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Students present an instructive speech to the class or small group. Some topics are provided as examples and scoring guides for teachers are attached.

The assessment focus is on an informative speech to a small group about a famous person. Student directions, a checklist, and scoring guides are included.

Students are given some information on levers. They use this to label the pivot, load, and effort force on four other common examples of levers.

Students are provided with an illustration of two different circuits. Students are required to draw the two illustrations as circuit diagrams.

Students are provided with four illustrations of situations where using electricity could be dangerous. Students are asked to explain why each situation is dangerous.

Students are given a partially completed table which details materials which are used as either conductors or insulators of heat. Students complete the table by indicating whether the materials conduct or insulate heat or give an example of its use.

Students are given six different circuit diagrams. They state how brightly these bulbs will glow when compared to another circuit.

In this practical task, students work in pairs to estimate how much time they think has passed. One student estimates while the other times.

For this practical task, students construct 2 different towers from multi-link blocks, then draw these shapes from 3 different views.

In this practical task, students follow a plan to construct a water timer. They then put on markings for times 1-5 minutes based on observations and recordings.

In this practical task, students design a tally chart to record the number of different coloured ice-block sticks in an envelope. Students use the sticks as tally marks.

Students are given pictures of four different ways time can be measured (sundial, hourglass, candle with lines, clock). Students then explain how each can be used to measure time.

Students interpret five business logos and write a brief statement describing the likely nature of the business.

Students are asked to interpret the changing feelings of the main character in the School Journal story 'Grey Hair', and to provide evidence of these feelings by identifying the words and actions of the character. SJ-1-3-1996. Text not provided.

For this task students look at a diagram showing household electrical wires and then answer some questions about these.

Students are provided with information and data on different makes of soccer balls. Students answer questions on fair testing, and write conclusions from the given data.

Students are provided with a diagram of a thermometer and they answer questions on its use, how it works, and then read the temperatures from four thermometers.

Students are required to identify whether a series of statements about the School Journal story 'Personal Mail' are true or false, and to support their opinion with evidence from the text. This task assesses students' retrieval and inferential comprehension skills. SJ-3-1-1991. Text provided.

Students indicate the links between different examples of vertebrate animals and their classification features by shading the correct links on the diagram provided.

Students write down the name of the shape of the 3-dimensional blocks that are used for each part on a diagram of a model train.

This task assesses students' ability to discriminate between the use of full stops, exclamation marks, and question marks by asking them to read a letter and insert the appropriate punctuation at the end of each sentence.

Students draw in the reflected images of two sketches along a given mirror line.

Students are asked to read a short story and to insert the speech marks required to punctuate the direct speech in the story.

Students draw in three 3-dimensional shapes on a grid from the view shown.

Students are required to show their understanding of circuits by drawing wires to link a battery to bulbs so that the bulbs will light up.