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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 what the character understands by being a professional, and allow events to test that idea. - Develop the difference between displaying skill and responding to another person’s needs; other interpretations of professionalism are valid. - In this model, the clock, payment and notebook turn the chess encounter from an easy win into a responsibility to explain. - The revised sign completes the title’s meaning without requiring the narrator to lose or abandon the activity. **Model answer** I charged two pounds a game. The sign said CHESS WITH A PROFESSIONAL, although my mother had suggested that GOOD AT CHESS might be easier to defend. My table stood outside the café on Saturdays. I had a folding chair, a clock and a tin for the money. Mostly, people paid because they liked the idea of a fourteen-year-old running a business. I preferred to believe they recognised talent. At eleven, a man in a green coat sat down. He placed two coins beside the board and asked whether he could play white. “Of course.” I started the clock with an efficient little tap. He considered his first move for a long time. Then he advanced a pawn in a way that made my next decision wonderfully simple. Within ten minutes, I had won his queen. “Interesting,” he said. I agreed, though I thought obvious would have been more accurate. He paid for another game. This time he asked why I had moved my knight. I explained quickly, keeping one eye on the clock. His next question concerned a square he was not even occupying. I answered that too. Several people had stopped to watch, and I wanted them to see the professional at work. By the third game, I had begun enjoying myself. He was a reliable source of coins. He made different mistakes, but always supplied one eventually. Then he took out a notebook. “Could we go back to the position before the exchange?” I looked at the watching crowd. “The game isn't finished.” “I know. But I don't understand what changed.” Something in his voice made me look properly at him. He was not pretending to be a secret champion. He was not trying to trick me. He had brought his own little diagrams and a list of questions because he genuinely wanted to learn. I had been treating that as a weakness. I stopped the clock. Together, we put the pieces back. I tried explaining the position as if his question mattered more than my answer sounding impressive. This was harder than winning. Twice, he asked me to show what would happen after a different move. Once, I discovered that the reply I had been about to recommend would lose a piece. We played until the café owner brought out another table. The crowd moved on. When the man left, he asked whether I would be there next Saturday. “Yes,” I said. “If you'd like another lesson.” He smiled. “I'd like another game.” I counted the money later. It was not my best morning. Before packing up, I turned the sign over and wrote CHESS: TWO POUNDS A GAME. Underneath, after some thought, I added: QUESTIONS WELCOME. 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:T1450,**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** - Give the catalogue a clear role in causing the narrative conflict. - Develop character through different interpretations of the same evidence. - Use a controlled reveal rather than a sequence of unrelated surprises. - Let the final arrangement follow from the characters’ competing needs. **Model answer** The catalogue listed my cat as Lot 28: Jasper, an affectionate companion requiring a new home. There was a photograph. He sat on a blue sofa beside a lamp I did not recognise, looking as though he had never heard of me. His name was Vincent. I had been searching the neighbourhood sale page for a second-hand desk. Now I enlarged the photograph until every whisker blurred. The white triangle beneath his chin was unmistakable. So was the ear he folded when something displeased him. I had fed that cat breakfast less than an hour earlier. The address was twelve doors away. I put on my shoes and went there without deciding what I intended to say. By the time I rang the bell, I had composed several accusations, all of them involving the phrase “my property”, which sounded wrong even before I used it. A woman opened the door. Behind her, on the blue sofa, Vincent lifted his head. “You've got my cat,” I said. She looked over her shoulder. “That's Jasper.” “His name is Vincent.” At the sound of either name, the cat did nothing. The woman invited me in. Her name was Ellen, and she was moving into a flat where animals were not allowed. She had taken Jasper to the vet, bought him a bed and spent three months trying different foods until she discovered one he liked. I recognised the food. I bought it too. The discovery explained why Vincent had recently stopped looking impressed by dinner. We compared photographs. Here he was on her windowsill in January, while I was away visiting my sister. Here he was on my kitchen table in February, beside the birthday cake Ellen had accused him of ignoring her for. His disappearances fitted our calendars with the efficiency of a carefully managed business. “He comes when I call him,” I said. “So does he when I open a tin.” From the sofa, the cat began washing one paw. He appeared to consider the investigation beneath comment. For a while, we were both quiet. I had arrived prepared to recover something stolen. Ellen had opened the door expecting another difficulty in an already difficult move. Instead, we had found that neither of us possessed the complete story we had been telling ourselves. “I can keep him,” I said at last. “Properly. If that's what you need.” She looked towards the bed by the radiator. “Could I still visit?” I said yes. We exchanged numbers, then discussed the practicalities with much more seriousness than we had given the question of his name. There were records to update and a notice to remove. I offered to carry the bed. On the way home, Vincent followed me along the wall. At my gate, Ellen called, “Jasper!” He stopped. I called, “Vincent!” He looked between us, then climbed through the kitchen window. We could hear him asking for lunch. 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:T14c4,**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 opening literally or figuratively, maintaining a convincing narrative viewpoint. - Connect observations of the altered landscape with a character’s practical response. - Develop the difference between a boundary on paper and changing physical land. - Shape an ending through a specific action rather than an explanatory moral. **Model answer** By morning, the river had changed its mind. Yesterday it had curved behind our lower field, a dark line partly hidden by alders. Today it ran straight through the grass where the sheep had been. They were safe in the upper paddock, complaining about breakfast. Their old drinking trough stood on a little island, absurdly upright, as if waiting for somebody to bring it a newspaper. My grandfather watched from the gate. He wore his good coat over his working trousers. He had been getting ready for the livestock market when I called him outside. “We'll need the digger,” I said. He did not answer. Across the new channel, a fence leaned downstream. Bits of wool still clung to its wire. The familiar bend lay almost empty, exposing stones I had never seen, their pale surfaces already drying in the weak light. I fetched the map from the kitchen drawer. It was the map we used for everything: drains, gates, which fields belonged to whom. On it, the river kept obediently to its old course. I spread it across the bonnet of the truck, holding down one corner with my phone. “It goes here,” I said, running a finger along the printed blue line. Grandfather looked at my finger, then at the water. At sixteen, I found his silences especially irritating. They seemed to require answers from me without telling me the question. I explained that we could block the opening with stones, push the current back towards the trees. We could get our field back before the next rain. “Could we?” he said. He took me up to the old barn. Above the door, a rust-coloured stain marked the height of a flood from before I was born. I had seen it a thousand times without considering the water that must once have occupied the air around my face. Then he showed me the straight line of willows beyond the barn. I knew those trees as the place where we stacked spare hurdles. He told me they had grown along the river when he was a boy. I looked back at the map under my phone. It suddenly seemed less like an instruction and more like a photograph: useful, accurate once, unable to notice what happened afterwards. By noon, a neighbour had arrived. The adults discussed banks, drainage and who we needed to call before touching anything. Nobody pretended the loss was small. The lower field had been our easiest grazing, and there would be bills. I listened, embarrassed by the speed with which I had proposed moving a river before breakfast. After lunch, Grandfather asked me to help shift the spare hurdles. We carried them uphill, two at a time. The ground sucked at our boots. Below us, water kept bringing little pieces of our field towards the far hedge. I stopped beside the gate with the last hurdle balanced against my hip. “Where now?” I asked. Grandfather pointed to a patch of higher ground. We put it there, then went back for the trough. This is one possible response, not a required plot or script. 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2.4 Component 2 assessment requirements

Question 7

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 7

2.4 Component 2 assessment requirements Questions