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The assessment context is a prepared 'thank you' speech. The time limit is one minute and a content checklist is provided. Oral Language Assessment Guide C is suitable for this task.

This task assesses a formal debate. A list of general topics is provided. For topics on school and teenage life, see resources Debating I and Debating II. ARB scoring guides D, E and F are suitable for this task.

This resource is for the assessment of team debating. Topics on the themes of school and teenage life are provided. Oral Language Assessment Guides E and F are suitable for this task.

This resource is for the assessment of team debating at intermediate school. A selection of topics are provided. Oral Language Assessment Guides - Speaking E and G are suitable for this task.

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.

Students deliver an impromptu speech from a range of topics. Assessment guides A and B are suitable for this task.

Students deliver an impromptu speech from topics that are suitable for secondary school. Assessment guides A, B, and C are suitable for this task.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for secondary students are provided. Assessment guides A, B, and C are suitable for this task.

Students are given some information about simple machines, and are asked to label the effort, load, and pivot on three examples of simple machines.

Students prepare a 2 to 3 minute speech to inform, persuade, or entertain. A list of topics suitable for Year 7/8 students is provided. Assessment guides A and B are suitable for this task.

Students prepare a 2 to 3 minute speech, to inform, persuade, or entertain. Topics suitable for primary students are provided. Assessment guides B and C are suitable for this task.

From a diagram of an experimental set up, students answer questions based on fair testing principles. Questions cover the control of variables, and measurement of results.

Students look at two diagrams. The first shows iron nails in test tubes with boiled water or tap water, the second shows iron nails with moisture either present or absent. Students answer five questions about these investigations.

From a collection of familiar objects, students identify all those that can be a source of light. They then explain the term 'source of light'.

Three key variables related to high altitude flight are displayed graphically. Students use the information provided to answer a series of questions about flight.

Students match each of seven circuit symbols provided to its respective name. Then the students use the symbols to complete the simple circuit diagram as described.

This practical requires students to place four photographs of kākāpo at different times in their life cycle in order from youngest to oldest. Students describe how the kākāpo changes from each part of the life cycle to the next. NOTE: This resource is intended to be used in colour.

This practical task assesses students' understanding of the different features of the vertebrate groups. Students need to identify the larger group that their animal card belongs too, then work with other students with the same group to write down all the features of that group.

The assessment focus is punctuation with students inserting commas and speech marks into text.

From a key of terms (heat, kinetic, light, potential and sound), students select the word which describes some common examples of energy change.

Students are given an outline of an investigation on heat loss from two different shaped objects (a cube and a sphere). They answer questions on variable control, repeat trialling, and they then graph data from this investigation.

Using a diagram of a torch, students explain the function of the following parts; cell, metal cone, metal strip, spring, and switch. Students also draw a circuit diagram for the torch.

This resource assess students' understanding of circuits when they explain what is wrong in five different circuit diagrams.

Students use a diagram of a circuit to answer questions about which bulbs are in parallel and which are in series. Students are also required to put a switch into the circuit diagram provided.

Students classify the type of energy used in seven given examples as being either potential energy, kinetic energy, or radiant energy.