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Students study a poster about the benefits of exercise and make inferences from written and visual information.

The assessment is based on an extract from an article on pacific fashion that has students responding to questions on layout, font, images, and repetition. SJ-4-1-1997. Text provided.

Students unpack a picture, making inferences from its visual cues. SJ-1-2-1998. Text provided.

Students study two graphs on some rocks and lake features of Saharan North Africa and answer a mix of questions to show this ability to interpret these graphs.

Students look at a water safety poster and answer questions relating to the posters construction.

Students interpret a series of road safety drawings with questions on visual cues, titles, emphasis and providing appropriate text.

Students read a poem and its visual text to answer inferential questions. SJ-1-2-1993.

Students read a poem and make links between its written and visual information. SJ-2-4-1993.

Students read a recipe and its visual text to make inferences. SJ 1-2-1998.

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

Students make inferences from visual cues and make links between visual and written text. SJ-2-3-1997.

Students use visual clues in a comic strip to answer inferential questions.

Students read a collage of students' statements about the battle at Gallipoli and respond to questions on fonts, symbols, visual background, and issues. SJ-4-2-1997.

Students study a range of signs to identify their similarities of meaning, layout, and purpose.

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

Assessment focus: ability of students to use both knowledge acquired from the text and their own backgrounds. This task assesses student ability to critically engage with media texts.

For this NEMP task students look at a cornflakes package, and answer questions about the information shown.

This task requires students to do a visual character analysis from an image out of Cinderella: An Art Deco Love Story, retold by Lynn Roberts and illustrated by David Roberts. Due to the pervasive nature of the story of Cinderella and the complexity of the imagery from this particular book, it is expected that students will draw on both their previous knowledge of the fairytale and the descriptive elements of the illustration to make a subjective, but valid, interpretation of character.

Assessment focus: ability to critically analyse and interpret a visual text, based on individual perception and the use of descriptors (visual/verbal/sound etc) to illustrate interpretation.

Assessment focus: ability to interpret visual texts though de-constructing messages to access multiple layers of meaning, by drawing on both the text and previous knowledge and experiences.

This resource assesses points of view on the issue of keeping score in sport, with the task being to match statements to the views expressed by four students.

A writing task, where students argue a case for or against single sex education, discussing and defending their point of view.

Students draw cross-sections of different foods.

Students match 3-dimensional shapes shown from different angles.

Students draw cross-sections of different buildings.