Pi Leo Academy · Year 4 English

Writing and editing

15 questions and practical tasks · Victorian Curriculum English Version 2.0 · Level 4 · VC2E4LA09

Questions with a separate answer key and review guidance.

Circle one option for multiple-choice questions. Use the response spaces or extra paper for longer work.

Name: ________________________________   Date: __________________

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: Headline: Your Move! Details: Lunchtime Chess Club—Tuesdays in Room 4. Beginners welcome. Image: A large chessboard with two students sharing a game. Layout: Put the headline at the top in the largest lettering, the board in the centre and the time and place directly below it. The large headline attracts attention; nearby details tell readers how to join.

Salience and placement guide readers from an attention-getting feature to practical information.

Review criteria
  • The plan contains all words readers need to attend.
  • Image and text support the same purpose.
  • Adult checks the explanation links size or placement to what readers notice.

Question 2

Example response / review guidance: 1. Wide view: a hat lies under a playground bench. 2. Close-up: the inside label reads 'Sam'; this lets the reader discover the clue. 3. Medium view: the child asks, 'Sam, is this yours?' 4. Wide view: Sam smiles and puts the hat on. 'Thanks for finding it!'

Changing the frame can direct attention to a clue that matters to the storyline.

Review criteria
  • All four panels form a complete sequence.
  • The close-up reveals something useful.
  • Adult checks the words and images work together without unnecessary repetition.

Question 3

Example response / review guidance: 0–5 seconds: wide shot of a cluttered table; words 'Leave it ready'. 5–10: close-up of hands returning pencils to a tub; 'Sort equipment'. 10–15: medium shot wiping the table with the class's approved cloth; 'Clear the surface'. 15–20: wide shot of the tidy table; 'Ready for the next group'. The final wide shot shows the whole result.

A moving-image plan coordinates framing, sequence and brief text for a clear purpose.

Review criteria
  • The four shots add up to about twenty seconds.
  • On-screen words match the actions and remain concise.
  • Adult checks the framing explanation relates to what viewers need to see.

Question 4

Example response / review guidance: Scene 1: The kite climbs above the oval; light wind and cheerful footsteps suggest excitement. Scene 2: The string catches on a branch; a brief twang followed by quiet makes the problem noticeable. Scene 3: An adult safely retrieves the kite using suitable equipment; relieved voices and returning birdsong create a calm ending.

Sound and deliberate silence can change the mood and emphasise a turning point.

Review criteria
  • Every sound or silence has a stated purpose.
  • Sound choices match the events and intended mood.
  • Adult checks the ending models seeking suitable adult help rather than unsafe climbing.

Question 5

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 6

Example response / review guidance: Title: A Shelf That Works Before caption: Mixed materials made the paper and brushes difficult to find. After caption: Labelled tubs now keep each type of material together. Layout: Place equally sized photographs side by side, taken from the same angle. Put each caption directly below its photograph so viewers can compare the change fairly.

Comparable framing and connected captions help viewers understand a change without misleading emphasis.

Review criteria
  • Captions explain the useful change.
  • The plan uses comparable image sizes and angles.
  • Adult checks placement makes the comparison easy to follow.

Question 7

Example response / review guidance: Lonely image: Use a wide frame with the child small at one end of an empty bench. Muted afternoon light leaves a large quiet space around them. Hopeful image: Move closer and place the child looking towards a friend entering the edge of the frame. Brighter light near the arriving friend directs attention to the change.

Framing and placement influence how viewers interpret the same character and setting.

Review criteria
  • Both images relate to the same situation.
  • Each mood is supported by specific visual choices.
  • Adult checks the explanation links choices to an intended viewer response.

Question 8

Example response / review guidance: Slide 1—Clean hands: Check that your hands are clean before reading. Image: hands beside a book. Slide 2—Save your page: Use a bookmark instead of folding a corner. Image: a bookmark between pages. Slide 3—Return safely: Put the book back in its correct place. Image: a labelled shelf. Use the action title as the largest text so viewers grasp each message quickly.

Short slide text and relevant images can support an audience without crowding the screen.

Review criteria
  • Each slide communicates a different practical action.
  • Images clarify the actions.
  • Adult checks that planned emphasis supports the key message.

Question 9

Example response / review guidance: Text: Quiet Reading Space—Please keep voices low so everyone can concentrate. Image: Two readers with a small speech bubble between them, placed beside the request. The image suggests quiet conversation, while the words explain the reason and avoid implying that speaking is completely forbidden.

Words can clarify an image's meaning while the image makes the message easier to notice.

Review criteria
  • The notice communicates an appropriate, specific request.
  • The image supports rather than contradicts the words.
  • Adult checks the explanation identifies what each mode contributes.

Question 10

Example response / review guidance: 1. Wide shot: children work at separate desks. 2. Close-up: a note reads 'Your drawing helped me understand'. 3. Medium shot: the writer folds the note into a plane. 4. Medium shot: they hand the plane to the artist: 'This is for you.' 5. Close-up: the artist unfolds it and smiles: 'Thank you!' 6. Wide shot: both children work on a new drawing together. The note close-up lets viewers read the message that changes the relationship.

A storyboard plans how visual details and words carry the narrative across frames.

Review criteria
  • The sequence has a clear beginning, meaningful action and ending.
  • Two captions and both required shot types are present.
  • Adult checks that the close-up reveals important story information.

Question 11

Example response / review guidance: 0–10 seconds: wide shot of models on a table; narrator says, 'See what Year 4 has created.' Soft instrumental music begins. 10–20: close-ups of two models; on-screen words 'Ideas, experiments and designs'. Lower the music during narration. 20–30: still title card, 'Class exhibition—Friday, 3–4 pm, school hall'. Keep the card visible in quiet so families can read it.

Sound levels, shot choice and the duration of a title card affect whether viewers understand a message.

Review criteria
  • The plan includes an invitation and complete fictional event details.
  • Sound supports rather than competes with speech.
  • Adult checks viewers have enough time to read the final card.

Question 12

Example response / review guidance: Headline: Bring a Book to Swap Details: Friday lunchtime, Room 4. Choose a book in good condition and ask at home before bringing it. Layout: Put the event title in the largest type at the top. Place time and location directly beneath it. Use one small book illustration beside the instructions. I made the title most noticeable so readers know the purpose immediately.

Visual revision changes what readers notice first and how easily they find practical details.

Review criteria
  • The title, time and place are easy to locate in the plan.
  • The illustration supports the event without overpowering the information.
  • Adult checks the salience choice is explained.

Question 13

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 14

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.

Question 15

Example response / review guidance: 1. Text: The class wanted a path through its pretend town. Image: wide view of scattered block buildings. 2. Text: One road was too narrow for the toy bus. 'It cannot fit,' said Kim. Image: close-up of the blocked bus. 3. Text: Jo suggested moving the library. Kim worried it would hide the park. Image: both proposed places. 4. Text: Together they turned the library sideways. A space opened beside it. Image: hands repositioning blocks. 5. Text: The bus rolled through, and the park stayed visible. Image: bus travelling along the new road. 6. Text: They named it Together Street. There was room to keep building. Image: wide view of the finished town. Revision: make page 4 show exactly how the space is created.

A picture-book plan distributes story information across words, images and page turns.

Review criteria
  • All six pages form a complete, connected story for younger readers.
  • Illustrations contribute information rather than merely decorating the text.
  • Adult checks that a revision strengthens clarity or the relationship between image and words.