Question 1
Joining letters with control · support
Provide lined paper and a comfortable pencil; observe without timing or forcing a particular grip.
On lined paper, write the sentence twice using the joined handwriting taught at your school. Aim for comfortable, steady movement. Circle the version you find clearest and explain your choice to an adult.
Use paper and a pencil for joined handwriting.
What to aim for- Adult looks at the paper for recognisable letter shapes and appropriate school-taught joins.
- Spacing makes each word easy to distinguish.
- Learner identifies a real difference between the two samples; no speed score is required.
Response or adult observation notes:
VC2E4LY12
Question 2
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 3
Controlling letter size and placement · core
Provide ruled paper appropriate to the learner's handwriting stage.
Handwrite these two sentences on paper using school-taught joins. Pay attention to tall letters and letters extending below the line. Read the sentences to an adult after writing.
Use paper and a pencil for joined handwriting.
What to aim for- Adult checks the written page for clear tall and descending letter forms.
- Words sit consistently along the line.
- The learner uses joins they have been taught without sacrificing readability.
Response or adult observation notes:
VC2E4LY12
Question 4
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 5
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 6
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 7
Handwriting punctuated dialogue · core
Handwrite the short dialogue on paper. Keep speech marks, capitals and speaker paragraphs clear while using your school-taught joins in the words.
Use paper and a pencil for joined handwriting.
What to aim for- Adult checks the written speech marks are distinct from letters.
- Speaker changes appear on new lines.
- Joined letter forms, capitals and spaces remain legible.
Response or adult observation notes:
VC2E4LY12 · VC2E4LA11
Question 8
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 9
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 10
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