Question 1
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 2
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 3
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 4
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 5
Moving sentences to improve sequence · support
We watered the pots. We placed them by the window. We filled them with soil. We collected clean pots. We put seeds into the soil.
Rewrite this paragraph so its events follow a clear time order. Add two appropriate time connectives, and explain one sentence you moved.
What to aim for- Adult checks that every original action remains.
- The sequence is practical and clearly linked.
- The explanation identifies a useful move.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA04
Question 6
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 7
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 8
Editing repetitive references · core
The rabbit escaped from the rabbit's pen. The rabbit hid behind the compost bin. The rabbit waited until Zara brought food. The rabbit hopped back into the rabbit's pen.
Rewrite the paragraph to reduce unnecessary repetition while keeping it clear who each sentence is about. Use a pronoun and another suitable reference to the rabbit.
What to aim for- All original events remain clear.
- The revision uses a pronoun and another reference to the rabbit.
- Adult checks that no pronoun could be confused with Zara.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA04
Question 9
Editing time and conditional links · core
Cover the table. Begin painting. Put on an apron. Collect your brush. The paint might be too thick. Ask the teacher about adding water. Wash the brush at the end.
Edit this paragraph by adding suitable connectives to explain time and conditions. Include 'before' and 'if', and keep the instructions sensible.
What to aim for- The table is protected before painting begins.
- The condition about thick paint has a matching action.
- Adult checks that the revision keeps all essential steps.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA04
Question 10
Editing dialogue punctuation · support
where is the class map asked Ravi it's beside the window replied Elise thanks I'll bring it over Ravi said
Rewrite the scene with speech marks, necessary capitals and dialogue punctuation. Start a new paragraph when the speaker changes.
What to aim for- Adult checks that only the spoken words are inside speech marks.
- The question mark and statement punctuation fit the speech.
- Each new speaker starts a new paragraph.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA11
Question 11
Editing an interrupted spoken sentence · extension
if we leave now said Mina we will reach the oval before the bell I'll carry the cones replied Joel
Edit the dialogue so it is punctuated clearly. Keep the reporting clause between the two parts of the speaker's sentence.
What to aim for- The reporting clause remains between the two parts of Mina's sentence.
- Adult checks the commas, speech marks and lower-case continuation.
- Joel's reply is on a new line with clear punctuation.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA11
Question 12
Changing direct speech to reported speech · core
Ms Patel said, 'Our class is ready for the exhibition.' She added, 'The students have worked carefully on their models.'
Turn the direct speech into two reported-speech sentences for a newsletter. Keep the meaning, but do not use speech marks.
What to aim for- Both messages are retained.
- Speech marks are removed and references/tense suit the report.
- Adult checks the report does not add a new opinion.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA12
Question 13
Composing direct speech from a report · core
Alex said that they could bring two spare rulers the next day.
Rewrite the reported message as possible direct speech. Include a reporting clause and speech punctuation. Explain why you cannot know the exact original words.
What to aim for- The possible speech preserves the offer and timing.
- Adult checks speech marks and punctuation.
- The learner recognises that the original wording is unknown.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA12 · VC2E4LA11
Question 14
Editing informal language for an adult audience · core
Hey! When do you open? Where do we find the guide? Got somewhere for lunch? Tell us soon.
Rewrite the message as a polite email to a museum educator. Keep the three information requests and give a suitable greeting and closing.
What to aim for- All three questions remain clear.
- The tone suits an adult outside school.
- Adult checks that greeting and closing match the request.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA01
Question 15
Adapting formal writing for a peer · core
You are hereby advised that the group will convene adjacent to the library entrance during Monday's lunch interval. Participants are requested to supply their design sketches.
Rewrite this formal notice as a friendly message to a classmate who missed the meeting. Keep the important information without copying the stiff wording.
What to aim for- Place, time and required item are all retained.
- The message sounds friendly and natural.
- Adult checks that clarity has not been lost when shortening the notice.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA01
Question 16
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 17
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 18
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 19
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 20
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 21
Repairing misleading time links · core
After the visitors arrived, we set out the chairs. Before they watched the demonstration, we explained our model at the same time. While they left, we packed everything away after the event.
Repair the connectives in this paragraph. Write a sensible revision and explain why one original connective was misleading.
What to aim for- Preparation, demonstration and packing occur in the correct order.
- The revised connectives match those relationships.
- Adult checks that the explanation identifies a specific changed meaning.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA04
Question 22
Distinguishing quotation from reported speech · core
The exhibition is ready said Mila. She explained that 'the class had checked every label'. The teacher said that 'families could enter at three o'clock'. Only Mila's first sentence is an exact quotation.
Edit the report so the exact quotation and the reported information are presented differently. Add the needed speech punctuation and remove unnecessary speech marks.
What to aim for- Mila's exact words are punctuated as direct speech.
- The two reported messages do not have speech marks.
- Adult checks that the original meanings are unchanged.
Response or adult observation notes:
VC2E4LY11 · VC2E4LA11 · VC2E4LA12
Question 23
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 24
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 25
Revising handwriting for a reader · core
An adult should mark uncertainty kindly; do not invent errors if the writing is already clear.
Handwrite a 40–60 word description of a familiar place. Ask an adult to mark only words they genuinely cannot read. Practise those words once, then write a clearer final copy.
Use paper and a pencil for joined handwriting.
What to aim for- Adult compares the two physical copies rather than typed text.
- Any unreadable words are clarified in the final copy.
- Joins and spacing support readability throughout the paragraph.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY11
Question 26
Evaluating handwriting fluency · extension
Keep both copies; allow breaks and the learner's usual accessibility supports.
Choose four sentences from your own recent writing. Handwrite a careful copy, then a second copy at a comfortable everyday pace. Compare readability with an adult and choose one handwriting goal for your next task.
Use paper and a pencil for joined handwriting.
What to aim for- Adult views both handwritten samples.
- The comparison uses observed letter formation, joins or spacing.
- The goal is specific and achievable; no automated or timed fluency grade is used.
Response or adult observation notes:
VC2E4LY12 · VC2E4LY11
Question 27
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 28
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 29
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 30
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 31
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 32
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 33
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