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They may move between the interests of each group or bring those interests together within the same points. - The description may trace the practical development of an episode through choosing a subject, researching it, assigning roles, recording, editing, checking content and deciding how it will be shared. - Explanations may explore genuine adult concerns such as privacy, consent, accuracy, unsuitable material, pressure on participants, workload or the need for appropriate supervision. Credit any well-developed relevant concern and response. - Persuasive points may arise from the actual work of podcasting, including questioning, attentive listening, clear speech, research, technical editing, collaboration, organisation and responsible publication. **Marking** 40 marks Mark the response out of 24 marks (AO5) and out of 16 marks (AO6), then add the two marks together. **Assessment rubric: AO5 communication and organisation** 24 marks - **Level 6:** The form is deliberately adapted to position the reader, showing a sophisticated control of purpose and effect. Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Where the answer consistently meets the criteria, award the higher mark. Use best fit across the whole response. Credit a nuanced position, for example recognising that participation should be voluntary or that publication requires suitable safeguards. Personal experience may be invented but should be specific and plausible. Responses that merely praise podcasts without considering how students would produce one responsibly are unlikely to develop a convincing argument. **Model answer** A School Worth Listening To Our first recording lasted eleven minutes. The opening music drowned out the presenter, one interview answer disappeared beneath the hum of a computer, and nobody had checked how to pronounce the guest's surname. It was not ready to publish. More importantly, by the following week we knew exactly why. That experience is the best argument I can offer for a student-led school podcast. It would give students the chance to create something real for a real audience, while teaching them that having a platform brings responsibilities as well as opportunities. From blank page to finished episode An episode could begin with a planning meeting rather than a microphone. The team might choose a focused question such as whether homework should change, how a school production is prepared or what new students wish they had known. They would then decide what evidence they needed, whom they could interview and which students would research, present, record and edit. Before recording, the presenters would prepare questions that invite detailed answers instead of simple replies. Researchers would check names and facts. After recording, editors would remove irrelevant sections, improve the sound where possible and arrange the material so that listeners could follow it. Finally, the whole team and a member of staff would listen to the episode, confirm that contributors had agreed to take part and correct any mistakes before publication. That process also creates roles for students who do not want to speak. A quiet researcher, a careful fact-checker or a patient editor could be just as important as the person behind the microphone. Why parents might pause Parents are right to ask what happens when students record other people. Could an embarrassing comment be shared? Might somebody reveal personal information without understanding the consequences? Could an inaccurate claim damage another person's reputation? These are not excuses to reject the idea; they are reasons to establish clear safeguards. Nobody should be recorded secretly or pressured to participate. Contributors should know where an episode will appear and should be able to hear their contribution before it is released. Students would need firm rules about private information, respectful language and factual accuracy, with a member of staff approving the finished programme. Student-led should mean that young people make meaningful creative decisions, not that adults abandon their duty of care. Time is another reasonable concern. Teachers already have full workloads, and students should not sacrifice lessons to produce an hour of material every week. A short episode once a month would be more realistic. A rota could spread the work, while a clear deadline would prevent endless editing. More than talking into a microphone For students, the lasting value lies in everything that happens around the recording. You learn to replace a vague idea with a workable plan. You discover that a good interviewer must listen closely enough to change the next question. You have to disagree with teammates without allowing the project to collapse. You also learn that clear communication depends on preparation, accuracy and respect for your audience. Parents may reasonably ask whether these abilities matter beyond school. Consider how often further study and employment require people to research unfamiliar subjects, meet deadlines, use technology, cooperate with others and explain complicated ideas clearly. A podcast gathers all of those demands into one purposeful project. Even an unsuccessful recording becomes useful when students diagnose the problem and improve the next version. Not every student will want to present, and no school should pretend that a podcast will transform everybody's future. It can, however, offer a rare combination: creative freedom with visible consequences. Students would not merely complete work for a mark and forget it. They would make something that other people could choose to hear. Give students a microphone, certainly, but also give them standards, guidance and time to improve. A responsible school podcast would do more than broadcast student voices. It would teach those students how to make their voices worth hearing. This is one possible response, not a required script. Credit other valid approaches that meet the level descriptors.99:T14d4,**Purpose, audience and form** - **Purpose:** To inform and persuade: to explain what open rehearsals involve and encourage residents to attend. - **Audience:** Residents at a town meeting, including people with different levels of confidence and experience of singing. - **Form:** Speech: direct address, a clear opening and conclusion, and language shaped for listeners; an inclusive and encouraging tone. **Task-specific guidance** - Strong responses use speech conventions purposefully to engage the audience and guide them towards the invitation. - Open rehearsals should be described clearly and specifically: what happens, who can attend and what a newcomer can expect. - Reasons should connect the choir with possible benefits for individuals and the wider community, developed with relevant explanation or examples. - A persuasive close should make the next step clear and encourage residents to attend. - Credit plausible details invented for the task, provided they do not contradict the prompt. **Marking** 40 marks Mark the response out of 24 marks (AO5) and out of 16 marks (AO6), then add the two marks together. **Assessment rubric: AO5 communication and organisation** 24 marks - **Level 6:** The form is deliberately adapted to position the reader, showing a sophisticated control of purpose and effect. Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Where the answer consistently meets the criteria, award the higher mark. Use best fit across the whole response. Mark the written content only; do not reward layout or imagined graphics. Credit relevant, well-supported arguments, including reasonable concerns and responses to them.9a:T1a1b,**Purpose, audience and form** - **Purpose:** To inform and advise: to evaluate the three proposals and persuade the council to adopt a clearly justified recommendation. - **Audience:** Local councillors responsible for deciding how public money and the building should be used. - **Form:** Formal report: clear title, purposeful headings, logically organised sections, an appropriately objective register and a conclusion containing a specific recommendation. **Task-specific guidance** - Successful reports interpret and compare the consultation evidence rather than simply reproducing figures from the table. - Evaluation should recognise competing priorities, such as public preference, affordability, predicted use and support from local groups. - Each proposal should receive meaningful consideration before a recommendation is reached. - Any of the three proposals may be recommended if the decision is supported by relevant evidence and developed reasoning. - A controlled, authoritative voice with precise comparative language supports AO5 and AO6. **Indicative content** - The study and skills centre received the greatest number of first-choice responses, at 246, and has the lowest conversion cost, at £170,000. - Limitations of the study and skills centre include the lowest predicted annual attendance, at 21,000 visits, and a higher annual running cost than the indoor market. - The indoor market has the highest predicted use, at 36,000 visits per year, and the lowest annual running cost, at £64,000. - Limitations of the indoor market include receiving fewer first-choice responses than the study and skills centre and attracting offers from only six local groups. - The arts and performance venue has support from the greatest number of local groups, at 15, and has a substantial predicted attendance of 28,000 visits. - Limitations of the arts and performance venue include the lowest number of first-choice responses and the highest conversion and annual running costs. - Comparisons may consider which proposal offers the best value, is most likely to be used regularly or has the strongest evidence of community support. - Recommendations should follow from the evidence considered and may include practical ways of addressing the chosen proposal's limitations. **Marking** 40 marks Mark the response out of 24 marks (AO5) and out of 16 marks (AO6), then add the two marks together. **Assessment rubric: AO5 communication and organisation** 24 marks - **Level 6:** The form is deliberately adapted to position the reader, showing a sophisticated control of purpose and effect. Tone, style and register are ambitiously selected and deployed to enhance the purpose of the task. There is a skilfully controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve a range of effects. 21–24 marks - **Level 5:** The form is confidently adapted and shows a secure understanding of purpose and audience. There is a sustained use of tone, style and register to fulfil the purpose of the task. There is a controlled overall structure, with paragraphs and grammatical features used to support coherence and cohesion and achieve particular effects. 17–20 marks - **Level 4:** The form is adapted to show a clear understanding of purpose and audience. Tone, style and register are chosen to match the task. There is a well-managed overall structure, with paragraphs and grammatical features used to support coherence and cohesion, and sometimes for effect. 13–16 marks - **Level 3:** The form is sustained and shows clear awareness of purpose and audience. Tone, style and register are appropriate for the task, with some inconsistencies. There is a clear overall structure, with paragraphs and grammatical features used, mostly securely, to support coherence and cohesion. 9–12 marks - **Level 2:** The form, which is mostly appropriate for purpose and audience, is generally maintained. There is an attempt to use a tone, style and register appropriate to the task. There is some evidence of overall structure, with some use of paragraphs and grammatical features to support coherence and cohesion. 5–8 marks - **Level 1:** There is some attempt to use a form appropriate for purpose and audience. There is a limited attempt to use a tone, style and register appropriate for the task. There is some attempt to structure the response, with limited evidence of paragraphs or grammatical features to support coherence and cohesion. 1–4 marks - No response or no response worthy of credit. 0 marks **Assessment rubric: AO6 vocabulary, sentence structure, spelling and punctuation** 16 marks - **Level 4:** An ambitious range of sentence structures is used to shape meaning and create impact. Accurate punctuation is used to enhance clarity and achieve particular effects. Vocabulary is precise and subtle, expressing complex ideas with clarity. Spelling of irregular and ambitious words is accurate, with very occasional lapses. 13–16 marks - **Level 3:** A wide range of sentence structures is used for deliberate purpose and effect. Punctuation is consistently accurate and is used to achieve clarity. Vocabulary is sometimes ambitious and used convincingly for purpose and effect. Spelling, including complex regular words, is accurate; there may be occasional errors with irregular and ambitious words. 9–12 marks - **Level 2:** A range of sentence structures is used, mostly securely, and sometimes for purpose and effect. Punctuation is generally accurate with occasional errors. Vocabulary is appropriate and shows some evidence of being selected for deliberate effect. Spelling is generally accurate with occasional errors with common and more complex words. 5–8 marks - **Level 1:** Simple sentences are used with some attempt to use more complex structures. Some punctuation is used but there is a lack of control and consistency. Vocabulary is straightforward and relevant. Mostly accurate spelling of simple words. 1–4 marks - No response or no response worthy of credit. 0 marks Use best fit across the whole response. Where the answer consistently meets the criteria, award the higher mark. Data should be interpreted accurately and integrated purposefully. Do not require a particular recommendation: any option can be credited at the highest level when supported by convincing evaluation. 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2.4 Section B: Writing for audience, impact and purpose – content

Question 106

2.4 Section B: Writing for audience, impact and purpose – content Questions

2.4 Section B: Writing for audience, impact and purpose – content

Question 106

2.4 Section B: Writing for audience, impact and purpose – content Questions