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Students read a short article about Black Holes to answer retrieval and inferential questions.

This task assesses student ability to find the text features of an explanation of a scientific idea.

Students explain how they can work out how many striped or shaded beads are needed for a number of repeated 'sets', and identify the number of striped and shaded beads for given numbers of sets.

Students are assessed on their ability to find details that relate to the main idea of a text about a flood. SJ-2-2-2004. Text provided.

Assessment focus: deciding which description of the main idea of an informational text is most appropriate, and justifying their thinking. The text used is about the adaptation of bird's feet to their environment.

Students show how to solve some subtraction problems.

Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

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

Task: Students match parts of statements about how Joan Wiffen worked like a scientist, and identify what skills or experiences helped her find fossils. Assessment focus: interpreting information about how scientists work.

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.

In this activity students progressively build up evidence for and against a new idea in pest control: using bumblebees to transmit a fungicide. Students practise argumentation skills and reflect on how they formulate opinions on environmental issues.

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

Students to show how to calculate problems that involve rates and ratios.

Task: Answer questions about a table comparing the energy usage and lifespan of different sorts of lights, and use this information to complete a second table to describe advantages and disadvantages of each. Assessment focus: reading a technical table.

This comprehension task assesses student ability to identify and justify evidence used to visualise and make inferences about a character and setting.

Students first do the science activity Throwing Balloons - investigation (PW2548) where they predict, observe, and explain what will happen when a balloon containing another balloon filled with water is thrown. Then the students do this writing task where they describe the balloon and what happened when it was thrown, and explain why they think it moved the way it did. Six annotated exemplars of student scripts (writing) are included under the "Working with Students" tab.

Task: Using statements from four people decide and justify whether or not each person supports wind farms. Identify which person has a misconception about wind farms, giving a reason. Assessment focus: identifying different perspectives.

Students predict nets that fold to make a cube, then cut out and fold the nets to check their prediction.

Students fold pieces of paper shaped as a rectangle, square, and circle to show fractions.

Students show or explain how to share equally amongst a number of people.

Students order fractions from smallest to greatest, and work out fractions of an amount.

Students show or explain how to share cakes and pizzas equally amongst a number of people.

Students draw lines to divide up shapes into equal parts and name the fractional value of the part.

Students explore the concept of equality by deciding whether addition sentences are true, false or not proper number sentences.

Students listen to a text about cacti and recall information from it in multiple-choice questions. SJ-2-3-1993. Text not provided.