8e:"UserProgressProvider" 8f:I[651451,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$8e"] 90:I[196793,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"Gingerbread"] 92:"TopicRecentlyViewed" 93:I[716297,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$92"] 94:"RecordResourceResume" 95:I[647935,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$94"] 96:"TopicQuestionBank" 97:I[426249,["$1","$2","$3","$4","$5","$6","$7","$8","$9","$a","$b","$c","$d","$e","$f","$10","$11","$12","$13","$14","$15","$1b","$1c","$1d","$1e","$1f","$20","$21","$22","$23","$24","$25","$26","$27","$28","$29","$2a","$54","$55","$56","$57","$58","$59","$5a","$5b","$5c","$5d","$5e","$5f","$60","$61","$62","$63","$64","$65","$66","$67","$68","$69","$6a","$6b","$6c","$6d","$6e","$6f","$70","$71","$72"],"$96"] 98:T8f0,**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** - Begin with the supplied sentence. - Develop a coherent reason for the stillness after the lights return. - Make the narrator’s changed understanding of another person emerge from events or details in the piece. - The relationship between the cause of the stillness and the change in understanding should be clear; no particular plot or resolution is required.99:T12cf,**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** - Use the supplied opening as an integral part of the narrative. - Develop the narrator’s initial understanding of the key, then make the change in understanding convincing through later events or details. - Give the narrator a specific purpose that helps drive the story. - Shape the narrative so that its details and ending support a coherent interpretation. **Model answer** The key fitted a door that had never been there before. I turned it once, expecting the lock to stick. Instead, something clicked inside the wall. A narrow line appeared in the plaster, straight as a ruler from the skirting board to the ceiling. I had found the key in my father’s desk that morning, wrapped in a square of blue cloth. He had been gone for six months, and I had spent the week sorting his papers before the house was sold. The key had no label. Its heavy brass bow was worn smooth where a thumb might have rested. At first I thought it belonged to the old garden shed. I tried it there, then in the cellar, and finally at the front door, though that lock was new. Nothing. I nearly put it in the box marked “scrap” when I noticed the pale rectangle behind the coat hooks in the upstairs hall. The hooks had been there for as long as I could remember. I lifted them away from the wall. The key turned in a small, dark keyhole I had never seen. The door opened inwards. Beyond it was not a room, but a shallow cupboard. A tin box sat on the floor, its lid dented at one corner. Inside lay a bundle of envelopes, all addressed to me, each in my father’s handwriting. I had assumed the key was meant to unlock something he had hidden from me. The first envelope changed that. It contained a map of the house, drawn in his careful block letters. A cross marked the hall cupboard. Beside it he had written: “For when you’re ready to know why we kept this place.” I read the next letters slowly. They were not confessions or instructions. They described how, years earlier, he had opened the cupboard after hearing a child crying behind the wall. The child had been lost in the house during a storm, separated from her family while they were visiting. My father had found her, brought her into the kitchen and stayed with her until her parents returned. The last letter was from the child’s mother. She thanked him, and wrote that her daughter still remembered the warm light in the kitchen window. I had thought the key was a secret. It was a way of keeping a kindness safe until I could understand it. I folded the letters back into their bundle. The house was no longer only the place I had to empty. Before I left, I fixed the coat hooks back over the small door, leaving the key on the shelf beside them. 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:T1571,**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 instruction, the setting and the reason the character has been following it so that the changed situation is intelligible to the reader. - Make the character interpret the new circumstances and select a course of action; the response should involve more than simply noticing that the instruction has changed. - Develop consequences that allow the reader to judge whether the new choice was wise, using relevant details rather than stating the judgement without support. - Sustain the chosen voice and shape the ending so that it gives a convincing sense of the choice's outcome or significance. **Model answer** **The Last Instruction** At 06:40, the platform board still said **WAIT**. Mara had been obeying it for eleven minutes, though the station had emptied around her. The night clerk had locked the office and cycled away. The vending machine had stopped humming. Even the gulls had abandoned the roof, leaving the platform to its own small noises: the click of the signal, the rain ticking against the shelter, the paper timetable lifting and settling in the draught. She had been told to wait for the green light before crossing the maintenance yard. Her brother's voice had been firm when he said it. *Do not take the shortcut. Wait for the signal. I will meet you at the far gate.* Then the light went out. Not red. Not green. Nothing. Mara looked along the track. Beyond the bridge, a thin column of smoke was rising from the yard. It was too straight to be mist. She reached for her phone, but the screen showed one bar of battery and no service. The board clicked. **WAIT** disappeared. For a second the display was blank. Then new letters appeared, one at a time. **RETURN TO OFFICE** Mara read the message twice. It was not her brother's handwriting, of course, but it felt like an answer. The office was behind her. The yard was ahead. If she turned back, she could do exactly what the station was telling her to do. If she crossed, she would break the only instruction she had been given. A sound came from beyond the fence: three short knocks, then silence. She stepped towards the gate and stopped. The padlock hung open. Rainwater ran through the grooves of the metal like a finger testing a keyhole. The safe decision was to return to the office. She could wait there until somebody arrived. Yet the smoke had thickened, and the knocks had not sounded like machinery. They had sounded deliberate. Mara took the red scarf from her bag and tied it to the gate. If she went on, someone would know where she had entered. Then she checked the ground before each step, keeping to the painted edge of the path. The instruction had been meant to keep her out of danger. It had not been meant to make her ignore it. At the far side of the yard, she found her brother sitting against the signal hut. His ankle was trapped beneath a fallen length of fencing. The smoke came from a small electrical box, already spitting sparks into the rain. “You crossed?” he asked. “I changed the instruction.” He looked towards the red scarf, then at the dark signal above them. “No. You worked out what it was for.” By the time the emergency crew arrived, the board had returned to **WAIT**. Mara watched it from the ambulance doorway. The word no longer seemed like an order she had failed to follow. It was a warning that had finally been understood. 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 122

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 122

2.4 Component 2 assessment requirements Questions