2026-10-02 · check · 1 paper · 7/28 · 25% · not grade-converted
sat 2026-10-02 · 0 left blank
| Q | Topic | Marks | Question | Answer given | Note |
|---|---|---|---|---|---|
| 1 | V3 | 2/12 | **Source B** — from a memoir of a Cornish childhood, published 1868. *(lines 1–14)* In my eighth year I was sent each morning to the school at Trewint, a distance of two miles and a half, which I walked alone in all weathers, my dinner in a cloth. My mother saw me to the gate and no further; it was not the custom to do more. The lane ran between high hedges, and in winter the mud came over my boots, so that I learned to keep to the ruts the carts had made. I was afraid of the geese at Penrose farm, which came at me hissing, and of the miller's dog, which did not; and I was afraid, most of all, of being late, for the master kept a cane for that. Yet I would not have been carried for the world. The road was mine. I knew where the first primroses came and where the stream could be crossed on stones, and I knew, by the time I was ten, every farm and every family between our door and the school. When I think of my education, I do not think first of the schoolroom. I think of the lane. --- | "a distance of two miles and a half" the writer tell us the distence they had to travel and it makes the reader feel like they had to walk for ages | AO2 Level 1, middle. One quotation ('a distance of two miles and a half') with a simple comment ('tell us the distence') and a simple reader effect ('feel like they had to walk for ages'). The comment stays literal: what the phrase says, not what the writer's choice of plain measurement does. One reference only, no terminology. Source B only, as required. 3 min against a 15 min guide; paper asked for three quotations. |
| 2 | V4 | 5/16 | **Source A** — a newspaper column, 2020s. *(lines 1–15)* My son is nine and this term he walks to school on his own. It is eleven minutes door to door, two roads to cross, one of them with a lollipop lady who knows his name. I have been told, by people who love him, that I am brave. I am not brave; I am tired of the car park. But I understand the word. Somewhere between my childhood and his, walking to school stopped being what children did and became a thing parents decide. The distance a child is allowed to roam alone has shrunk to a fraction of what it was fifty years ago, and the streets are not more dangerous — the traffic is, in places, but the strangers are not. What has changed is us. We can track a phone, so we do. We can drive, so we do. And a child who is never out of sight never learns the small, ordinary courage of being out of sight. The first morning I watched him from the window until he turned the corner. The second morning he told me not to. I am counting that as a g | "the small, ordinary courage of being out of sight" and " I was afraid, most of all, of being late" is source A, the writer shows us that it is encouraging to let kids walk by them selves but in source B the writer shows us that in the past they where afraid of being late and geting in trubel. the writers use difrent writing styels to show there attitudes. in source A, the writer tieps it from the perspective of the kids mother but in source B the writer tipes it from the kids perspective. i think that they are both amazing and told perfictly, | AO3 Level 2, bottom. Some comparison ('in source A… but in source B…', twice); one apt quotation from each source; identifies some different ideas (A in favour of children walking alone; B's fear of lateness, which is content not B's attitude to being out alone); one method identified with a start of comment (A from the mother's perspective, B from the child's). No effect of method explained; last sentence is opinion, uncredited. Methods strand sits at L1. 16 min of 25. |
Ordered by marks lost. These are the candidates for reteaching.