Print Writing and editing · Year 4 English

Question 1

Writing a complete realistic narrative · core

Write a complete 90–130 word story titled 'The Spare Seat'. Include a clear setting, a problem involving another person and a resolution caused by the main character's choice.

What to aim for

Adult checks for an orientation, a connected problem and a resolution.
The main character makes a meaningful choice.
Paragraphs and details help a reader follow the story.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA03 · VC2E4LY10

Question 2

Writing for a younger audience · extension

Create a 100–140 word original story for a younger reader called 'A Place for Everyone'. Use a clear beginning, connected events, dialogue and an ending that shows inclusion through action.

What to aim for

The story suits a younger audience and has a complete structure.
Characters act to include someone.
Adult checks that details, dialogue and ending support the same theme.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA03 · VC2E4LY10

Question 3

Structuring an information report · core

Fact notes: superb fairy-wren; small Australian bird; breeding adult males have bright blue patches; females mainly brown; eats mainly insects and other small invertebrates; shelters in dense low vegetation.

Write a short information report using the supplied facts. Include a title, an opening classification and two grouped sections with headings. Use your own sentences.

What to aim for

The opening identifies what kind of animal is described.
Facts are grouped under useful headings.
Adult checks that the supplied facts are represented accurately.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 4

Writing a practical procedure · support

Write instructions for making a paper bookmark for a classmate. Include materials, 4–6 numbered steps and a time connective. Check that the steps can be followed in order.

What to aim for

Materials match the actions in the steps.
Steps begin with clear action verbs and follow a useful order.
Adult can follow the instructions without missing information.

Response or adult observation notes:

VC2E4LA03 · VC2E4LA04 · VC2E4LY10

Question 5

Explaining a process from observations · core

Class observation: equal-sized ice cubes on matching plates; one plate in sun, one in shade; checked together after ten minutes; more liquid water and less remaining ice on the sunny plate.

Use the observations to write a 5–7 sentence explanation of what happened to the ice. Connect causes and results and distinguish what was observed from what you explain.

What to aim for

Adult checks that the reported observation matches the notes.
Cause-and-result language connects the ideas.
The explanation does not claim every sunny/shady setting always gives the same result.

Response or adult observation notes:

VC2E4LA03 · VC2E4LA04 · VC2E4LY10

Question 6

Reporting a school event · core

Notes: Tuesday; Year 4; reading garden beside library; collected leaves; refilled two planters; cleaned tables; families donated potting mix and gloves; finished by lunchtime; weekly plant checks planned.

Write a school newsletter report of 70–90 words using the event notes. Include a headline and tell readers who, what, where, when and what happened as a result.

What to aim for

The headline and opening identify the event.
All supplied facts remain accurate.
Adult checks that the outcome is clear and no unsupported quotes are invented.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 7

Comparing places for a purpose · core

Library: seats; quiet reading; books nearby; indoors and dry. Garden: seats; quiet reading allowed; fresh air; birds and playground sounds; exposed to rain.

Write a compare-and-contrast paragraph for students choosing a reading spot. Use at least two similarities and two differences from the notes, then give a sensible conclusion.

What to aim for

Adult finds two similarities and two differences.
The paragraph connects ideas rather than repeating separate lists.
The conclusion follows from the comparison.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 8

Explaining a routine to a newcomer · core

Write a welcoming 60–80 word guide for a new Year 4 student explaining how your classroom morning routine could work. Include three steps and a friendly closing. Do not include private student information.

What to aim for

The routine has three clear steps.
The language is friendly and suitable for a new classmate.
Adult checks that the guide gives a way to get help.

Response or adult observation notes:

VC2E4LA03 · VC2E4LA01 · VC2E4LY10

Question 9

Turning process notes into prose · support

Receive new book → record details → add location label → cover if needed → shelve for borrowing.

Turn the fact notes into an explanation with the heading 'How a Library Book Reaches the Shelf'. Use complete sentences and show the sequence.

What to aim for

All five stages appear in the right order.
The sentences explain the purpose of the label.
Adult checks that the text reads as an explanation rather than copied note fragments.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 10

Writing an informative display label · core

Fictional museum record: handmade toy boat, 1962; wooden hull; sail from old cotton shirt; mismatched wheels fixed to sides as decoration; floated in backyard tub; made by a family member for a child.

Write a museum label of 50–70 words for the imaginary object described. Identify it, explain how it was used and point out one feature a visitor should notice.

What to aim for

The object, date and use match the supplied fictional record.
One visible feature is explained.
Adult checks the label is concise and suited to museum visitors.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 11

Organising an FAQ · core

Garden helper notes: cans on shelf beside garden door; check soil; water when top feels dry under teacher guidance; report damaged plants to teacher.

Write three question-and-answer entries for a class garden FAQ. Use the supplied information and make each question something a new helper might ask.

What to aim for

The questions address three different practical needs.
Answers use the supplied information accurately.
Adult checks that every answer directly responds to its question.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 12

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 13

Explaining survey results · core

Survey: one vote per student; drawing 10; board games 8; reading 6; only one Year 4 class surveyed.

Write a factual paragraph explaining the class survey results. Include a total, the most popular option, one comparison and a limit on what the survey tells us.

What to aim for

Numbers and comparison are accurate.
The paragraph identifies the most popular option.
Adult checks that the conclusion is limited to the surveyed group.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 14

Writing conditional instructions · core

Write a troubleshooting guide for a class slideshow that will not play its sound. Use 'if' and 'unless' sensibly and give a safe final step if the checks do not work.

What to aim for

The checks follow a sensible order.
'If' and 'unless' express correct conditions.
Adult checks that the guide ends with an appropriate way to seek help.

Response or adult observation notes:

VC2E4LA03 · VC2E4LA04 · VC2E4LY10

Question 15

Revising an informative profile · core

Fictional interview notes: name Morgan; crossing supervisor; mornings near school; checks clear path; bright safety vest; careful observation; clear signals; enjoys greeting families.

Write a short profile of a fictional school crossing supervisor from the notes. Then reread it and move one sentence if needed so related ideas stay together. Explain your decision.

What to aim for

The profile includes role, preparation, skills and enjoyment.
Facts come from the fictional notes.
Adult checks that the revision decision concerns the order of ideas.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10 · VC2E4LY11

Question 16

Explaining a classroom system · core

Write a 60–90 word explanation for younger students of how a class suggestion box works. Include how to submit an idea, how ideas are considered and why a suggestion may not be chosen.

What to aim for

The submission and review steps are clear.
A fair reason for declining or delaying an idea is included.
Adult checks the explanation suits a younger reader.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 17

Writing and checking game rules · extension

Write a useful set of instructions for a two-player word game you invent. Include the aim, materials, starting rules, turns and an ending. Try explaining the rules to an adult and revise any gap.

What to aim for

Another person can identify when to start, take a turn and stop.
Rules include what happens when someone gets stuck.
Adult checks the learner made or considered a revision after explaining the game.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 18

Supporting an opinion with reasons · support

Write a persuasive paragraph asking for a shaded reading area at school. State your view, give two distinct reasons and finish with a practical request.

What to aim for

A clear opinion appears early.
The two reasons explain different benefits.
Adult checks the closing request is practical and connected to the reasons.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 19

Writing a formal proposal · core

Write a polite 70–100 word letter to a principal proposing a lunchtime drawing club. Include a greeting, benefits, a plan and a respectful closing.

What to aim for

The letter uses a suitable greeting and closing.
Benefits are supported by a manageable plan.
Adult checks the tone is respectful without demanding agreement.

Response or adult observation notes:

VC2E4LA01 · VC2E4LA03 · VC2E4LY10

Question 20

Supporting a book recommendation · core

Fictional book: The Map in the Attic; two cousins; unfinished town map; connected clues; short chapters; slow introductory chapter; final solution withheld.

Write a review recommending or not recommending the fictional book described. Include a brief description without revealing the ending, a judgement and two supported reasons.

What to aim for

The review gives a clear recommendation and likely audience.
Two reasons use details from the description.
Adult checks that the ending is not invented or revealed.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 21

Addressing another viewpoint · core

Write an argument for a class equipment-sharing system. Acknowledge one reasonable concern and explain how your plan addresses it.

What to aim for

The proposal and benefit are clear.
The concern is realistic and treated respectfully.
Adult checks that the response addresses that particular concern.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 22

Adapting language to relationships · core

Write two invitations to the same class exhibition: one friendly message to a cousin and one more formal invitation to a community librarian. Include the same essential event details.

What to aim for

Both invitations include event, day, time and place.
The difference in formality suits the readers.
Adult checks that both messages are welcoming and clear.

Response or adult observation notes:

VC2E4LA01 · VC2E4LA03 · VC2E4LY10

Question 23

Persuading through shared benefits · core

Write a persuasive message of 60–80 words encouraging classmates to return library books on time. Explain a benefit for others and offer one practical way to remember.

What to aim for

The message gives a reason beyond avoiding punishment.
A practical reminder strategy is included.
Adult checks that the tone encourages rather than shames readers.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 24

Using evidence in persuasion · core

Class record: 12 students wanted to play board games last week; 6 seats at the single games table; another suitable table may be available.

Use the evidence to write a paragraph supporting a trial of extra table space for board games. Include one accurate number and explain how it supports your request.

What to aim for

The numerical evidence is accurate.
The writing explains what the number means for students.
Adult checks the suggested trial follows from the evidence.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 25

Making a respectful written complaint · core

Write a polite complaint to a fictional stationery shop about a missing page in a new notebook. State the facts and request a reasonable solution without insulting anyone.

What to aim for

The problem and relevant facts are easy to identify.
The requested solution is reasonable.
Adult checks the letter maintains a polite, formal tone.

Response or adult observation notes:

VC2E4LA01 · VC2E4LA03 · VC2E4LY10

Question 26

Writing an evidence-based advertisement · core

Fictional product: Word Trail; class-made board game; 2–4 players; about 15 minutes per round; reusable spelling and vocabulary cards; classroom demonstration Friday.

Write an advertisement for the fictional class-made game using only the product notes. Include an attention-getting opening, two genuine features and a call to action. Avoid claims you cannot support.

What to aim for

Two features accurately match the notes.
The opening and closing suit an advertisement.
Adult checks there are no invented prizes, guarantees or comparisons.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 27

Comparing options in an argument · core

Mural: long wall available; everyone can paint one part. Sculpture: can be viewed from several sides; needs a safe place to stand. Both require shared planning.

Write a short argument that chooses between a class mural and a class sculpture for a shared art project. Use the notes, explain two reasons and acknowledge one advantage of the other option.

What to aim for

The chosen option is clear.
Two reasons connect to the supplied circumstances.
Adult checks an advantage of the other choice is acknowledged fairly.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 28

Distinguishing purposes through writing · core

Fictional event: Wednesday; school oval; three laps; teacher accompanies class; bring water bottle.

Write two short paragraphs about a class walk: one informative and one persuasive. Use the same facts, but make the different purposes clear.

What to aim for

Both paragraphs preserve the same facts.
The informative paragraph presents details directly.
Adult can identify the persuasive language and intended action.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 29

Revising a weak argument · core

We should have book reviews on display. It would be good. Reviews are good and having reviews would be really good. We should do it.

Rewrite the weak persuasive paragraph. Add two distinct reasons, remove the repeated claim and end with a practical suggestion.

What to aim for

The repeated claim has been removed.
Two different reasons support the display.
Adult checks the proposed next step is practical.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10 · VC2E4LY11

Question 30

Developing a balanced persuasive response · extension

Proposal: Reserve one part of the classroom as a quiet area during indoor lunch breaks.

Write a 70–100 word response to the proposal. You may support, oppose or adapt it. Use two reasons and acknowledge why someone might disagree.

What to aim for

A clear position is supported by two reasons.
Another perspective is acknowledged respectfully.
Adult checks the response addresses this proposal specifically.

Response or adult observation notes:

VC2E4LA03 · VC2E4LY10

Question 31

Composing and revising a formal email · extension

Draft an 80–110 word email asking a community centre whether your class can display its recycling posters. Include purpose, useful details and a clear question. Reread and improve one sentence for the adult audience.

What to aim for

The email identifies the class, purpose and display requirements.
The recipient has a clear question to answer.
Adult reviews one revision that improves precision or appropriate formality.

Response or adult observation notes:

VC2E4LA01 · VC2E4LA03 · VC2E4LY10 · VC2E4LY11

Question 32

Reorganising a report by topic · core

Snails are small animals found in our school garden. They move slowly across damp surfaces. They have soft bodies and carry shells. During dry weather, they shelter in protected places. Their feelers help them sense their surroundings.

Reorganise the report into an opening and two headed sections. Move sentences so related facts are grouped together. Do not add facts.

What to aim for

The opening identifies the subject.
The two headings accurately describe their sections.
Adult checks that all original facts are included without unsupported additions.

Response or adult observation notes:

VC2E4LY11 · VC2E4LA03

Question 33

Reordering a persuasive paragraph · support

Let's test them on three tubs for a month. They also reduce the need to print new labels each time. Our class should try reusable labels for storage tubs. They can be changed when the contents change.

Improve the order of this persuasive text. Put the main opinion first, group the reasons together and finish with the suggested action. Write the revised text.

What to aim for

The opinion comes before supporting reasons.
Both reasons remain together.
Adult checks that the final sentence proposes the trial.

Response or adult observation notes:

VC2E4LY11 · VC2E4LA03

Question 34

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 35

Writing and revising a complete explanation · extension

Write an 80–110 word explanation of how your class could organise a book swap. Include the preparation, event and follow-up. Use a conditional sentence, then reread and make one useful content or order change.

What to aim for

All three stages are clear and connected.
The conditional sentence addresses a plausible event.
Adult checks a revision improves essential content or order.

Response or adult observation notes:

VC2E4LA03 · VC2E4LA04 · VC2E4LY10 · VC2E4LY11

Question 36

Composing an audience-aware proposal · extension

Write a 90–120 word proposal for a class project that would help a new student feel welcome. Address your teacher, include two reasons and a practical plan, and revise the draft for a respectful tone.

What to aim for

Two distinct reasons support a specific project.
The plan explains who could do what.
Adult checks the learner can identify a tone-related revision or explain why the existing tone suits the audience.

Response or adult observation notes:

VC2E4LA01 · VC2E4LA03 · VC2E4LY10 · VC2E4LY11