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Students read a poem to explore the language it uses. SJ-4-3-1995. Text provided.

Advertising provides the context for this resource that has an assessment focus on vocabulary, repetition, tone and comprehension. SJ-4-2-1999. Text provided.

Task: identify two features that enable a sea lion to live in water. Assessment focus: adaptations.

Students provide short written answers to questions on the advantages and disadvantages of interviews as source material. They then practise writing effective interview questions.

Students create character vignettes with a focus on writing pieces that are brief, descriptive and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing, and to use figurative language to 'show' rather than 'tell'.

Students use a scale map to estimate the area of Antarctica and explain their method.

Students are required to critique a survey and design another useful question to be included.

Students create a vignette with a focus on writing pieces that are brief, descriptive, and set in one point in time. They should not be concerned with plot. As the emphasis is on quality rather than quantity, students need to show a controlled and elegant skill in writing and use figurative language to 'show' rather than 'tell'.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

Students are given an outline of a fair test. They are asked to identify the aim, variables to be controlled, how to judge the results, and an aspect of replication.

Students study a box-and-whisker graph and answer questions on median, quartile and outliers.

The context is a plea for a 'good cause' or an emotional statement of opinion on a controversial issue. Some topics are provided. The focus is on passion and forceful speaking. Assessment guides A, B and C are suitable for this task.

Students read a text about living in a house bus to answer retrieval and inferential questions. SJ-2-2-1995. Text provided.

Students are assessed on their ability to find and synthesise details to explain the main idea of a text. The text is focused on adjusting to life as a separated family. SJ-3-2-2006. Text provided.

Students identify the different parts of algebraic expressions for the cost of repairing televisions.

Students read a poem and identify how the visual and written texts work together to build comprehension.

Students use comprehension skills to answer a range of questions based on a newspaper story. Knowledge of adjectives and alliteration is also required.

Students read about a flu immunisation program and answer five questions to show their understanding of the text.

Students complete a plant record for a tree by making observations.

Students decide whether a graph is suitable to display category data and explain their answer.

Task: Students interpret a graph to answer questions, and use background knowledge to justify their responses. Assessment focus: control of body temperature in different types of animals.

Students categorise statements according to whether they are evidence or inferences. They make inferences about moa, supporting them with evidence. Assessment focus: thinking in scientific ways.

Task: Predict, Observe, Explain, (POE) activity observing what happens to air in a balloon when it is heated. Assessment focus: behaviour of gases when heated and cooled.

Students identify common spelling errors and write the identified errors correctly. Students also identify lines of text without errors.

Task: Predict which of three balls dropped from different heights will squash most, explain why, and design an investigation to test prediction. Assessment focus: acceleration and fair testing.