The dome in the school hall
Both texts are newly written practice sources about invented people, places or projects.
Text One: An original account of an invented travelling sky-show visit.
The school hall looked smaller once the temporary dome was inside it. The visitors had arrived expecting the familiar open room, but now entered a separate enclosed space for the projected show. A presenter remained with each group and paused to explain what was on the curved surface.
Bookings were divided into short sessions. Teachers received the length and format in advance, including the fact that the show involved darkness and an enclosed space. Pupils could ask about the experience before deciding whether to enter. A separate classroom activity used still images for those who did not join a dome session.
The report described questions as one of the main benefits. A projected sequence could be stopped while a pupil asked about it. However, the hall timetable and the number of places limited how many pupils could attend each session. The dome did not make space or time unlimited simply because its pictures suggested an immense sky.
Text Two: An original report about a different fictional mobile planetarium event.
The community centre hosted a weekend of presenter-led shows. Its information explained the entrance arrangement, session duration and use of a darkened dome. Volunteers managed bookings outside; the presenter concentrated on the group within.
After the first morning, organisers left a longer interval between groups. Some visitors needed time to leave comfortably or to ask a question outside. A display of printed images and captions allowed people waiting in the foyer to explore the theme without entering the dome. It remained available to people who chose not to attend a show.
Feedback praised the shared, guided experience but also showed that not everyone wanted the same format. The final review counted attendance and recorded responses to the alternative display. It did not treat choosing that display as a failed visit. The event combined different routes into the subject rather than making a dome session its only worthwhile outcome.
Synthesise what you learn from both texts about organising and experiencing a temporary dome show.
528 exam-style questions on WJEC GCSE English Language 3.1 Section A (20%) – Reading, covering 3.1.1 Understanding description, narration and exposition texts, 3.1.2 Range of continuous and non-continuous texts, 3.1.3 Short and extended response question types, and 3.1.4 Editing task at word, sentence and text level. Each one has a worked solution and a mark scheme showing where the marks go.