Question 1
Writing navigable digital information · core
Fictional excursion notes: Discovery Centre; Thursday 14 May; leave 9:15 am; return 2:30 pm; bring lunch, water bottle, hat; related pages: packing checklist and school excursion calendar.
Draft the words for a class excursion information webpage. Include a page title, three useful headings, brief information under each and two clearly named navigation links. Use the notes.
What to aim for- The page groups all supplied details logically.
- Both link labels predict their destinations.
- Adult checks that headings are more useful than vague labels such as 'More'.
Response or adult observation notes:
VC2E4LA03 · VC2E4LA05 · VC2E4LY10
Question 2
Creating clear website navigation · core
Design a text-only navigation plan for a class reading website. Name four menu links, describe what belongs on each page and show how a reader could return to the home page.
What to aim for- The four labels lead to distinct, useful content.
- A return route is available from every page.
- Adult checks that labels suit children using the site.
Response or adult observation notes:
VC2E4LA05 · VC2E4LA03 · VC2E4LY10
Question 3
Combining images and navigable information · core
Plan a webpage about the class garden for families. Write a title, two short sections and descriptive link text. Describe where a photo should go and why its placement helps readers.
What to aim for- The text has a clear audience and grouped information.
- The link label describes its destination.
- Adult checks the photo placement helps explain a particular section.
Response or adult observation notes:
VC2E4LA09 · VC2E4LA05 · VC2E4LY10
Question 4
Revising a digital text for navigation · core
Draft page: title 'Stuff'; long history of the choir first; who can join and rehearsal times at bottom. Links labelled 'Click here', 'More', 'Back' lead to rehearsal times, choir information sheet, music activities.
Improve the digital page plan. Replace vague link labels, reorder information for a first-time visitor and explain one change.
What to aim for- All three link labels describe destinations.
- Joining information comes before background detail.
- Adult checks the explanation identifies how a change helps a new visitor.
Response or adult observation notes:
VC2E4LA05 · VC2E4LY10 · VC2E4LY11
Question 5
Creating an accessible digital choice page · core
Create a one-page digital guide for students choosing a class reading activity. Give three activity links, a brief explanation of each and a plan for a helpful image. Explain how readers know where to start.
What to aim for- The three linked activities are distinct and clearly described.
- The starting instruction and layout guide the reader.
- Adult checks that the image supports the page without obscuring navigation.
Response or adult observation notes:
VC2E4LA05 · VC2E4LA09 · VC2E4LY10
Question 6
Producing a complete digital exhibition text · extension
Draft a digital exhibition page for one piece of your own schoolwork. Include a title, a 50–70 word explanation, an image caption, two descriptive navigation links and a layout plan. Revise one part for visitors who do not know the project.
What to aim for- The explanation gives enough context for a new visitor.
- Caption and image placement support the content.
- Adult checks both links and one visitor-focused revision.
Response or adult observation notes:
VC2E4LA05 · VC2E4LA09 · VC2E4LY10 · VC2E4LY11
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: Visit to the Discovery Centre
When and where: Our class visits on Thursday 14 May, leaving school at 9:15 am.
What to bring: Pack lunch, a water bottle and a hat.
Returning to school: We expect to return at 2:30 pm.
Navigation links: Packing checklist | School excursion calendar.
Digital headings and descriptive links help readers locate information and predict where a link will lead.
Review criteria- The page groups all supplied details logically.
- Both link labels predict their destinations.
- Adult checks that headings are more useful than vague labels such as 'More'.
Question 2
Example response / review guidance: Home: welcome and latest reading news.
Book Reviews: student recommendations grouped by genre.
Reading Challenges: current optional activities and instructions.
Library Help: borrowing and renewal information.
Keep the same menu on every page, including a clearly labelled Home link, so readers can return easily.
Consistent menus and descriptive labels help readers predict and control their route through digital text.
Review criteria- The four labels lead to distinct, useful content.
- A return route is available from every page.
- Adult checks that labels suit children using the site.
Question 3
Example response / review guidance: Title: Our Growing Classroom
What we planted: The class planted herbs in three large tubs. We record changes each Friday.
How families can help: Clean, spare plant labels are welcome; please speak with the teacher first.
Link: Read our weekly garden observations.
Place a labelled photo of the tubs beside 'What we planted' so families can connect the description with the garden.
A useful digital page links headings, images and navigation to the reader's needs.
Review criteria- The text has a clear audience and grouped information.
- The link label describes its destination.
- Adult checks the photo placement helps explain a particular section.
Question 4
Example response / review guidance: Page title: Join the School Choir
First section: Who can join and when rehearsals occur.
Second section: What to bring to the first rehearsal.
Links: View rehearsal times | Read the choir information sheet | Return to music activities.
I replaced 'Click here' with destination names so readers can choose a useful link.
Editing a digital text includes navigation and information order as well as sentence wording.
Review criteria- All three link labels describe destinations.
- Joining information comes before background detail.
- Adult checks the explanation identifies how a change helps a new visitor.
Question 5
Example response / review guidance: Title: Choose Your Reading Activity
Start here: Pick one activity that interests you.
Read and Draw: Create an illustration of a scene you have read.
Recommend a Book: Write a short review for a classmate.
Explore New Words: Collect and explain three interesting words from a text.
Place a simple image of an open book beside the title. Keep the three links in an evenly spaced list below the starting instruction.
A digital choice page needs descriptive destinations and a clear starting point.
Review criteria- The three linked activities are distinct and clearly described.
- The starting instruction and layout guide the reader.
- Adult checks that the image supports the page without obscuring navigation.
Question 6
Example response / review guidance: Title: A Bridge Made from Paper
Explanation: Our group explored how folds affect a paper bridge. We placed the same sheet between two supports and tested it with small blocks. A flat sheet bent quickly, while a folded version held more blocks in our test. The project helped us see how changing a material's shape can change its strength.
Caption: Our folded bridge during its final test.
Links: Read our testing notes | Return to the class exhibition.
Layout: Put the photo beside the explanation. Revision: explain the test before reporting its result.
A digital exhibition combines clear explanation, meaningful images and navigable structure for an unfamiliar audience.
Review criteria- The explanation gives enough context for a new visitor.
- Caption and image placement support the content.
- Adult checks both links and one visitor-focused revision.