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Students explore the issue of school uniforms, developing arguments around it from different points of view.

This task assesses students' ability to analyse a text to identify and justify character traits and points of view, including the author's.

This comprehension task assesses a student's ability to make inferences about a character's feelings based on the evidence in a written and visual text, and their own prior experience.

Students attempt to persuade the adults in their families that they should be able to have a dog. They construct an argument by writing replies to the adults' statements.

A newspaper article on working from home is the stimulus for this resource. The assessment focus is on looking at both sides of an issue, vocabulary and comprehension.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

The assessment focus is on the ability to make inferences about character and justify these with evidence from text.

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

Students use evidence in a text to make inferences about a character's feelings. They analyse these within scaffolding activities, synthesising their thinking to suggest the author's message.

Students write arguments for and against school rules.

For this practical task, students work in pairs to interpret cards which show the locus of a large ball. Side views and bird's eye views are used.

In this practical task students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

In this practical task, students use multi-link cubes to construct two 3-dimensional models from pictures of each model from two different viewpoints.

Student view an online animation of cliff erosion and then write a description of what they observe about this process.

This resource assesses the student's ability to interpret the visual elements of a Water Safety Poster. There are questions on font, logos, and language features.

Students give two reasons why it is an advantage for a porcupine fish to inflate its body and have its spines stick out when it is in danger.

Students explain the function of the veins, waxy layer of the upper surface of the leaf, how the shape of the leaf traps light energy and why the upper surface of the leaf is a darker green than the lower surface.

In the context of kicking a goal at rugby, students use Pythagoras' theorem to calculate distance. Students then use trigonometry to work out if the kick passes through the posts.

Students are provided with two star maps as seen from Wellington at two different times of the year. Students are asked to explain why the stars on the map appear in different parts of the sky depending on the time of the year.

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

Students answer questions about time, distance and speed of a journey of two motorbikes.

Students view a television advertisement, and answer questions about advertising techniques and the effect on the audience.

Students look at a cartoon and make interpretations in looking at visual features.

Students view a set of images to answer questions about the camera angles used and the effects these create. Students also suggest sound effects and dialogue for the images.

An extract from a long cartoon strip has students unpacking each frame for meaning and the visual language techniques of; speech bubbles, layout angles, and gestures. SJ-4-1-1997.