Question 51 evaluating viewpoints · extension
Two reviews of the fictional game Trail Builders
Review A — Ella: The map is clear, and the short rounds fit our lunch break. I like having a choice of routes. However, the tiny counters are easily lost. I would recommend this game for a quick challenge if you have a tray to hold the pieces.
Review B — Noah: We understood the map immediately. The choice of routes makes each round different, but the rounds finish just when I am enjoying myself. I would prefer a longer game. The counters are too small to handle comfortably.
Both reviewers played the same edition. These are their own opinions, not the manufacturer's description.
What explains why the same feature receives different judgements?
Choose one answer
One reviewer is describing a different edition.
The reviewers want different lengths of play.
The counters change size between reviews.
One reviewer has never seen the map.
Question 52 purpose across time · core
Two children's story openings from different times
A — The Tale of Peter Rabbit by Beatrix Potter, first published in 1902. This is its opening sentence, with line breaks preserved:
“Once upon a time there were four little Rabbits, and their names were—
Flopsy,
Mopsy,
Cotton-tail,
and Peter.”
B — Pip's Morning, an original Pileo Academy classroom story, 2026:
Meet Pip: a rabbit with muddy paws and a plan. This morning she is going to find out who has been nibbling the carrot tops. Her brothers think the answer is obvious. Pip is not so sure.
Both openings introduce rabbit characters in stories for children. The short extracts do not show the complete stories.
What shared purpose do these openings have?
Choose one answer
To advertise vegetables for sale.
To report the result of a scientific observation.
To give instructions for caring for real rabbits.
To introduce characters in a story for children.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 53 language across time · core
Read the shared text above ↑
Which phrase in the 1902 opening is a traditional way to begin a tale?
Choose one answer
“muddy paws”.
“Once upon a time”.
“Meet Pip”.
“not so sure”.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 54 comparing language · core
Read the shared text above ↑
How does the 2026 opening address the reader differently?
Choose one answer
It starts with the exact same phrase as A.
It gives four names on separate lines.
It asks the reader to stop reading.
It begins by inviting the reader to meet Pip directly.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 55 comparing story information · core
Read the shared text above ↑
What does B introduce that is not yet included in the short extract from A?
Choose one answer
More than one rabbit.
A named rabbit.
A question for the main character to investigate.
An audience of child readers.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 56 layout across time · core
Read the shared text above ↑
How is the presentation of names different?
Choose one answer
B lists names alphabetically and A does not.
A gives no names, while B gives four.
A gives a list across several lines; B names one rabbit within its opening sentence.
Both print every name as a numbered list.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 57 source awareness · extension
Read the shared text above ↑
Which conclusion is fair after comparing these two extracts?
Choose one answer
No modern story ever uses a traditional opening.
Every story in 1902 began in exactly the same way.
Children in 1902 could read only stories about rabbits.
These openings share a purpose but use different introductions; two examples cannot represent every story from their times.
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
Question 58 digital navigation · core
Museum website mock-up
PAGE TITLE: River Town Museum
TOP MENU: Visit | Collections | Learn | Contact
Visit drop-down: Opening hours | Tickets | Getting here
BREADCRUMB: Home > Learn > School workshops
HEADING: Build a bridge workshop
The workshop is for school groups in Years 3–6. Bookings are essential.
UNDERLINED LINK: Download the teacher planning sheet
BUTTON: Book a school workshop
IMAGE CAPTION: Students test a model bridge with small weights.
FOOTER: Accessibility | Site map
This is a fictional page layout for reading practice. Its labels are not live links.
Which menu path would help you find how to travel to the museum?
Choose one answer
Collections > New objects.
Contact > Staff biographies.
Visit > Getting here.
Learn > School workshops.
Question 59 digital navigation · core
Read the shared text above ↑
What does the breadcrumb help the reader understand?
Choose one answer
Who built every bridge in town.
The museum's postal address.
Where the current page sits within the website.
How much the workshop costs.
Question 60 action labels · support
Read the shared text above ↑
Which feature provides an action for reserving a place?
Choose one answer
The “Book a school workshop” button.
The image caption.
The footer label “Site map”.
The page title alone.
