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Task: Use a key to identify six different metals from the descriptions provided. Assessment focus: using a key to identify metals.

Task: Design a station on Mars. Assessment focus: problem solving to meet human needs in a different environment.

Students are provided with a diagram showing rock layers. Students use this diagram to answer a number of questions.

From given examples, students define four root words then complete a chart of root words and their meanings.

Students use the Beaufort Scale of wind speed to categorise diary entries about the wind in Auckland.

Students read a passage about a genetic characteristic found in a family. They use this information to complete a representation of an inheritance diagram by shading in and naming the persons of this family. Lastly a question about dominance and recessiveness is asked.

Students read a visual and written text about native plants and animals to answer retrieval and inferential questions.

Students read an article on dog grooming. They find information to complete a retrieval chart and answer comprehension questions. SJ-1-1-1997. Text not provided.

Students research and take notes in preparation for writing a biography of a famous New Zealander. Supports for this process and formative assessment points are given.

Students research and write a biographical recount on the life of a well-known New Zealander. Supports for this process and formative assessment points are given.

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

Students interpret time frames and slope from a graph showing the area of a painted wall over time.

The assessment context is a prepared speech of introduction. The time limit is 1 minute and a content checklist is provided. Assessment guides B and C are suitable for this task.

Students show probabilities by shading a spinner.

This task requires students to interpret the relationship between noise level and time as illustrated by various points on a graph.

This resource assesses students' understanding of erosion. Students order a set of diagrams showing the process of erosion in a river and write an explanation of how cliff erosion occurs by the sea.

The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

Students calculate the area of a space to be painted and the length of time it will take to paint a different area.

Students identify missing numbers and the rule for a growing number pattern.

Students find the next three shapes in several growing shape patterns and explain how they worked out the shapes.

Students solve mathematical problems involving distance, and identify parts of an algebraic expression.

Task: Students read a pH scale to determine how it shows the increasing strength of an acid and a base solution and decide from different pH products what the effect would be on an acidic soil. Assessment focus: interpreting a pH scale.

For this practical task students follow a plan to determine the best temperature for the reaction of rennet with milk. Students need to make observations and write a report on their findings.

This comprehension task assesses a student's ability to use evidence in a text to work out what a poem could be about as it is disclosed in stages.

For this practical task students are assessed on their understanding of the life cycle of a butterfly by putting pictures (of eggs, caterpillar, pupa, emerging butterfly, and butterfly) into the correct sequential order and answering some questions.