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

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

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

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

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

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.

Students draw cross-sections of different foods.

Students match 3-dimensional shapes shown from different angles.

Students draw cross-sections of different buildings.

As students listen to the teacher read the story of Jack's visit to the Fun Fair, they plot the co-ordinates on their grid to show Jack's movement around the Fun Fair.

In this practical task, students collect data on the number of people in cars passing the school. They then record this, in a table and use the information to make a prediction.

This practical task requires students to use a simple star map to point out the apparent location of stars or star groups during daylight hours. Students also use the star map to show where the Southern Cross would be situated at different times of an evening.

This comprehension task assesses student ability to use evidence in text to make inferences about characters' points of view, and to analyse and synthesise understandings of these characters.

Students create a character 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 to use figurative language to 'show' rather than 'tell'.

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 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'.

Task: Use evidence to make inferences about how leaves help plants survive in particular environments. Assessment focus: leaf adaptations.

Students create a vignette with a focus on writing that is 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 view an illustration and read a poem entitled 'The Dinosaur Climber's Kit' and then answer retrieval and inferential questions. An awareness of rhyme is explored. SJ-2-3-1994. Text provided.