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Use best fit separately for AO4 and AO5, then add the marks. These are original practice descriptors aligned with Pearson's assessed ranges. Credit a different successful interpretation of the task; an elaborate plot or a fixed number of literary devices is not required. **Task-specific guidance** - Use the specified opening and develop a coherent piece from it. - Control viewpoint and shifts in scale or attention. - Credit different genres and interpretations of the shadow. - The model develops the opening through projected size, physical assembly and the child's changing viewing position. **Model answer** For once, the shadow arrived first. It swept across the wall above the fountain, a bird with a beak long enough to reach the clock. Then a man came around the corner carrying a small plywood shape under his arm. ‘Is that it?’ I asked. My father said it depended what I meant. The puppet theatre was being built in the square. Its canvas sides lay on the paving like folded laundry, and two people were fitting poles together beside a red van. We had come early because my father believed every event required an hour in which nothing happened. Usually I complained. Today the wall had already produced a bird. The man put the shape on a table. Without its shadow, it looked unfinished. A screw held the wing at an odd angle, and its painted eye was a single black circle. He took a screwdriver from his pocket and adjusted something behind the neck. I moved closer. ‘Does it fly?’ He lifted a thin rod. The wing rose, hesitated and fell. ‘Usually.’ Behind him, a woman tested the lamp. Light struck the wall and gave the table a long, narrow companion. When the man raised the bird again, its shadow climbed above the fountain. The bent wing became enormous. I could see the movement more clearly on the stone than in the object making it. My father pointed towards the chairs being unfolded in front of the screen. He wanted good seats. I wanted to stay where the man kept turning the screw. We compromised by standing beside the van. From there I could see the screen's pale front and the busy space behind it. Coiled cables crossed the ground. A paper cup sat beside a box labelled CLOUDS. Someone checked a list and discovered that the moon had been left under a coat. The square filled gradually. Children chose chairs, lost them to siblings and began negotiations. A dog inspected the bottom of the screen. The woman moved the lamp a little farther back. The bird's shadow grew smaller. I had expected the opposite. She saw my expression and moved it forward again, letting the creature stretch. For a moment its beak touched the clock. Then she returned the lamp to its proper place. When the music began, the people behind the screen became very still. The man held the bird low, waiting for a cue I could not hear. His thumb rested against the rod. I watched the thumb and almost missed the creature rising. It crossed a forest of cut-out branches. On the screen it was searching for something. Beside the van, a man was taking three careful steps. I could see both journeys. Neither made the other disappear. My father touched my shoulder and asked if I wanted to sit down now. I shook my head. The bird had reached the edge of the forest, and the man's next step would be difficult. This is one possible response, not a required plot or script. Judge other successful writing against the criteria, not its similarity to this example.99:Tf4d,**Marking guidance** **AO4: imaginative communication, purpose and reader** 18 marks - 1–3 marks Basic communication; limited control of purpose, form or voice. - 4–7 marks Broadly appropriate communication with some developing sense of the reader and chosen form. - 8–11 marks Clear, purposeful writing with an appropriate voice and deliberate choices that engage the reader. - 12–15 marks Effective, assured writing; form and voice are sustained successfully for the intended effect. - 16–18 marks Perceptive, nuanced writing; sophisticated, purposeful choices sustain a convincing relationship with the reader. - 0 marks No rewardable material. **AO5: organisation and technical accuracy** 12 marks - 1–2 marks Limited organisation, basic vocabulary and weak control of sentences, spelling or punctuation. - 3–4 marks Some ordering and paragraphing; developing vocabulary and sentence control with some accurate spelling and punctuation. - 5–7 marks Connected development, clear paragraphing and varied vocabulary; generally accurate, varied sentences and punctuation. - 8–10 marks Deliberate, cohesive organisation; selective vocabulary and secure grammar and punctuation used for effect. - 11–12 marks Complex effects managed fluently; precise vocabulary and highly accurate, strategically varied sentences and punctuation. - 0 marks No rewardable material. Use best fit separately for AO4 and AO5, then add the marks. These are original practice descriptors aligned with Pearson's assessed ranges. Credit a different successful interpretation of the task; an elaborate plot or a fixed number of literary devices is not required. **Task-specific guidance** - Establish the event and why it matters through relevant, crafted detail. - Develop the preparations in a purposeful sequence, rather than repeating similar activities. - Use a significant moment to shape the narrator's feelings or the reader's understanding. - Bring the piece to a satisfying ending that follows from the events and choices made. **Model answer** By eight o'clock, the hall smelled of wet coats and fresh paint. I had spent the previous week making paper lanterns for the school exhibition. Now they hung in uneven rows above the tables, their colours trembling whenever someone opened the door. I kept looking up to check that the green one was still there. It had taken three attempts to make, and the first two had ended in a puddle of glue. My job was to welcome visitors and show them the display. I had practised what to say in front of the bathroom mirror. The sentences sounded perfectly ordinary there. In the crowded hall, with a queue forming at the entrance, they vanished. Then a little girl stopped beside the green lantern. She pointed to the folded paper birds inside it and asked how they could fly without wings. I forgot my prepared words. Instead, I showed her how each bird was balanced on a thin thread. She leaned closer, careful not to touch, and called her father over. Soon the three of us were talking about how the shapes turned in the draught from the door. After that, welcoming people felt less like delivering a speech and more like opening a conversation. I still stumbled over a few sentences, but I stopped trying to make them perfect. At the end of the evening, the hall emptied slowly. I took the green lantern down and found a tiny crease in its side. I left it there. Under the lights, it looked less like a flaw than a record of how carefully it had been made. This is one possible response, not a required plot or script. Judge other successful writing against the criteria, not its similarity to this example.9a:T12b0,**Marking guidance** **AO4: imaginative communication, purpose and reader** 18 marks - 1–3 marks Basic communication; limited control of purpose, form or voice. - 4–7 marks Broadly appropriate communication with some developing sense of the reader and chosen form. - 8–11 marks Clear, purposeful writing with an appropriate voice and deliberate choices that engage the reader. - 12–15 marks Effective, assured writing; form and voice are sustained successfully for the intended effect. - 16–18 marks Perceptive, nuanced writing; sophisticated, purposeful choices sustain a convincing relationship with the reader. - 0 marks No rewardable material. **AO5: organisation and technical accuracy** 12 marks - 1–2 marks Limited organisation, basic vocabulary and weak control of sentences, spelling or punctuation. - 3–4 marks Some ordering and paragraphing; developing vocabulary and sentence control with some accurate spelling and punctuation. - 5–7 marks Connected development, clear paragraphing and varied vocabulary; generally accurate, varied sentences and punctuation. - 8–10 marks Deliberate, cohesive organisation; selective vocabulary and secure grammar and punctuation used for effect. - 11–12 marks Complex effects managed fluently; precise vocabulary and highly accurate, strategically varied sentences and punctuation. - 0 marks No rewardable material. Use best fit separately for AO4 and AO5, then add the marks. These are original practice descriptors aligned with Pearson's assessed ranges. Credit a different successful interpretation of the task; an elaborate plot or a fixed number of literary devices is not required. **Task-specific guidance** - Establish what the travellers expect from the journey and create a clear contrast when the train stops. - Develop the disruption through details of the setting and the travellers' reactions or uncertainty. - Show how a character's choice or interaction affects what happens next. - Bring the journey or the characters' understanding to a meaningful change by the ending. **Model answer** The train stopped before we reached the bridge. At first, nobody looked up. We were used to pauses between stations: a minute here, a minute there, while the doors stayed shut and the windows reflected our tired faces. I watched the bridge slide slowly towards us, then stop with its grey arch cut in half by the carriage window. My aunt folded her newspaper. “That’s not usual,” she said. Across the aisle, a boy in a red coat had been counting the lights along the track. He stopped at twelve. His mother leaned towards the window, but all she could see was the dark slope of the embankment. Then the carriage lights flickered and went out. The announcement crackled, then vanished. A few passengers sighed. A woman stood and reached for the door button, as if the doors might open here. “Please sit down,” called the guard from the next carriage. He came through a moment later, carrying a small radio. His calm voice did not quite match the quick way he checked it. My aunt began to ask what had happened, then noticed the boy staring at his hands. His mother was searching through her bag, spilling tissues and receipts onto the seat. “He’s frightened of the dark,” she whispered. “We were meant to be home before it got late.” I moved my phone so its screen lit the space between us. The boy watched the pale square appear on the table. I asked him to count the buttons on my coat. He counted them twice, more slowly the second time. The guard returned with news: a fallen branch had to be cleared from the track ahead. It would take a while. No one cheered, but the carriage settled. The woman beside the door sat down. My aunt offered the boy a biscuit from her bag, and he accepted it without looking away from the little patch of light. When the lights came back on and the train began moving again, the bridge passed our window at last. The boy counted its supports, one by one. His mother thanked us as we reached the next station, where the platform lamps made the windows shine. My aunt opened her newspaper again, but she did not read. She watched the boy step down beside his mother, still counting softly. We had all expected the journey to be a straight line between two places. For a few minutes, it had become something we had to get through together. This is one possible response, not a required plot or script. 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Component 2 assessment requirements","topicId":"4f1d6cde-5804-54e3-ae27-f540e947924c","topicSidebar":"$L9b","topicSlug":"2-4-component-2-assessment-requirements","topicTitle":"2.4 Component 2 assessment requirements"}]}],"$L9c","$L9d"]}]

2.4 Component 2 assessment requirements

Question 97

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 97

2.4 Component 2 assessment requirements Questions