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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 supplied sentence as the opening. - The lit windows may suggest welcome, celebration or unease; sustain a coherent interpretation. - Selective details of the house and its surroundings can develop atmosphere and engage the reader. - A story may explain the apparent absence, while a descriptive piece may focus on the narrator's changing understanding of the scene. - The ending may revisit the lights or emptiness in a way that changes their effect. This is guidance, not a required plot or checklist. Credit any successful interpretation of the task.99:T1132,**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 task and why it presents a difficulty for the person being helped. - Use specific detail and the narrator’s response to make the situation convincing. - Develop a particular occasion, using actions or dialogue to show how the help unfolds. - Show how the help affects the outcome; the ending may be modest or emotionally mixed. **Model answer** The instructions were spread across the kitchen table, held down at the corners by a mug and a tin of biscuits. My grandfather had already read them twice. Each time he reached the same sentence, he stopped. “It says to sort them by year,” he said. “But how am I meant to know which year?” The task was to label the boxes of old photographs before the house was cleared. He wanted to finish before the removal van came on Friday. The trouble was that the dates were written on the backs in faded pencil, and some of the photographs had no dates at all. I pulled out a chair. “We can do the ones we know first.” He gave me a look that meant he had thought of that already. Still, he passed me the first pile. For a while, we worked in silence. I read out the dates; he wrote them on the labels. Then I found a photograph of a small boy standing beside a bicycle with a crooked handlebar. “That’s Dad,” I said. Grandad leaned over. “It is. First bike he ever had.” He turned the photograph over, but there was nothing written on it. We searched the other photographs. In one, Dad was older, wearing a school jumper. In another, he stood beside the same bicycle, now with a basket fixed to the front. Grandad started telling me about the day the basket fell off on the way to the shops. As he spoke, he remembered the year: 1968. I wrote it down. After that, the photographs began to give us clues. A birthday cake, a school uniform, the curtains in the old house. We did not know every date, but we could put the pictures in order and label the boxes clearly. When we finished, Grandad set the last label in place. He ran his thumb over the edge to make it stick. “I thought this would take all day,” he said. “It nearly did.” He laughed, then picked up the photograph of the bicycle and tucked it into his shirt pocket. The boxes were ready for Friday. That one picture, though, was coming with him today. 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** - The story should make the mistake and the character's choice clear through its events and details. - The decision should have a discernible effect on the relationship; this may be positive, negative or unresolved. - Credit a range of narrative approaches, including stories in which the character conceals the mistake or chooses to reveal it. - Judge the writing as a whole. Do not require a particular setting, outcome or narrative viewpoint. **Model answer** The blue mug was already in pieces when I heard Dad on the stairs. I swept the largest shards beneath the table and stood the handle upright beside the sink. It looked almost deliberate there, as if the mug had always been made that way. The rest went into the bin under a layer of tea leaves. Dad came in carrying two damp coats. He stopped when he saw the empty place on the shelf. “Where’s the blue one?” I glanced at the sink. “I don’t know.” He hung the coats on their hooks. One was mine, with a torn cuff he had promised to mend. The other was his. He had bought the mug before I was born, from a market stall on a day he still described whenever the weather turned cold. I knew this because he had told me the story so often I could say the next sentence with him. That evening, he searched the cupboards. I helped, opening doors I knew were empty. Each time he asked if I had seen it, I found another small task to do. For three days the handle stayed beside the sink. I could have thrown it away. Instead, I moved it each morning so it would not be hidden by the washing-up. On Friday, Dad found it. He held the handle in his palm. “You broke it.” It was not a question. I had been practising an explanation, but the words came out in the wrong order: the wet floor, my elbow, the crash, then the lie. Dad set the handle down carefully. “I would have been cross about the mug,” he said. “I’m more cross that you thought you had to hide it from me.” I waited for him to tell me to go upstairs. Instead, he picked up the dustpan. I took the brush from the drawer, and we swept the last fragments from beneath the table. There was a small blue chip caught in the leg of the chair. Dad nudged it free with his shoe. The next morning, he brought home a plain white mug. He put it on the empty place on the shelf, then moved it a few centimetres to the left. “Not quite right,” he said. I nearly laughed. He did not, but his mouth shifted at one corner. I told him I was sorry again. This time he answered. It was not the same as before, not yet. Still, when he left for work, he asked me to keep the new mug safe. I put it in the centre of the shelf, where we could both see it. 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 73

2.4 Component 2 assessment requirements Questions

2.4 Component 2 assessment requirements

Question 73

2.4 Component 2 assessment requirements Questions