Print Reading and viewing · Year 4 English

Question 1

visual composition · core

Compare the two original images. An accessible description is provided with the image.

Which view makes the character's facial expression easier to examine?

View A, because the face is much smaller.
Neither, because the images contain only words.
Both hide the character's face completely.
View B, because the face occupies more of the frame.

VC2E4LA09 · VC2E4LY09

Question 2

visual composition · core

Use the text at Question 1.

What does the wide view help the viewer notice?

The exact colour of the figure's eyes.
How small the figure is compared with the empty stage.
A hidden character behind the curtain.
Words spoken by an unseen audience.

VC2E4LA09 · VC2E4LY09

Question 3

visual composition · core

Use the text at Question 1.

Which statement is an interpretation supported by View A?

The figure is definitely angry with a teacher.
The empty space may make the figure seem alone.
The image explains exactly what will happen next.
The picture proves the figure has no friends anywhere.

VC2E4LA09 · VC2E4LY09

Question 4

visual composition · core

Use the text at Question 1.

What changes between the two views?

The season shown on a calendar.
The framing and amount of surrounding space.
The number of people on the stage.
The character's name and spoken words.

VC2E4LA09 · VC2E4LY09

Question 5

visual composition · core

Use the text at Question 1.

Two posters with the same wording: Book swap; Friday, 12:30; Library; Bring one book, take one book. Poster A uses a large dark Book swap heading at the top, the time underneath, and a large orange book in the centre. Poster B uses the same small grey text size for all the words and shows four equally sized small books near the edges.

Which feature of Poster A makes the event name noticeable first?

The large dark heading at the top.
An arrow pointing away from the page.
A spoken voice explaining the date.
The smallest grey words at the edge.

VC2E4LA09 · VC2E4LY09

Question 6

visual composition · core

Use the text at Question 1.

Why might Poster A be easier to read quickly from a distance?

Its text sizes separate the event name from the details.
It removes every detail except the picture.
Its books contain a complete story.
It includes a different event date.

VC2E4LA09 · VC2E4LY09

Question 7

visual composition · core

Use the text at Question 1.

What job does the large book illustration do in Poster A?

It reinforces that the event is about books.
It proves which exact books will be available.
It tells the reader the event lasts all day.
It replaces the need to state the location.

VC2E4LA09 · VC2E4LY09

Question 8

visual composition · core

Use the text at Question 1.

Which judgement compares the posters using visual evidence?

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.

VC2E4LA09 · VC2E4LY09

Question 9

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.

An original three-frame storyboard: 1, a small ball rests high on a ramp; 2, the ball rolls downhill towards a tower of blocks; 3, the blocks fall. A dot below makes one five-second movement to demonstrate the direction from the ramp towards the tower.

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 10

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.

Use the text at Question 9.

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 11

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.

Use the text at Question 9.

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 12

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.

Use the text at Question 9.

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 13

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.

Use the text at Question 9.

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