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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** - 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. Judge other successful writing against the criteria, not its similarity to this example.99:Taa5,**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 two given sentences as the opening and ending. - Develop a coherent connection between the single footprint and the final realisation; the ending may explain, reconsider or change the significance of the opening. - Organise the response so that details are selected and revealed deliberately rather than merely withheld from the reader. - A recurring image, sound or object may create cohesion, while changes in sentence length or paragraphing may mark a shift in understanding. - A descriptive response may move between observation, memory and realisation without needing a dramatic plot. Accept any coherent interpretation of the footprint and the final realisation. The footprint need not be human or literal, provided the response remains convincing and fulfils the task.9a:T991,**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** - A decision made near the beginning should be clear enough for the reader to recognise its significance when the consequences emerge. - The later development should arise meaningfully from the earlier decision rather than appearing as an unrelated second incident. - A deliberate structure may use a time shift, withheld information or a recurring detail to connect cause and consequence. - The ending may resolve the consequences or leave them continuing, provided that the effect of the initial decision has become clear.76:["$","$L8f",null,{"bundle":{"topicIds":["4f1d6cde-5804-54e3-ae27-f540e947924c","841f1998-bad5-5e81-8b21-2a8112737c21","16c2e5f9-ded8-5609-9a5d-7c135baefa33","6b315fe8-90e6-53ad-b5e6-d3bd24846a8e","f1b16726-a7b0-552f-917d-63d34104b3ff","b07c1d3d-424d-5e67-9552-a705f58a2c2f","1fbce0dc-508f-574a-ac4e-1667d262d461","fb15a527-955f-5fda-8bb9-e5c17b90518e","ff02912b-1f7b-56ad-be4f-52bbcad646df"],"paperIds":[],"stageIds":[],"stageTopicIds":[],"stageAssessmentIds":[],"topicNoteIds":["3a1a9951-6c3a-418e-af71-d81390d9f69c"]},"children":[["$","$L90",null,{"feature":"question-bank"}],"$L91",["$","$L93",null,{"subjectCode":"igcse_english_language__edexcel_a","subjectName":"English Language","topicSlug":"2-4-component-2-assessment-requirements","topicTitle":"2.4 Component 2 assessment requirements","sectionTitle":null,"activity":"worksheet","resourceTitle":"2.4 Component 2 assessment requirements Questions","resourceHref":"/igcse/english-language/edexcel/a/2-4-component-2-assessment-requirements/questions/q1","saveTrail":false}],["$","$L95",null,{"href":"/igcse/english-language/edexcel/a/2-4-component-2-assessment-requirements/questions/q1","label":"2.4 Component 2 assessment requirements","subjectCode":"igcse_english_language__edexcel_a","surface":"questions"}],["$","script",null,{"type":"application/ld+json","dangerouslySetInnerHTML":{"__html":"{\"@context\":\"https://schema.org\",\"@type\":\"LearningResource\",\"name\":\"Question 146 – 2.4 Component 2 assessment requirements - Questions\",\"description\":\"Practise 2.4 Component 2 assessment requirements IGCSE English Language exam-style questions with worked solutions on MathsGenie.\",\"learningResourceType\":\"Practice questions\",\"educationalLevel\":\"IGCSE\",\"about\":{\"@type\":\"Thing\",\"name\":\"2.4 Component 2 assessment requirements\"},\"url\":\"https://mathsgenie.co.uk/igcse/english-language/edexcel/a/2-4-component-2-assessment-requirements/questions/q146\",\"inLanguage\":\"en-GB\",\"provider\":{\"@id\":\"https://mathsgenie.co.uk/#organization\"}}"}}],["$","div",null,{"className":"min-h-0 w-full flex-1 overflow-hidden bg-background","children":["$","$L97",null,{"backHref":"/igcse/english-language/edexcel/a/questions","basePath":"/igcse/english-language/edexcel/a/2-4-component-2-assessment-requirements/questions","formulaUrl":null,"initialIndex":145,"initialQuestionWindow":[{"id":"85540f16-6a06-4584-b250-3336efde20a1","revisionId":"2fadaa28-62df-4156-9ac0-e92a3372af64","questionNumber":null,"questionType":"LA","specification":"","difficultyBand":"hard","tier":null,"totalMarks":30,"sourceTitle":null,"calculatorUse":null,"isCalculation":true,"parts":[{"id":"957a2d70-4c8c-4188-9fd1-a34f84307ca2","label":null,"content":"Write a story entitled ‘The Last Instruction’. 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Component 2 assessment requirements","topicId":"4f1d6cde-5804-54e3-ae27-f540e947924c","topicSidebar":"$L9b","topicSlug":"2-4-component-2-assessment-requirements","topicTitle":"2.4 Component 2 assessment requirements"}]}],"$L9c","$L9d"]}]

2.4 Component 2 assessment requirements

Question 124

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 124

2.4 Component 2 assessment requirements Questions