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.
Which summary includes the main problem and its resolution?
Mina lacks string, apologises to Leo and shares a kite flight with him.
Mina practises in her garden before taking a bag to the park.
Two children argue about pencils and leave the park.
Leo tears a kite and asks Mina to buy a new one.
VC2E4LY09
Question 7
locating details · support
Testing the shade cloth
Our class wanted to find out whether a shade cloth helped the soil stay damp. We filled two identical trays with the same amount of soil and water. We put them side by side outside. One tray was covered by shade cloth; the other was uncovered. We checked both trays at three o'clock each afternoon.
Monday: covered soil damp; uncovered soil damp.
Tuesday: covered soil damp; uncovered soil slightly damp.
Wednesday: covered soil slightly damp; uncovered soil dry.
We concluded that, in our three-day trial, the covered soil stayed damp longer. We want to repeat the trial in different weather before making a general claim.
What was deliberately different between the two trays?
Make a seed label
You need a clean, dry ice-cream stick, a pencil and a waterproof pen. Ask an adult to check that the stick has no splinters.
1. Write the plant's name lightly in pencil near the top of the stick.
2. Check the spelling against the seed packet. Correct any mistakes now.
3. Trace over the name with waterproof pen.
4. Wait until the ink is dry, then push the blank end into the soil beside the seeds.
If you are labelling several rows, finish one label before beginning the next. This helps you match each label to the correct packet. Keep the writing above the soil so that it remains easy to read.
What is the purpose of the final advice about several rows?
To tell readers to plant only one row.
To prevent labels being matched to the wrong seeds.
To replace the spelling check.
To explain how to harvest plants.
VC2E4LY09
Question 16
identifying a viewpoint · core
A quieter lunchtime choice
Dear Student Council,
Please turn the unused corner beside the library into a quiet lunchtime space. Students who enjoy reading or drawing sometimes struggle to find a calm place in the busy playground. Two benches and a box of drawing boards would give them somewhere to settle.
Some students worry that a quiet space will take away a place to run. However, the corner is already too narrow for running games. The large oval would remain open for active play.
Could we try the quiet space for two weeks and ask students whether it helps? A trial would let us improve the idea before spending money on more equipment.
Yours sincerely,
Amir, Year 4
The school can find out whether the idea helps before buying more.
The council must spend all its money immediately.
The oval can stay closed for two weeks.
The school can avoid hearing students' opinions.
VC2E4LY09
Question 19
tracking a change · 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.
What does “Knowing my own lines is only part of the job” mean?
The writer plans to leave the play.
Performing also requires listening and responding to others.
The writer must learn every character's words.
Memorising words has no value at all.
VC2E4LY09
Question 24
comparing information · 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.
How has the table's use changed?
It is now used only to display vases.
It is used for selling new coats instead of repairs.
It is used for repairs instead of displaying sale items.
They give a specific example of how the table helped someone.
They explain how to replace a truck wheel step by step.
They provide the hall's opening hours.
They prove every damaged item can be repaired.
VC2E4LY09
Question 30
distinguishing information · 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
Which conclusion is justified before another message arrives?
Every student must bring a shovel.
The visit is planned to go ahead with a later departure.
The visit is certainly cancelled.
Families should collect children at the garden at 10 am.
VC2E4LA04 · VC2E4LY09
Question 35
literal information · support
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.
Which question would need a new observation to answer?
How long did the children watch?
What did the two snails do after ten minutes?
How many snails were watched?
Where were the snails returned?
VC2E4LY09
Question 41
combining clues · 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.
Why would rereading the final two lines help a confused reader?
They confirm that the shower is ending.
They reveal the speaker's exact age.
They explain how gutters are built.
They list everything inside the boots.
VC2E4LY09
Question 47
comparing agreement · core
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.
Which feature do both reviewers describe positively?
What explains why the same feature receives different judgements?
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.
VC2E4LY09
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.
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?
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.
Suggest two headings that would help a reader find the method and the results. State which sentences belong under each heading.
What to aim for
Provides clear headings.
Matches each heading to relevant information.
Preserves the distinction between procedure and observations.
Response or adult observation notes:
VC2E4LY09
Question 82
moving images and sound · extension
Use the three numbered panels; the dot moves once for five seconds, with a static fallback for reduced motion. You can trace the sequence with a finger at any time. For sound tasks, an adult or partner supplies the specified quiet taps/clap at a comfortable volume; no recording is required.
Original moving-image study: a ball rolls towards a block tower. The three panels show the start, approach and result.
On paper: follow the numbered panels and trace the ball’s path with your finger. For sound comparisons, the adult supplies the sounds while you trace the same path.
Watch the dot make one five-second movement, or follow the three panels if reduced motion is enabled. Explain how position changes show the sequence without needing a paragraph of narration.
What to aim for
Refers to at least two panels.
Explains movement or position.
Connects the sequence to the event.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY09
Question 83
moving images and sound · extension
Use the three numbered panels; the dot moves once for five seconds, with a static fallback for reduced motion. You can trace the sequence with a finger at any time. For sound tasks, an adult or partner supplies the specified quiet taps/clap at a comfortable volume; no recording is required.
On paper: follow the numbered panels and trace the ball’s path with your finger. For sound comparisons, the adult supplies the sounds while you trace the same path.
A film could begin with a close view of the ball or a wide view of the whole ramp and tower. Explain what each opening would reveal and which you would choose to help a new viewer understand the setup.
What to aim for
Compares both framing choices.
Explains information included or excluded.
Justifies a choice for the audience.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY09
Question 84
moving images and sound · extension
Use the three numbered panels; the dot moves once for five seconds, with a static fallback for reduced motion. You can trace the sequence with a finger at any time. For sound tasks, an adult or partner supplies the specified quiet taps/clap at a comfortable volume; no recording is required.
On paper: follow the numbered panels and trace the ball’s path with your finger. For sound comparisons, the adult supplies the sounds while you trace the same path.
Ask an adult to tap slowly while pointing to panel 1, then tap faster while following the moving dot towards the tower. Watch once with these sounds and once silently. Describe how sound changes your expectation.
What to aim for
Experiences both a silent and sounded version.
Names a change in the sound.
Explains a supported effect on the viewer.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY09
Question 85
moving images and sound · extension
Use the three numbered panels; the dot moves once for five seconds, with a static fallback for reduced motion. You can trace the sequence with a finger at any time. For sound tasks, an adult or partner supplies the specified quiet taps/clap at a comfortable volume; no recording is required.
On paper: follow the numbered panels and trace the ball’s path with your finger. For sound comparisons, the adult supplies the sounds while you trace the same path.
Make two sound versions of panel 3: one soft tap and one sudden louder clap. Keep the drawing the same. Explain how the two versions change the apparent size or force of the event.
What to aim for
Compares two actual sound versions.
Keeps the image constant.
Connects loudness to an interpretation without calling it proof.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY09
Question 86
moving images and sound · extension
Use the three numbered panels; the dot moves once for five seconds, with a static fallback for reduced motion. You can trace the sequence with a finger at any time. For sound tasks, an adult or partner supplies the specified quiet taps/clap at a comfortable volume; no recording is required.
On paper: follow the numbered panels and trace the ball’s path with your finger. For sound comparisons, the adult supplies the sounds while you trace the same path.
Imagine enlarging only the tower in panel 2 and making the other elements pale. Explain how that would change the viewer's attention before the fall.
What to aim for
Identifies changes in size or contrast.
Explains which element becomes prominent.
Connects attention with anticipation.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY09
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
Answer: She has forgotten the string.
Her bag contains the kite but no spool. The torn wing belongs to Leo's kite.
Question 2
Answer: She remembers refusing to help him.
The memory of refusing to lend pencils explains her hesitation; the text connects the two situations.
Question 3
Answer: A chance to help launch the kite.
His condition is that he can help launch Mina's kite.
Question 4
Answer: He studies his broken kite.
The second-last paragraph puts Leo's look at his kite just before the handover.
Question 5
Answer: It shows she is now sharing willingly.
Giving Leo a turn contrasts with the earlier refusal to share pencils.
Question 6
Answer: Mina lacks string, apologises to Leo and shares a kite flight with him.
This summary includes the missing string, the changed relationship and the shared result.
Question 7
Answer: Whether a shade cloth covered the tray.
The passage says the trays, soil, water and checking time matched. The covering differed.
Question 8
Answer: Wednesday.
Wednesday records slightly damp covered soil and dry uncovered soil.
Question 9
Answer: The covered soil stayed damp longer during these three days.
The record supports a limited comparison, not a claim about every place or all weather.
Question 10
Answer: To see whether the result also occurs in other weather.
The final sentence explains that one trial is not enough for a general claim.
Question 11
Answer: The same in relevant features.
The explanation describes matching trays used for a fair comparison.
Question 12
Answer: The spelling can be checked and corrected first.
Steps 1 and 2 create a correct draft before the permanent lettering in step 3.
Question 13
Answer: The ink must dry.
Step 4 says to wait until the ink is dry before inserting the blank end.
Question 14
Answer: The blank end.
The instruction keeps the written part above the soil.
Question 15
Answer: To prevent labels being matched to the wrong seeds.
Finishing one label at a time keeps the packet and its matching label together.
Question 16
Answer: Try a quiet space beside the library.
The first paragraph makes the request and the last proposes a two-week trial.
Question 17
Answer: The corner is already too narrow for running games.
This answers the objection by showing that the proposed area is not useful for running now.
Question 18
Answer: The school can find out whether the idea helps before buying more.
The final paragraph connects a trial with feedback and careful spending.
Question 19
Answer: Knowing all the lines meant being ready.
The confident opening is challenged by the mistakes during the rehearsal.
Question 20
Answer: Listening for Jo's final word.
The second paragraph explicitly describes this listening cue.
Question 21
Answer: The teacher found it helpful, although it felt very long to the writer.
“Enormous” describes the writer's feeling; the teacher explains a benefit for the audience.
Question 22
Answer: Responding after listening to another speaker.
Mum will read the other part so the writer can rehearse interaction.
Question 23
Answer: Performing also requires listening and responding to others.
The changed practice plan shows the lesson learned from rehearsal.
Question 24
Answer: It is used for repairs instead of displaying sale items.
The first two sentences contrast the former and current purposes.
Question 25
Answer: The right materials for a safe repair were unavailable.
The second paragraph gives this reason, without making a rule against every vase.
Question 26
Answer: Volunteers will check whether an item can be repaired.
“See whether” promises an assessment, not a guaranteed repair.
Question 27
Answer: Its strap could be mended rather than replacing the whole bag.
The quoted visitor contrasts an expected purchase with learning a repair skill.
Question 28
Answer: A community repair table preserves objects and shares skills.
The examples support both benefits in the final sentence.
Question 29
Answer: They give a specific example of how the table helped someone.
The bag experience illustrates learning and avoiding unnecessary replacement.
Question 30
Answer: The time the class will leave school.
The email changes departure from 9:30 am to 10:00 am while keeping Friday.
Question 31
Answer: The gardener has a delivery earlier that morning.
“Because” introduces the reason in the opening paragraph.
Question 32
Answer: A gardening tool.
The garden supplies the tools; students are told to bring the other items.
Question 33
Answer: A forecast of heavy rain on Thursday afternoon.
The conditional sentence identifies the particular weather decision point.
Question 34
Answer: The visit is planned to go ahead with a later departure.
The confirmed plan and the possible wet-weather change must be distinguished.
Question 35
Answer: Ten minutes.
The first paragraph states the observation period directly.
Question 36
Answer: They moved under the shelter.
Four of six moved under the shelter; four is more than half.
Question 37
Answer: Most of these six snails moved under shelter during the observation.
This claim matches the observed group and time without going beyond the record.
Question 38
Answer: They had stopped watching.
The text explicitly limits their knowledge to the ten-minute observation.
Question 39
Answer: A statement that can be checked against evidence.
The two claims are competing statements about what the snails did.
Question 40
Answer: What did the two snails do after ten minutes?
The passage answers the other three questions but says the later movement is unknown.
Question 41
Answer: Just after rain has stopped.
The title, puddles, returning blue sky and final line all point to the end of rain.
Question 42
Answer: Water surrounds them as they step in puddles.
The image compares boots surrounded by water to islands.
Question 43
Answer: “A gutter gurgles”.
“Gurgles” names the bubbling sound of water moving through the gutter.
Question 44
Answer: The cloud cover is beginning to break.
Visible blue sky is revealed as the clouds separate.
Question 45
Answer: Small sights and sounds show a wet lane brightening after rain.
This includes the setting, weather change and small observations without reading images literally.
Question 46
Answer: They confirm that the shower is ending.
The final line states that the rain is through, helping readers interpret earlier images.
Question 47
Answer: The clear map.
Ella says it is clear; Noah says they understood it immediately. No tray is said to be included.
Question 48
Answer: Whether short rounds are a benefit.
Ella values a lunchtime game while Noah wants play to last longer.
Question 49
Answer: The rounds fit into a lunch break.
Her recommendation is linked to short rounds.
Question 50
Answer: The counters are very small.
Ella worries about losing them; Noah finds them awkward to handle.
Question 51
Answer: The reviewers want different lengths of play.
The reviewers' purposes shape how they judge short rounds.
Question 52
Answer: To introduce characters in a story for children.
Both introduce named rabbits as story characters, rather than giving animal-care facts.
Question 53
Answer: “Once upon a time”.
This familiar story-opening phrase places the narration in an unspecified story time.
Question 54
Answer: It begins by inviting the reader to meet Pip directly.
“Meet Pip” addresses the reader with an invitation; A begins with a statement about four rabbits.
Question 55
Answer: A question for the main character to investigate.
Pip wants to find out who nibbled the carrot tops. A only introduces the four names in the supplied sentence.
Question 56
Answer: A gives a list across several lines; B names one rabbit within its opening sentence.
This compares the visible arrangement of the two openings, not assumptions about their whole books.
Question 57
Answer: These openings share a purpose but use different introductions; two examples cannot represent every story from their times.
Comparing dated texts shows particular choices, but does not justify claims about all writers or readers in either period.
Question 58
Answer: Visit > Getting here.
“Getting here” is listed inside the Visit menu and directly matches the travel question.
Question 59
Answer: Where the current page sits within the website.
Home > Learn > School workshops shows the route through the site hierarchy.
Question 60
Answer: The “Book a school workshop” button.
The button names the booking action; the caption describes a picture.
Question 61
Answer: A teacher organising a class visit.
The link explicitly offers teacher planning information for a school workshop.
Question 62
Answer: It identifies this page's topic before the details.
The heading helps readers scan and decide whether the page is relevant.
Question 63
Answer: It explains what the students in the image are doing.
The caption connects the pictured activity to testing model bridges.
Question 64
Answer: View B, because the face occupies more of the frame.
The close framing enlarges the eyebrow and mouth, directing attention to expression.
Question 65
Answer: How small the figure is compared with the empty stage.
View A includes much more empty space around the same figure.
Question 66
Answer: The empty space may make the figure seem alone.
Composition can suggest a mood; the picture does not establish the character's entire life or next action.
Question 67
Answer: The framing and amount of surrounding space.
The same figure is shown at different scales; no extra people or spoken text appear.
Question 68
Answer: The large dark heading at the top.
Size, darkness and high placement give the heading visual prominence.
Question 69
Answer: Its text sizes separate the event name from the details.
The hierarchy lets readers find the event name, then time and place; the wording is otherwise the same.
Question 70
Answer: It reinforces that the event is about books.
The image supports the written topic but cannot supply unstated details.
Question 71
Answer: A has one strong centre of attention; B spreads attention across similar elements.
A's large central book contrasts with B's repeated small books and uniform type.
Question 72
Example response / review guidance: Earlier Mina refuses to lend pencils. At the end she gives Leo a turn with the spool, showing that she is learning to share.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
States a change in Mina.
Uses an early detail and a later detail.
Explains how the details support the change.
Question 73
Example response / review guidance: Volunteers help neighbours repair small objects when they can do so safely. The table keeps useful things in use and lets people learn repair skills.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Includes the repair activity.
Includes saving objects and sharing skills.
Leaves out minor details without changing the meaning.
Question 74
Example response / review guidance: Answered: How long did the class watch? The first paragraph says ten minutes. Unanswered: Did the last two snails move into shelter later?
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Provides an answerable question with its answer.
Identifies a genuinely unanswered question.
Points to relevant evidence.
Question 75
Example response / review guidance: She may lend them because she has experienced Leo's help and then shared the kite. The story does not say what happens tomorrow, so this is a supported prediction.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Makes a plausible prediction.
Uses the sharing or apology as evidence.
Distinguishes the prediction from a stated event.
Question 76
Example response / review guidance: Reread the opening, which says the visit will still happen, and the paragraph beginning “If”. Only the heavy-rain forecast would lead to another message and a classroom activity.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Identifies the confirmed plan.
Explains the condition.
Uses a relevant part of the text to correct the claim.
Question 77
Example response / review guidance: I picture puddles around the boots, water moving through a noisy gutter, and a gap of blue appearing in the clouds. These come from islands, gurgles and the strip of blue.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Describes a coherent imagined scene.
Links at least three features to the poem.
Does not confuse figurative images with literal events.
Question 78
Example response / review guidance: Ella's review is useful because the short rounds fit a lunch break. I would still consider the small counters because both reviewers mention a problem with them.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Connects the choice to the specified purpose.
Uses a review detail.
Considers a relevant limitation.
Question 79
Example response / review guidance: In a group science demonstration, we need to wait for a partner to finish explaining before starting our part. This is like waiting for Jo's final word in the play.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
States the diary's lesson accurately.
Gives a relevant personal or imagined group activity.
Explains the connection.
Question 80
Example response / review guidance: Both introduce rabbit characters for child readers. Potter uses a traditional opening and a displayed list of names. The new story directly introduces Pip and her mystery. These two choices cannot represent all stories from either date.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Names the common purpose and audience.
Gives two supported differences.
Avoids generalising two extracts to all writing in either period.
Question 81
Example response / review guidance: “How we tested” would cover matching trays, soil, water and checking times. “What we observed” would cover the Monday-to-Wednesday records.
Other wording is acceptable when it is supported by the supplied text. Check the reasoning and evidence against the criteria.
Review criteria
Provides clear headings.
Matches each heading to relevant information.
Preserves the distinction between procedure and observations.
Question 82
Example response / review guidance: The ball begins high on the ramp, moves towards the blocks and is followed by the fallen tower. The positions and panel numbers make the order visible.
Visual framing, placement, movement and sound work together to shape meaning. Give a reason linked to an observed feature; different supported interpretations are welcome.
Review criteria
Refers to at least two panels.
Explains movement or position.
Connects the sequence to the event.
Question 83
Example response / review guidance: A close view draws attention to the ball but hides its destination. A wide view reveals the ramp and tower together, so I would start wide to explain the setup.
Visual framing, placement, movement and sound work together to shape meaning. Give a reason linked to an observed feature; different supported interpretations are welcome.
Review criteria
Compares both framing choices.
Explains information included or excluded.
Justifies a choice for the audience.
Question 84
Example response / review guidance: The increasing tapping makes the approach feel quicker or more suspenseful. Without it, I rely on the positions and movement. Sound changes the feeling, not the basic sequence.
Visual framing, placement, movement and sound work together to shape meaning. Give a reason linked to an observed feature; different supported interpretations are welcome.
Review criteria
Experiences both a silent and sounded version.
Names a change in the sound.
Explains a supported effect on the viewer.
Question 85
Example response / review guidance: A soft tap can make the fall seem small and gentle; a sudden clap can make it seem forceful or surprising, although the picture is unchanged.
Visual framing, placement, movement and sound work together to shape meaning. Give a reason linked to an observed feature; different supported interpretations are welcome.
Review criteria
Compares two actual sound versions.
Keeps the image constant.
Connects loudness to an interpretation without calling it proof.
Question 86
Example response / review guidance: The large, darker tower would become the most noticeable element. Viewers might anticipate what will happen to it as the ball approaches.
Visual framing, placement, movement and sound work together to shape meaning. Give a reason linked to an observed feature; different supported interpretations are welcome.
