Question 71 visual composition · core
Compare the two original images. An accessible description is provided with the image.
Open a larger view of the image Which judgement compares the posters using visual evidence?
Choose one answer
B has a spoken soundtrack and A does not.
B must be more truthful because its words are smaller.
A has one strong centre of attention; B spreads attention across similar elements.
A advertises a different activity from B.
Question 72 inference with evidence · extension
The spare spool
Mina had tested her kite in the garden all week. At the park, she reached into her bag and found the kite but no spool of string. Across the grass, Leo was packing away a kite with a torn wing. Mina almost asked to borrow his string. Last week, however, she had refused to lend him her coloured pencils.
She walked over anyway. “I wasn't very helpful last week,” she said. “I'm sorry. Could I borrow your spool?”
Leo studied his broken kite, then handed it over. “Only if I can help launch yours.”
Soon they were both looking up. Mina held the spool for a while, then placed it in Leo's hand.
Explain how Mina changes during the story. Use two different details as evidence.
What to aim for States a change in Mina. Uses an early detail and a later detail. Explains how the details support the change. Response or adult observation notes
Question 73 summarising · core
The Saturday repair table
A table outside the community hall used to display things for sale. Now volunteers use it to mend small items. A sign says: “Bring one broken item. We will see whether it can be repaired.” There is no promise that everything can be fixed.
Last Saturday a volunteer replaced a missing wheel on a toy truck. Another sewed a button onto a coat. A cracked glass vase was set aside because no one had the right materials to repair it safely.
Visitors watch the repairs and ask questions. “I thought I needed a new bag,” said one visitor, “but I only needed someone to show me how to mend the strap.” The organisers say the table saves useful objects and helps neighbours share skills.
Summarise the repair-table report in no more than three sentences. Include both benefits described by the organisers.
What to aim for Includes the repair activity. Includes saving objects and sharing skills. Leaves out minor details without changing the meaning. Response or adult observation notes
Question 74 questioning · core
An observation, not a race
During a class observation, six garden snails were placed on a damp mat beside a shelter. The children watched quietly for ten minutes. Four snails moved under the shelter. Two stayed on the mat. The class did not know whether those two moved later because the observation had ended.
A student wrote, “Most of our six snails moved under the shelter during the observation.” Another wrote, “All snails always choose shelter.”
Their teacher asked them to compare the claims. A small observation tells us about what happened in that place and time. It cannot show what every snail will do. The children returned the snails to the garden where they had found them.
Write one question this text answers and one question it leaves unanswered. Explain where you found the answer to the first.
What to aim for Provides an answerable question with its answer. Identifies a genuinely unanswered question. Points to relevant evidence. Response or adult observation notes
Question 75 predicting · core
Read the shared text above ↑
Predict how Mina might respond if Leo asks to borrow pencils tomorrow. Explain why it is a prediction rather than a fact in the story.
What to aim for Makes a plausible prediction. Uses the sharing or apology as evidence. Distinguishes the prediction from a stated event. Response or adult observation notes
Question 76 monitoring and rereading · core
Subject: Changes to Friday's garden visit
Hello Year 4,
Our visit to the community garden will still take place on Friday. However, we will leave school at 10:00 am instead of 9:30 am because the gardener has a morning delivery.
Bring a hat, a water bottle and a packed lunch. You will not need a gardening tool; the garden will supply tools for our activity. Wear closed shoes.
If heavy rain is forecast on Thursday afternoon, we will send another message to families and hold the planting activity in our classroom instead. Please do not assume the visit is cancelled just because it is cloudy.
We expect to return to school by 1:30 pm.
Ms Tran
A reader says, “The trip is cancelled because it might rain.” Explain which sentences they should reread and correct the misunderstanding.
What to aim for Identifies the confirmed plan. Explains the condition. Uses a relevant part of the text to correct the claim. Response or adult observation notes
Question 77 visualising · core
After the shower
A gutter gurgles, full of sky;
A silver bead slips slowly by.
My boots make islands in the lane,
Then small round worlds of mud again.
The clouds unzip a strip of blue.
A sparrow shakes; the rain is through.
Describe the lane you picture while reading. Connect three details in your description to words in the poem.
What to aim for Describes a coherent imagined scene. Links at least three features to the poem. Does not confuse figurative images with literal events. Response or adult observation notes
Question 78 evaluating for a purpose · 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.
You want a game for a ten-minute break. Which review helps you decide, and what limitation would you still consider?
What to aim for Connects the choice to the specified purpose. Uses a review detail. Considers a relevant limitation. Response or adult observation notes
Question 79 connecting · core
Tuesday's rehearsal
I thought I knew every line of our play. At rehearsal, I spoke before Jo had finished, skipped a whole sentence and forgot to turn towards the audience. Our teacher asked us to try the scene again, more slowly.
This time I listened for Jo's final word. I took a breath before answering. The pause felt enormous to me, but our teacher said it helped the audience understand the change of speaker.
At home I was going to practise the speech ten times without stopping. Now I have a different plan: Mum will read Jo's part, and I will practise listening as well as speaking. Knowing my own lines is only part of the job.
Connect the writer's lesson about listening with another group activity you know. Use one detail from the diary and one from your example.
What to aim for States the diary's lesson accurately. Gives a relevant personal or imagined group activity. Explains the connection. Response or adult observation notes
Question 80 texts across time · extension
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.
Compare the dated story openings using one similarity of purpose and two differences in language or presentation. Explain why the dates do not prove that every story of each period uses the same style.
What to aim for Names the common purpose and audience. Gives two supported differences. Avoids generalising two extracts to all writing in either period. Response or adult observation notes
Text references: The Tale of Peter Rabbit (1902), Beatrix Potter — public-domain text
