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:Tb91,**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** - Choose which details of the occasion to reveal, so that the reader understands its significance without receiving an exhaustive account of the preparation. - Balance spoken words with narration and description; what is said, withheld or interrupted can work alongside the speaker's thoughts and observations. - Establish what the speaker wants from the audience and show how the audience's presence shapes the speaker's choices and voice. - Give the experience a clear sense of consequence by showing what the speaker takes from the occasion afterwards. **Indicative content** Responses may present a real or imagined occasion involving an audience. They may develop the speaker's expectations, preparation, physical or emotional response, and choices made during the speech. The audience's response and the consequences of speaking may shape the narrative. Credit a different successful interpretation of the task. Indicative content is non-prescriptive; other successful choices should be assessed against the criteria.99:T9c5,**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 a coherent situation immediately after the lift stops, with a clear concern or relationship that gives the knocking significance. - Use the confined setting, pauses, repeated sound and selected sensory details to control suspense and the reader's uncertainty. - Develop a change in the narrator's understanding or emotional response as information about the knocking emerges. - Shape a purposeful ending that resolves or deliberately complicates the sound's meaning, rather than relying on an unexplained event. Accept any other appropriate response.9a:T1475,**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 title a clear role in the story. - If using an imagined world, establish its rules through selected actions and details. - Character choices should develop the central situation. - An ending may leave a question open while resolving the immediate event. **Model answer** At closing time there was one name left in the tray. This was not supposed to happen. Every citizen deposited a name on Registration Eve and collected it the following morning, washed, checked and stamped for another year. My job was to match the little brass cases to the numbered shelves. I had done it for twenty-seven years without losing so much as a syllable. The spare case was warm. Inside lay a name I had never seen: Orin. Four pale letters, moving slightly when I breathed on them. I checked the ledger. Nobody had deposited it. Nobody had failed to collect a case. Outside, the lamps came on along the canal, and the dog which slept beneath our steps raised its head. I should have called the chief registrar. Instead I took the case home. Without a name, citizens were difficult to remember. This was why Registration Eve lasted only one night. Even so, I could not recall whether the woman in the upstairs flat had always coughed like that, or whether I had simply heard her more clearly in the temporary absence of the word by which I knew her. The case stayed warm on my table. In the morning, the chief registrar examined it through his spectacles. “A surplus,” he said. “From where?” “There are always administrative variations.” There had never been one before. We both knew this. He closed the lid and explained that a spare name could be useful. An important family had requested something distinctive for its youngest son. Their present choice had been used twice already in the western district. “But this belonged to somebody,” I said. “There is no record.” He spoke gently, as if the absence of a record were a form of kindness we ought not to disturb. All morning, citizens came for their cases. They opened them, breathed in and became easier to greet. The familiar names settled into familiar faces. At noon, the chief registrar left for a meeting. He instructed me to keep the spare for the family's messenger. The dog was still beneath the steps. It had a torn ear and the patient expression of an animal accustomed to doors opening for other people. I sat beside it and opened the case. “Orin,” I said. The letters lifted, loosened and vanished into the cold air. The dog put its head on my knee. For a moment I felt an extraordinary relief, as though I had returned a parcel to the right address without knowing how I had found it. Then a bread cart passed. The dog leapt up and ran after it. “Orin!” I called. It did not turn. The messenger arrived at two. I showed him an empty case and apologised for an error in the register. That evening, the dog came back to the steps. It ignored its name again but took the food from my hand with perfect confidence. I remained beside it until the office lamps went out, trying to decide which of us had misunderstood what a name was for. 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 42

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 42

2.4 Component 2 assessment requirements Questions