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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.

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

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'.

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.

For this task students are asked to explain the cause of weathering of rocks and to identify the hardest and the softest rock in a column of rock.

In this practical task, students draw pictures of 3-dimensional prisms onto a square grid. A net for each prism is provided.

Students select the diagram that best shows the path (locus) made by various animals as they move around stationary objects.

Students view four sequential diagrams on fossilisation, and then write explanations about this process using the diagrams and their own knowledge.

In this practical task, students construct 3-dimensional shapes from nets (provided), and then draw them on a grid.

Students view a table of children's votes for their favourite All Black and answer questions interpreting the data.

Task: identify micro-organisms. Assessment focus: using an identification key

Students are provided with a star map showing the path of comet Haley-Bopp 1997. Students use this map to answer three questions.

Students answer two multiple-choice questions about star movement during an evening and star colour and temperature.

Students prepare a persuasive speech on an issue they have strong opinions about. Features of persuasive speech are outlined. ARB scoring guides A, B, and C are suitable for this task.

Student read an extract from a speech that contains examples of a rhetorical question, exaggeration, understatement, allusion, and contrast. Using the examples from the speech to help them, students write a definition of each language feature..

Students calculate the total volume of a cream carton, and the unused capacity when filled to 300ml.

Using a diagram of a crab, students explain some of the crab's adaptations.

Students view an online animation which illustrates stages of a volcanic eruption, write their observations and answer question about eruptions. Assessment focus: observations based on a model, and knowledge of volcanic eruptions.

An example of a personal letter provides the context, with questions about letter formats and abbreviations being the assessment focus.