning-making processes in the construction of imagery.

Task: Predict, observe and explain what will happen when a balloon containing another balloon filled with water is thrown. Assessment focus: making and explaining predictions and observations.

Task: Look at the arrangement of fibres for four different paper towels, arrange an appropriate sequence of instructions, carry out the instructions and then communicate the data in an appropriate graph that will help answer the question. Different elements of the nature of science are embedded throughout the tasks. Assessment focus: planning and carrying out a fair test, using evidence to answer a question.

Students are given an example of ordering adjectives in an advertisement. They use this example to develop a list of adjectives that they order as they create their own advertisement .

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students produce a simple written description, using nouns and adjectives with some precision.

Students read a story about rabbits and mark where the paragraph breaks should occur. The assessment focus is on organisation.

Students use tables, graphs, and equations to find the break-even point for two companies who charge for postage according to different rules.

Students read two letters about personal viewpoints on graffiti and answer questions about the content and style of the letters.

Task: Look for the similarities and differences in how students draw graphs to display information.

Task: Explain the science messages communicated in a cartoon. Assessment focus: decomposition and photosynthesis.

Task: Use written text about farming's contribution to climate change to complete a flow chart, and answer questions about the two texts. Assessment focus: interpreting, using, and comparing different types of text.

Students to apply their understanding of basic wave behaviour at the sea shore to make an inference about waves in a different but analogous context: to predict where the worst damage might occur in an earthquake.

Task: students investigate the rolling distance of marbles on different surfaces. Assessment focus: processing information to answer a question.

Students use their knowledge of the fire triangle to identify risk factors for a given scenario, and apply this to their own situation. They use rubrics to rate and improve some of their explanations.

Students find the unknown for a range of equations that require number property knowledge and understanding of relational thinking.

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

Task: Interpret the information on a chart to provide evidence of the likely cause of oxygen deficiency. Assessment focus: interpreting data.

Students use doubling and halving to solve a number of multiplication problems.

Assessment focus: ability to use contextual clues to infer meaning of a word. (There is a link to the text used for this resource in the Using this Resource section.) Reading age 9.5-10.5. SJ-2-2006. Text provided.