Print Writing and editing · Year 4 English

Question 1

Creating an intriguing opening · support

Write a 4–5 sentence story opening set at a school gate just before a storm. Introduce a character, use two senses and finish with a reason to keep reading.

What to aim for

Adult checks that the place and character are clear.
At least two sensory details establish the stormy setting.
The last sentence introduces a story possibility.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 2

Showing character feelings · core

Create a 4–6 sentence scene showing a character who is nervous about returning a borrowed book. Show the feeling through action and thought without using 'nervous' or 'scared'.

What to aim for

Adult identifies the feeling from clues in the writing.
Actions and thoughts both reveal the character.
The scene has a clear situation and a purposeful final action.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 3

Dialogue that develops character · core

Write a conversation of 4–6 spoken turns between two children who discover an unfamiliar key in a garden. Give them different ideas about it and punctuate the dialogue.

What to aim for

Adult checks the characters offer different ideas.
Speech marks enclose each spoken turn and punctuation suits statements/questions.
A new speaker begins a new paragraph.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA11 · VC2E4LY10

Question 4

Sequencing narrative events · support

Write one paragraph about a child who misses a bus and finds a safe solution. Use 'after', 'while' and 'eventually' to link events in a sensible order.

What to aim for

Events form a plausible sequence with a safe solution.
All three connectives fit their meanings.
Adult can follow the paragraph without guessing what happened between events.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA04 · VC2E4LY10

Question 5

Developing a character dilemma · core

Write a short scene in which a character must choose between winning a game and being fair. Include the choice, the action and a consequence.

What to aim for

Adult can identify two competing choices.
The character makes a decision rather than being rescued by coincidence.
The consequence follows from the choice.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 6

Building suspense · core

Write 5–7 sentences about finding a mysterious box during a shed clean-up. Build suspense before revealing an ordinary, believable object inside.

What to aim for

The object is not revealed immediately.
Adult notices at least two clues or suspense-building choices.
The reveal is believable and connects with earlier details.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 7

Using viewpoint to shape setting · core

Describe the same empty playground twice: first through the eyes of a child looking forward to a game, then through the eyes of a child missing a friend. Write 2–3 sentences for each viewpoint.

What to aim for

Both descriptions clearly refer to the same place.
Adult can distinguish the two moods.
Details reflect each child's viewpoint rather than just naming a feeling.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 8

Connecting character traits and events · core

Create a character profile for someone who repairs broken things. Include a strength, a weakness, a habit and a goal. Then write a 3-sentence scene in which the weakness creates a small problem.

What to aim for

The profile contains all four requested elements.
The scene demonstrates the weakness through an action.
Adult can connect the scene's problem with the profile.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 9

Choosing a narrative resolution · core

Ruby had planned a treasure hunt for the picnic. Then a gust of wind knocked the clue cards into a puddle.

Write two different possible endings to this beginning. Each ending should resolve the problem and be 3–4 sentences long.

What to aim for

Each ending responds to the wet clue cards.
The outcomes are meaningfully different.
Adult checks that neither ending introduces an unrelated magical rescue.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 10

Cohesion through word associations · support

Write a story paragraph about a lost dog returning to its owner. Use at least three related words from the same topic to connect your sentences, without repeating 'dog' in every sentence.

What to aim for

The paragraph has a clear sequence.
Adult identifies at least three useful related words.
Pronouns and alternate references clearly identify the same animal.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA04 · VC2E4LY10

Question 11

Creating poetic images · core

Write an original 6–8 line poem about rain arriving after a hot day. Include a comparison, a repeated sound or phrase, and an image a reader can picture.

What to aim for

Adult checks that the poem develops the rain-after-heat idea.
A deliberate comparison or personification creates an image.
A sound pattern or repetition supports the poem; rhyming is optional.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 12

Implied feelings in dialogue · extension

Write a 5–6 sentence scene in which a character says one thing but their actions suggest a different feeling. Include accurately punctuated dialogue and clues for the reader.

What to aim for

The dialogue and actions suggest different feelings.
Adult can explain the implied feeling using a clue.
Speech marks and accompanying punctuation are clear.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA11 · VC2E4LY10

Question 13

Planning a connected storyline · core

Use an everyday experience you know, such as losing equipment or preparing for a celebration, as the starting point for a fictional story plan. Give a beginning, two connected complications and an ending.

What to aim for

The plan has all four requested stages.
Complications grow from the situation rather than unrelated accidents.
Adult checks that the ending resolves the central problem.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 14

Creating an imaginative narrator · core

Write the opening 5–6 sentences of a story told by a school lunchbox. Give the object a personality and keep its viewpoint consistent.

What to aim for

The lunchbox narrates consistently in first person.
Details suit its location and experiences.
Adult can identify a personality from the voice or actions.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 15

Conditional relationships in narrative · core

Write a paragraph about a character preparing a surprise. Include a sensible 'if' sentence and an 'unless' sentence that affect what happens.

What to aim for

Both conditional sentences express clear, sensible relationships.
The conditions influence the character's actions.
Adult can follow the paragraph as a connected scene.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA04 · VC2E4LY10

Question 16

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 17

Developing a complete problem-and-solution story · extension

Write a complete 90–130 word story about an unexpected message. The message must change the character's plan. Include dialogue and a satisfying ending.

What to aim for

The message directly changes the plan.
Dialogue contributes to the solution.
Adult checks that the ending connects to the opening.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 18

Connecting an opening detail to an ending · core

Write a complete 80–120 word story in which an ordinary object is important twice: once near the beginning and again in the resolution. Choose a ribbon, torch or envelope.

What to aim for

The chosen object matters at two points in the story.
The problem and solution remain believable.
Adult can explain how the ending uses the opening detail.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10

Question 19

Revising a short narrative · core

Write a 70–100 word story about a small mistake that leads to a useful discovery. Reread it, then add one detail that explains the discovery and delete one unnecessary detail. Show both edits.

What to aim for

The mistake leads logically to the discovery.
The added detail clarifies the story.
Adult sees a deletion with a sensible explanation.

Response or adult observation notes:

VC2E4LE05 · VC2E4LY10 · VC2E4LY11

Question 20

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 21

Replacing vague vocabulary · support

Suri went into the place. There was stuff everywhere. She saw a thing and picked it up.

Improve this story opening by replacing two vague words and adding one precise detail about the place. Keep the original situation.

What to aim for

The character still enters a room and finds an object.
At least two vague words have more precise replacements.
Adult checks the new setting detail supports the scene.

Response or adult observation notes:

VC2E4LY11 · VC2E4LE05

Question 22

Strengthening a narrative resolution · core

The model bridge sagged and dropped all its blocks. Then everything was suddenly fine. Hana and Callum won and went home.

Improve the story ending by adding two actions that explain how the characters solve the problem. Keep the successful outcome, but remove the sudden unexplained solution.

What to aim for

The solution addresses the sagging bridge.
At least two purposeful actions explain the success.
Adult checks that the ending follows from the problem rather than coincidence.

Response or adult observation notes:

VC2E4LY11 · VC2E4LE05

Question 23

Using framing in a comic · core

Storyboard a four-panel comic in which a child finds and returns a lost hat. Write the action and any dialogue for each panel. Use one close-up and explain its purpose.

What to aim for

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

Response or adult observation notes:

VC2E4LA09 · VC2E4LE05 · VC2E4LY10

Question 24

Using sound to shape a story · core

Plan sound for a three-scene animated story about a kite stuck in a tree. For each scene, describe the image, choose a sound or silence, and explain how it affects the audience.

What to aim for

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.

Response or adult observation notes:

VC2E4LA09 · VC2E4LE05 · VC2E4LY10

Question 25

Creating mood through image composition · extension

Plan two images for a story about a child waiting for a friend. One should make the child seem lonely; the other should suggest hope. Explain framing, placement and one colour or lighting choice for each.

What to aim for

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.

Response or adult observation notes:

VC2E4LA09 · VC2E4LE05 · VC2E4LY10

Question 26

Planning a complete multimodal narrative · extension

Create a six-frame storyboard for an original story in which a paper plane carries a kind message. Include two speech captions, a wide shot, a close-up and an ending. Explain your close-up.

What to aim for

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.

Response or adult observation notes:

VC2E4LA09 · VC2E4LE05 · VC2E4LY10

Question 27

Integrating narrative craft and revision · extension

Write a complete 100–140 word story about someone asking for help. Include dialogue and a resolution that follows from the request. Reread it and improve one part that a reader might find unclear.

What to aim for

The request for help affects the resolution.
Dialogue is clearly punctuated and advances the story.
Adult reviews a specific revision for reader understanding.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA11 · VC2E4LY10 · VC2E4LY11

Question 28

Creating and revising a complete picture-book plan · extension

Plan and write a complete six-page mini picture book for younger children about solving a small problem together. Give 1–3 sentences and an illustration plan for every page. Reread for a connected storyline and revise one page.

What to aim for

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.

Response or adult observation notes:

VC2E4LE05 · VC2E4LA09 · VC2E4LY10 · VC2E4LY11