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Task: Use a diagram to match shadows to a time of day. Assessment focus: shadows.

Task: Identify the position of the sun and the time of day when the shadows shown is formed. Assessment focus: shadows.

Task: Answer questions about rowing. Assessment focus: levers.

Students carry out a simple experiment with static electricity and then explain their findings.

Students carry out a simple experiment to illustrate refraction. They then explain why this happened.

Students complete a table for six common objects by stating the material used to make each object and a useful property of that material.

In this practical task students investigate the effect of temperature on viscosity. Students describe and explain what has happened.

Task: choose 3 features of a mosquito and say how they help it survive. Assessment focus: adaptations for survival.

Students are provided with a diagram and asked to identify the type of geological process that it represents. Students are also required to explain what happened.

For this task students explain the causes to the difference in height of water levels in a lake during spring, summer, and winter.

Task: Answer a multiple choice question about the material attracted to magnets, select which magnet of four is strongest, and give a reason for choice. Assessment focus: magnetism.

Task: Students use a labelled diagram of a pitcher plant to answer questions about survival. Assessment focus: features for survival.

Students read scales from pictures of everyday measuring equipment.

Students find the perimeters for range of different 4-sided polygons.

Select from multiple choice options. Assessment focus: classification features of insects and mammals.

Students complete and label a bar graph and a strip graph about eye colour from a table of information.

Students calculate the number of packets of biscuits that need to be sold, and how many house visits are needed to attain a given profit.

Students identify which of four shapes created from equilateral triangles has the largest area and which has the largest perimeter.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional shapes. They then construct the objects.

In this practical task, students use drawings to identify the number of multi-link cubes needed to construct 3-dimensional pieces of furniture. They then construct the pieces.

Students identify the number of faces for different 3-dimensional cube models.

Students are provided with five diagrams of different arrangements of atoms. They select which diagram represents water, graphite, oxygen, and carbon monoxide.

Students identify numbers using clues which give the range within which each number falls and two factors with their remainder.

Students identify the 2-dimensional shapes on a robot's body.

Students use the scaled plan of a property to calculate the area of the pool, house, and lawn.