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

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.

Students conduct a statistical investigation about their prediction of the most common words used in English. They make graphs, describe their shape, and compare their own graph with ones that other students produce.

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.

Task: Show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

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

Task: Complete chart to show how birds' feet and beaks are suitably adapted for their particular food and environment. Assessment focus: inference.

In this task, students look for patterns in electron arrangement in the periodic table. They use their ideas to place missing elements in the table, answer some questions about the patterns, and use the patterns to predict the properties of some elements.

Task: describe what would happen to four items of food when left in the sun. Assessment focus: change.

Task: Students read a short written text to explain how the special features of wild ginger help it survive. Assessment focus: explanation of wild ginger's special features and why it is a pest plant.

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

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

Task: Students fill in a chart to select the best material for making 6 objects, and give reasons for their answers. Assessment focus: properties of materials related to use.

Task: Describe on a chart how a duck's features help it to survive, then infer what might happen if these features were changed in some way. Assessment focus: how adaptations aid survival.

Task: Place in order six statements about a series of food chain related events in a beech forest, and justify decisions. Assessment focus: interdependence.

In Part 1 students identify visual techniques used within a static image and describe how they support the meaning of the poem. In Part 2, students create a text to communicate ideas visually. Annotated student work samples of Part 2 are provided.

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: Match cards to show the relationship of birds' beaks and feet to the food they eat. Assessment focus: adaptations.

This comprehension task involves progressively disclosing a poem. It assesses a student's ability to use evidence to predict what it could be describing. SJ-2-4-1994. Text provided.

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.

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

Students recognise equal and different likelihoods when playing a game of chance and explain their reasoning.

Students draw a scatterplot of a table of data and describe the relationship between the two variables.

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.

Task: Match everyday terms about properties with their meanings. Use their understanding about properties of paper and their uses to justify appropriate questions to investigate. Assessment focus: asking questions about paper properties.