Two hands, different tools
Text C: an original fiction extract.
Mika helped prepare the paper-craft session at the community centre by placing identical sets of materials at twelve seats. Each place had coloured paper, a pencil, a template and scissors. She photographed the neat rows for the coordinator, pleased that nobody would receive a less attractive set. The session was intended for children who had not used the centre's art room before. Mika imagined that careful preparation would leave the volunteers free to explain the activity rather than search cupboards once everyone arrived.
At the first table, Ava struggled to cut round a curved outline. She turned the paper, stopped and began again. The edge became a series of short tears. Mika demonstrated with her own scissors, moving slowly enough to make the action visible. Ava watched and tried again, with little improvement. Mika wondered whether the child had stopped listening halfway through. She offered a simpler template. Ava looked at the easier shape and put down the paper. She had chosen the bird because she wanted to make its wings different colours.
The session leader, Farah, came over and asked which hand Ava preferred to use. She checked the scissors and brought another pair from a separate box. Ava tried them, then continued along the curve more comfortably. Farah explained that the box contained different tools, including scissors intended for left-handed use. Mika had counted pairs and matched their appearance without checking whether a single kind suited every participant. Her slow demonstration had shown that she could do the task with her tools; it had not established why Ava was finding it difficult.
Mika wanted to replace every pair immediately. Farah asked her to watch what the other children were doing first. Several were working comfortably with the original scissors. One wanted a firmer pencil grip; another was having trouble following the printed outline rather than cutting. They needed different kinds of help. Ava had not suddenly become an expert either. She still paused at a tight corner, but now asked a question about the shape instead of abandoning it. The changed tool had removed one difficulty without removing the need to learn.
During the break, they set out the available alternatives where a volunteer could explain them and help people try a suitable option. Mika made a list of what had actually been used, rather than treating every unopened pair as proof of adequate provision. Farah said they should check the kit before the next session and explain the choices at the beginning. They would not assign every child an ability label from a single attempt or insist that a preferred hand determined every need. Asking and observing would remain part of the work.
At the end, Ava showed Mika the bird. Its outline was uneven, but the wings opened to reveal two bright colours. Mika nearly praised the neat cutting, then asked about the choice she had made inside. Ava explained that she wanted the bird to look ordinary until someone lifted it. In the report photograph, Mika included the spread of available tools beside several different finished pieces. The room looked less uniform than it had before the session. She had a better reason for calling it prepared.
You are Mika. Write a report to the community-centre coordinator evaluating preparation for the paper-craft session and recommending improvements.
In your response:
Base your response on Text C, developing its ideas in your own words. Write about 250 to 300 words. Up to 10 marks are available for reading and up to 10 marks for writing.
60 exam-style questions on CIE IGCSE English Language 4.5.1 Extended response to Text C. Each one has a worked solution and a mark scheme showing where the marks go.