Question 1
creating suspense · core
The key beneath the mat
The clock above the station door clicked towards six. Niko pressed the parcel against his chest. Inside was the little wooden bird he had spent three evenings carving for his grandmother. Her train would leave at six.
He needed to lock the workshop before leaving, but the key was not on its hook. He searched his pockets, the bench, the pockets again. A square of paper lay beside the door: “If you borrow the spare key, leave it beneath the blue mat.”
Niko lifted the mat. A beetle scurried into a crack. Nothing else.
Behind him, something rattled.
“Looking for this?” his sister asked. The key swung from her finger. “I was locking the back gate.”
Niko let out the breath he had been holding. Together, they ran towards the station.
Write a new 80–120 word scene with a different character who has a deadline and misplaces something important. Use an original setting, a clue and a brief delay before the solution.
What to aim for- Creates an original character, setting and goal.
- Uses a deadline and clue to build tension.
- Resolves or deliberately suspends the problem coherently.
Response or adult observation notes:
VC2E4LE05
Question 2
developing a storyline · core
The bridge that bent
“Mine will hold the most,” declared Suri, rolling her sheet of paper into a narrow tube. Across the table, Owen folded a wide sheet into a concertina.
Suri's paper bridge held three counters, then drooped between the two books. She pushed the counters aside. Owen's bridge held six.
“You win,” she muttered.
“We haven't finished testing,” Owen said. “Your rolled edges are strong. My middle is strong. What if we put them together?”
Suri studied the fallen bridge, then unrolled a fresh sheet. The next bridge had a folded middle and rolled edges. It held eight counters.
Suri reached for a label. Instead of writing her name, she wrote, “Our first design.”
Write a new ending in which the combined bridge fails, but the friendship still improves. Use dialogue and an action to show what the children learn.
What to aim for- Continues the same characters plausibly.
- Shows cooperation despite failure.
- Uses both dialogue and action.
Response or adult observation notes:
VC2E4LE05
Question 3
creating viewpoint · extension
The same arrival, two viewpoints
A — Poppy: At last, my cousin arrived. I dragged my box of games into the hall and opened the loudest one first. He stayed by the doorway with his backpack on. Perhaps he thought my games were boring. I pushed another box towards him.
B — Eli: The train had been crowded, and my ears still rang with its rattle. Poppy had lined up games for us. I wanted to thank her, but the flashing game and its music made it hard to think. I stayed near the door, hoping for a quiet minute before I joined in.
Write a third short account from an adult who sees both cousins but cannot hear their thoughts. Show what the adult notices and asks.
What to aim for- Keeps the observer's knowledge realistic.
- Uses visible or audible details.
- Develops the misunderstanding in a plausible way.
Response or adult observation notes:
VC2E4LE05
Question 4
creating fantasy · core
The overnight shelf
When Ada returned the atlas, the library shelf sighed. “A little to the left,” it whispered. “That corner has been tickling me for weeks.”
Ada stared. The shelf had never spoken during opening hours.
“Please,” it added, more politely than most of the borrowers.
She slid the atlas along. The shelf relaxed with a soft wooden creak. Beyond it, a narrow gap widened into a doorway. A sign swung into view: LOST ENDINGS.
Ada thought of the story she had abandoned the night before, with a sailor stranded on an island and no way home. From beyond the doorway came the gentle knock of a boat against a jetty.
She checked that the librarian was still nearby, then called, “I think one of these belongs to me.”
Invent a different everyday object that speaks. Write 80–120 words giving it a problem, a distinctive voice and a surprising but connected solution.
What to aim for- Uses an original talking object.
- Develops character and setting.
- Connects the solution to the object's problem.
Response or adult observation notes:
VC2E4LE05
Question 5
creating a sound poem · core
Roof orchestra
Tick, tick, tip:
Rain tries the roof with a fingertip.
Tap, tap, tum:
Now every drain is a silver drum.
Hush, hush, hum:
The storm packs up; the stars will come.
Write a six-line poem about a different changing sound, such as a train arriving or popcorn cooking. Use repetition and at least one sound word.
What to aim for- Writes six lines about an original sound sequence.
- Uses purposeful repetition and at least one sound word.
- Makes the sound change through the poem.
Response or adult observation notes:
VC2E4LE04 · VC2E4LE05
Question 6
creating imagery · core
One glove
On the fence,
one small glove waves
at everyone who passes.
Yesterday it held a hand.
Today it holds
the shape of a hand,
and a little rain.
I turn it over
so the thumb points home.
Write a short poem about a forgotten everyday object. Give the object one human action and end with a small act of care.
What to aim for- Uses a new object and setting.
- Includes purposeful personification.
- Ends with a relevant action or image.
Response or adult observation notes:
VC2E4LE04 · VC2E4LE05
Question 7
creating drama · core
The last chair — a short play
[Three students are setting up a display. Two chairs stand beside the table. A third chair is in the doorway.]
TARA: Put it here. We need another seat.
BEN: [Lifts the chair, then stops.] But if I put it there, nobody can reach the model.
TARA: We promised three seats.
LUC: [Moves the table slightly.] What if the table turns this way?
BEN: [Carries the chair around the table.] Now there's a path!
TARA: [Sits, then stands quickly.] And we can all see the model.
LUC: Good. We built a bridge model. It would be a pity if nobody could get to it.
[They laugh and begin putting out the labels.]
Write eight to twelve lines of a new play about three children solving a different practical problem. Include character labels and at least three useful stage directions.
What to aim for- Develops a problem and response through dialogue.
- Uses clear character labels.
- Includes stage directions that help performance.
Response or adult observation notes:
VC2E4LE05
Question 8
creating wordplay · extension
A tree's extra office could be called a branch. This joke uses two meanings of the same word.
Create a two- or three-sentence joke using two meanings of “trunk”, “bark” or “light”. Then explain both meanings.
What to aim for- Uses two real meanings of the chosen word.
- Builds an understandable playful situation.
- Explains both meanings accurately.
Response or adult observation notes:
VC2E4LE04 · VC2E4LE05
Question 9
developing setting · core
Plain opening: We entered the empty hall. There was a curtain at the far end.
Develop this opening into an original paragraph that makes the hall seem welcoming or mysterious. Use details for two senses and explain one word choice.
What to aim for- Establishes a deliberate mood.
- Uses two sensory details.
- Explains how one choice contributes to the mood.
Response or adult observation notes:
VC2E4LE05
Question 10
adapting literary techniques · core
Use the text at Question 2.
Use a real or imagined experience of learning from a mistake to create a new short story. Borrow the idea of showing change through a final action, but invent your own characters and events.
What to aim for- Uses an original experience or imagined event.
- Develops a character's change.
- Shows that change through an action rather than only stating a lesson.
Response or adult observation notes:
VC2E4LE05
Answers and review guidance
Open responses, handwriting and spoken tasks need adult review. The models are examples; different responses may meet the criteria.
Question 1
Example response / review guidance: Example opening: The costume parade began in five minutes, but Pia's cardboard wings were gone. A trail of silver paper led towards the cupboard. Inside, something scratched against the door.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Creates an original character, setting and goal.
- Uses a deadline and clue to build tension.
- Resolves or deliberately suspends the problem coherently.
Question 2
Example response / review guidance: The eighth counter slipped and the bridge sagged. Suri laughed. “Our first design needs work.” Owen slid over a fresh sheet, and they began another plan together.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Continues the same characters plausibly.
- Shows cooperation despite failure.
- Uses both dialogue and action.
Question 3
Example response / review guidance: I saw Poppy offering another game while Eli gripped his backpack straps. “Would you like a quiet snack before you play?” I asked. Both cousins looked relieved.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Keeps the observer's knowledge realistic.
- Uses visible or audible details.
- Develops the misunderstanding in a plausible way.
Question 4
Example response / review guidance: Example idea: A school umbrella complains that every rainy day is a workday. A child invents a sunny-day shadow show so the umbrella can enjoy a different kind of outing.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Uses an original talking object.
- Develops character and setting.
- Connects the solution to the object's problem.
Question 5
Example response / review guidance: Far hum, far hum, the rails begin to sing.
A silver nose appears beyond the bend.
Click-clack, click-clack, the platform starts to ring.
The rushing wheels slow gently near the end.
Hiss, hush, the waiting doors slide wide.
Soft steps, soft steps, the travellers go inside.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Writes six lines about an original sound sequence.
- Uses purposeful repetition and at least one sound word.
- Makes the sound change through the poem.
Question 6
Example response / review guidance: A pencil waits beside the drain,
its wooden shoulder soaked with rain.
I lift it to the classroom light
and sharpen tomorrow at its tip.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Uses a new object and setting.
- Includes purposeful personification.
- Ends with a relevant action or image.
Question 7
Example response / review guidance: Example problem: Three children must share one poster board. One turns it sideways, one suggests sections, and the third tests whether the headings remain readable.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Develops a problem and response through dialogue.
- Uses clear character labels.
- Includes stage directions that help performance.
Question 8
Example response / review guidance: The suitcase told the elephant, “We both travel with a trunk.” Here trunk means an elephant's long nose and a large travel case.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Uses two real meanings of the chosen word.
- Builds an understandable playful situation.
- Explains both meanings accurately.
Question 9
Example response / review guidance: A line of warm light glowed beneath the curtain. From behind it came the soft scrape of a chair. We stopped whispering and listened.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Establishes a deliberate mood.
- Uses two sensory details.
- Explains how one choice contributes to the mood.
Question 10
Example response / review guidance: Example plan: A child insists on carrying a heavy box alone, drops the empty box, then asks a friend to help with the filled one. The final shared lift shows the change.
The model is an example, not the only valid response. Review how well the chosen evidence or original writing meets the stated criteria.
Review criteria- Uses an original experience or imagined event.
- Develops a character's change.
- Shows that change through an action rather than only stating a lesson.