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Students interpret a bar chart that shows the stopping distance of cars and are asked which car is safe and why.

Students identify the most likely sequence of tosses of a fair coin and explain their reasons.

Students read an article on the marathon. They then answer a range of comprehension and vocabulary questions.

Students identify the most likely combination of throws for a fair coin, and explain their reasons.

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

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: Watch a video of two sofas burning, record the results, and use the evidence to make inferences about fire retardants. Assessment focus: using observations to provide evidence.

Students describe a functional rule for two spatial patterns.

Students answer questions based on multiplication or division by 25, and explain how they arrived at their answer.

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

Students read an article about an investigation into the sustainable harvest of pīkao and identify key features of the investigation. Assessment focus: interpreting information about how scientists work.

This practical task requires students to record data, which is read out to them, on a stem-and-leaf graph. The leaves are then ordered into a second graph and the graph interpreted.

The assessment focus is on an informative speech to a small group about a famous historical person. Student directions, a checklist, and scoring guides are included.

This assessment task has students writing a short conversation between friends, using speech marks that have been modelled in the task.

From a list of language techniques that writers use to emphasise a word or idea, students identify which ones have been used in some sentences and then write their own examples.

Students retell a myth or legend to another student. Suggestions for the speech content and scoring guides are included.

Students indicate whether a series of statements apply to lunar eclipses, solar eclipses, or both.

Students plot the positions for three different stars at three different times during the evening. Students use this information to answer questions about star movement around the South Celestial Pole.

Task: multiple choice questions and interpreting a diagram. Assessment focus: phases of the moon.

This practical task requires students to record temperatures of various areas in the school and to suggest reasons why some areas are warmer or cooler than others.

This practical task requires students to use a plastic comb and wool to generate static electricity. Students investigate different materials to find those that are attracted to the static charge.

This practical task requires students to plan and carry out a fair test to find out which paper type will soak up water the best.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

Students write an argument either for or against daily physical education in schools. Support materials and links to exemplars for writing an argument are given under the "Working with Students" tab.

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