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
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 22
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 23
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 24
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 25
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 26
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 27
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 28
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 29
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 30
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 31
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 32
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 33
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 34
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 35
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 36
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 37
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 38
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 39
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 40
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 41
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 42
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 43
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 44
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 45
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 46
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 47
Writing specific appreciation · core
Write a thank-you note to a volunteer who showed your class how to mend a loose button. Include a specific detail about what you learnt and explain how it helped.
What to aim for- The note names a particular helpful action.
- It explains learning or benefit from that action.
- Adult checks the tone suits a respectful relationship with a volunteer.
Response or adult observation notes:
VC2E4LA01 · VC2E4LY10
Question 48
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 49
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 50
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 51
Adding essentials and deleting distractions · core
Our art exhibition is on Thursday in the school hall. It starts at 3 pm. I had pasta for lunch yesterday. Families can see our paintings and models. The hall has a really tall roof.
Edit the announcement to remove information that distracts from its purpose. Add the missing finishing time of 4 pm. Write the improved announcement and explain a deletion.
What to aim for- The revised announcement includes event, location and full time.
- Unrelated material is removed.
- Adult checks the deletion is explained in terms of the reader's needs.
Response or adult observation notes:
VC2E4LY11 · VC2E4LY10
Question 52
Repairing unclear references · core
Place the tray beside the box on the table. Put it in there so it will not roll off. Leave it there for the next group. Intended meaning: glue bottle in box; tray stays on table.
Edit the instructions so a reader knows what 'it' and 'there' refer to. Replace unclear references with specific words and explain one change.
What to aim for- The position of each object is clear.
- Ambiguous references are replaced where needed.
- Adult checks that the explanation identifies a genuine ambiguity.
Response or adult observation notes:
VC2E4LY11 · VC2E4LY10
Question 53
Editing for concision · core
There is a reading area which is an area for reading. It has soft cushions on the floor that are soft to sit on. There is also a low shelf with books, and the books are easy to reach. Another thing it has is a lamp for days when it is cloudy and the room is dim.
Cut this description to 35–45 words while keeping the three useful features of the reading area. Remove filler and repetition rather than essential facts.
What to aim for- The three features remain: cushions, low shelf and lamp.
- The revision is approximately 35–45 words.
- Adult checks that repeated or empty wording has been removed.
Response or adult observation notes:
VC2E4LY11 · VC2E4LY10
Question 54
Editing instructions for a new reader · core
Use twelve picture cards in six matching pairs. Whoever has most pairs wins. Play the usual way. Turn over two cards. Keep matching pairs and have another turn. Put non-matches back face down.
Revise the draft note for someone who has never played the game. Add a clear starting instruction, replace 'the usual way' and move the winning rule to the end.
What to aim for- The starting layout is clear.
- The turn rules explain both a match and a non-match.
- Adult checks that the winning rule follows the play instructions.
Response or adult observation notes:
VC2E4LY11 · VC2E4LY10
Question 55
Applying three purposeful revision strategies · extension
Write a 60–80 word account of a class activity, real or imagined. Make three visible revisions: add helpful information, delete something unnecessary and move a sentence. Explain how each edit helps the reader.
What to aim for- Adult sees an addition, deletion and sentence move in the draft or notes.
- Each change has a reader-focused explanation.
- The final account is coherent and keeps related ideas together.
Response or adult observation notes:
VC2E4LY11 · VC2E4LY10
Question 56
Handwriting a useful note · core
Use paper; typing cannot demonstrate the handwriting descriptor.
Handwrite a three-sentence thank-you note for a class helper. Use joined handwriting where you have been taught to join. Reread the paper and rewrite any word that is difficult to read.
Use paper and a pencil for joined handwriting.
What to aim for- Adult reads the actual note and checks that words are identifiable.
- Letter size, spacing and joins remain reasonably consistent across sentences.
- The learner repairs at least one unclear word if needed, or explains why none needs repair.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY10
Question 57
Maintaining legibility in a handwritten procedure · core
On paper, handwrite four steps explaining how to borrow a class book. Leave enough space between steps and use joined handwriting in the sentences.
Use paper and a pencil for joined handwriting.
What to aim for- Adult checks the actual writing for legible words and consistent spacing.
- Each step is visually distinct and numbered.
- The learner writes with a manageable, continuous rhythm rather than being judged on a timed score.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY10
Question 58
Sustaining joined handwriting · core
Handwrite a short diary entry about learning something difficult. Use 4–5 sentences and school-taught joins. Pause when needed, then check whether your last line is as readable as your first.
Use paper and a pencil for joined handwriting.
What to aim for- Adult reviews both first and last lines for readable forms and spacing.
- Joins remain suitable and consistent as the entry continues.
- Learner explains whether a pause or adjustment helped.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY10
Question 59
Making legible handwritten observations · core
Use a safe everyday object; do not collect unknown plants or animals.
Create a handwritten field-note page about an object you can safely observe, such as a leaf or shell. Include a title, three observation sentences and one question. Use joined handwriting in the sentences.
Use paper and a pencil for joined handwriting.
What to aim for- Adult checks the actual page for a clear title and readable sentences.
- Spacing distinguishes observations from the question.
- The learner maintains consistent joins in familiar words.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY10
Question 60
Handwriting for an authentic reader · core
Handwrite a 50–70 word message for a future Year 4 student giving two useful tips. Use a comfortable pace and reread the finished page as if you were the recipient.
Use paper and a pencil for joined handwriting.
What to aim for- Adult can read both tips from the paper without guessing.
- Word spaces, line spacing and joins are consistent enough to support reading.
- The learner checks the full message and improves an unclear part if necessary.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY10
Question 61
Planning poster salience · core
Plan a poster inviting students to a lunchtime chess club. Write the exact headline and details, describe the main image, and explain how size and placement will make the most important information noticeable.
What to aim for- 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.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 62
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 63
Planning an instructional moving-image text · core
Plan a 20-second silent video explaining how to leave a shared table ready for the next group. Give four shots, their approximate lengths and the on-screen words. Explain one framing choice.
What to aim for- 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.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 64
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 65
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 66
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 67
Planning a visual comparison · core
Create the wording and layout plan for a two-part 'Before and After' display about tidying the art shelf. Include two captions and explain how image placement will help viewers compare.
What to aim for- Captions explain the useful change.
- The plan uses comparable image sizes and angles.
- Adult checks placement makes the comparison easy to follow.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 68
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 69
Planning concise explanatory slides · core
Draft a three-slide presentation about caring for shared books. Write a slide title and one short sentence for each. Plan a different useful image for each slide and explain which element should be most noticeable.
What to aim for- Each slide communicates a different practical action.
- Images clarify the actions.
- Adult checks that planned emphasis supports the key message.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 70
Combining words and an image for clarity · core
Design a notice for a quiet reading room using both words and an image. Write the exact notice text, describe the image and explain why the combination is clearer than either part alone.
What to aim for- The notice communicates an appropriate, specific request.
- The image supports rather than contradicts the words.
- Adult checks the explanation identifies what each mode contributes.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 71
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 72
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 73
Coordinating sound, image and text · core
Plan a 30-second video inviting families to a class exhibition. Write three shots with spoken or on-screen words and sound choices. Make the event details easy to find without using real students' private information.
What to aim for- 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.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10
Question 74
Revising placement and salience · core
Draft poster: huge decorative star fills the centre; tiny text around edges says book swap, Friday lunch, Room 4; instruction to get permission at home is squeezed into a corner.
Revise a poster plan that hides the important details. Write improved wording, describe a new arrangement and explain which feature you made most noticeable.
What to aim for- 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.
Response or adult observation notes:
VC2E4LA09 · VC2E4LY10 · VC2E4LY11
Question 75
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 76
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 77
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 78
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
Question 79
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
Question 80
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