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To gain the 2 marks, candidates must identify any two distinct details describing the atmosphere or setting inside the tomb. Correct details include: 1. The cool air / 'the air was cool' 2. The smell of damp earth / 'smelled of damp earth' 3. The smell of centuries of undisturbed silence / 'centuries of undisturbed silence' 4. The presence of a stone ledge 5. The presence of three perfectly preserved Chachapoya mummies with hands clasped over their faces.

Award 1 mark for each valid detail identified, up to a maximum of 2 marks. Accepted responses: - (The air was) cool - (It smelled of) damp earth - (It smelled of/there was) centuries of undisturbed silence - A stone ledge - Three perfectly preserved Chachapoya mummies / 'three perfectly preserved Chachapoya mummies, their hands still clasped over their faces'. Reject: Details describing the environment outside the tomb (e.g. 'morning mist', 'Andean path').

To answer this question successfully, you should identify four distinct aspects of Lev's family and life in his home country from the text:

1. **Loss of his wife**: Lev is a widower; his wife, Marina, died of cancer, leaving him with a deep sense of grief.
2. **His daughter**: He has a daughter named Maya whom he has had to leave behind in order to find work.
3. **His mother**: His mother, Marta, remains at home and is responsible for caring for Maya in his absence.
4. **Economic distress**: The local sawmill where he worked has closed down, leaving him and his village with no source of income.
5. **Financial responsibility**: His journey to England is driven by the desperate need to earn money to send back home to support his family.

Award 1 mark for each relevant point identified, up to a maximum of 4 marks. Candidates should use their own words as far as possible:
- Lev's wife (Marina) has died of cancer / he is a widower.
- He has a young daughter (Maya) whom he has left behind.
- His mother (Marta) is caring for Maya back home.
- He is facing severe unemployment / the local sawmill has closed down.
- He is forced to travel to England to earn money to support his remaining family.

Reject: Direct copying of long textual extracts without attempt to paraphrase.

To achieve full marks, candidates should identify five distinct points showing an understanding of Lev's thoughts, feelings, and reasons for travel in the specified lines.

**Example points of explanation:**
1. **Financial Necessity:** Lev is traveling because he has no other choice; his local sawmill has closed down, leaving him with no source of income to support his family.
2. **Grief and Loss:** He is deeply sorrowful and preoccupied by the death of his wife, Marina, who died of cancer, leaving him emotionally vulnerable.
3. **Duty to Family:** His primary motivation is his sense of duty to provide for his daughter, Maya, and his elderly mother, who remain in his home country.
4. **Anxiety/Fear of the Unknown:** He is nervous about his limited English vocabulary (knowing only a few words) and how he will manage in a completely foreign city like London.
5. **Determination/Resolve:** Despite his fears, he displays strong determination and a survival instinct, repeating to himself that he will find work and learn the language.
6. **Nostalgia/Sense of Identity:** He clings to the memory of his past life, symbolized by the scent of wood and his home-made cigarettes, showing he is reluctant to leave his roots behind.

Award 1 mark for each logical, explained point up to a maximum of 5 marks. Points must be supported by close reference or quotation from the text.

**Marking Guidelines:**
- **1 mark** for identifying Lev's economic motivation (the closure of the sawmill / need to send money home).
- **1 mark** for identifying his grief or emotional state regarding his late wife, Marina.
- **1 mark** for identifying his feeling of responsibility toward his daughter, Maya, or his mother.
- **1 mark** for identifying his anxiety, apprehension, or nervousness about traveling to an unfamiliar country and his limited English.
- **1 mark** for identifying his determination, hope, or resolve to succeed ('He would find work').
- **1 mark** for identifying his sense of isolation or physical discomfort on the long coach ride.

*Note: Do not award marks for repetitive points or simple quotation without explanation.*

### Key Points of Analysis

#### 1. Memories of home and reasons for leaving
- **Grief and Loss:** Lev's memories of his late wife, Marina, are central to his journey. The 'significant cigarettes' and the memory of her death from cancer ('the dry rattle of her breathing') show his deep bereavement. He carries her memory as an emotional weight, which explains his physical and emotional numbness on the bus.
- **Economic Despair:** The closure of the sawmill in Bolesor ('the sawdust of the dark woods' being gone) represents the death of his livelihood and his community. His leaving is not a choice of adventure but of absolute necessity to support his daughter, Maya, and his mother.
- **Cultural Displacement:** Lev's attachment to his home country is represented through sensory memories—the taste of local beer ('the harsh, herbal taste' of his youth) and the familiarity of his village. Leaving is presented as a tearing away from his roots.

#### 2. Experiences on the bus journey
- **Isolation and Alienation:** Tremain uses the setting of the crowded bus to highlight Lev's internal isolation. Despite being physically close to others, he remains solitary, choosing not to interact deeply with Lydia initially. His silence is a protective armor.
- **Physical Discomfort as a Reflection of Emotional Turmoil:** The cramped, stuffy conditions of the bus mirror his internal confinement. The journey is long, tedious, and filled with a sense of stagnation, reflecting his dread of what lies ahead in London.
- **Interaction with Lydia:** Lydia represents an alternative attitude—educated, optimistic, and forward-looking. Her English pronunciation practice contrasts with Lev's quiet, internal processing. Their dialogue highlights Lev's self-consciousness about his class and language skills.

#### 3. Writer's use of language and structure
- **Symbolism:** The 'significant cigarettes' symbolize both his past life with Marina and a currency of hope or comfort. The single banknote concealed in his shoe represents his vulnerability and the high stakes of his survival.
- **Sensory Imagery:** Tremain employs intense sensory details (the smell of 'diesel oil and cheap confectionery', the sight of the 'grey, flat' landscape) to emphasize the bleakness of the journey.
- **Internal Monologue and Flashbacks:** The structural shift between the immediate reality of the bus and Lev's internal flashbacks creates a dual narrative. This structure helps the reader understand that while Lev's body is moving forward, his mind is firmly anchored in the past.
- **Metaphor and Simile:** Descriptions such as the landscape being 'like an unrolled bolt of grey cloth' reflect Lev's depressed, monotone state of mind.

### Assessment Objective AO2 (12 marks)
**Explain, comment on and analyse how writers use language and structure to achieve effects and influence readers, using relevant subject terminology to support their views.**

* **Level 1 (1–2 marks):**
* Identifier/recognition of simple language/structural features.
* Limited understanding of Lev's feelings or experiences.
* Minimal reference to the text.

* **Level 2 (3–5 marks):**
* Some comment on language/structural features with basic explanation.
* Identifies some feelings and experiences of Lev (e.g., sadness, isolation).
* Selection of some relevant references, but support may be thin.

* **Level 3 (6–8 marks):**
* Clear explanation of how language and structure are used to achieve effects.
* Sound understanding of Lev's complex emotions (grief, economic necessity, isolation).
* Relevant and clear references used to support points.

* **Level 4 (9–10 marks):**
* Thorough analysis of the writer's craft (selection of language, structural shifts, sensory details).
* Detailed exploration of how Lev's experiences of grief and displacement are structured.
* A wide range of precise textual references used effectively.

* **Level 5 (11–12 marks):**
* Perceptive, evaluative analysis of how Tremain uses language and structure to create layers of meaning.
* Excellent understanding of the psychological nuances of Lev's journey.
* Highly selective, integrated use of textual evidence to support an assured and cohesive argument.

### Model Response Outline

**Introduction**
* Both Kieran Vance (Text One) and Benjamin Zephaniah (Text Two) depict childhood alienation within a traditional school system that equated conformity with intelligence.
* While Vance finds his redemption in tactile engineering and spatial creation within the private space of a garden shed, Zephaniah finds his voice through creative writing and public self-advocacy. Both texts ultimately present neurodivergence not as a deficit, but as a unique cognitive frequency or creative advantage.

**Points of Comparison**

**1. The School Environment and Hostile Teachers**
* **Text One:** Vance portrays school as an oppressive, militaristic space ("grid of oak desks", "daily siege"). His teacher, Mr. Girdler, is caricatured as unsympathetic ("patience... thin as his comb-over"), using aggressive auditory cues ("metronomic clack-clack-clack", "countdown to execution") to enforce compliance. Intellectual difficulty is physicalized ("words... danced, collided, and dissolved").
* **Text Two:** Zephaniah portrays a similarly rigid system in the 1960s and 70s where teachers were close-minded and insulting. He recalls being told "shut up, local boy" and being dismissed as "stupid" or a troublemaker. The teacher-student dynamic is characterized by a power struggle ("How dare you challenge me?").
* **Comparison:** Both authors use direct speech or reported speech ("Daydreamer", "stupid") to show how institutions label and marginalize children who do not fit standard molds.

**2. The Discovery of Individual Passion and Talents**
* **Text One:** Vance's transformation occurs in a sensory, hands-on environment ("damp garden shed", "scent of sawdust and motor oil"). The language shifts from frustration to mastery ("I was an architect", "my restless hands found their purpose"). The glider's flight serves as a metaphor for his liberated intellect ("sleek, silent, and triumphant").
* **Text Two:** Zephaniah's realization comes when he connects his struggles to a wider community (

### Marking Grid (22 Marks Total)

| Level | Marks | Assessment Objectives Descriptors |
|---|---|---|
| **Level 1** | 1–4 | * Identifies basic, superficial similarities/differences between the texts.
* Minimal reference to language, structure, or themes.
* Lacks supporting evidence or quotes. |
| **Level 2** | 5–9 | * Offers a straightforward comparison of the writers' experiences.
* Identifies some obvious language and structural devices (e.g., Vance's metaphors or Zephaniah's direct address).
* Uses some relevant quotations. |
| **Level 3** | 10–14 | * Explores a range of comparative points with clear understanding.
* Explains how language and structural choices convey the writers' feelings of isolation and triumph.
* Sound, relevant textual support. |
| **Level 4** | 15–18 | * Thorough, detailed comparison of themes, perspectives, and techniques across both texts.
* Clear, analytical discussion of stylistic features (e.g., Vance's sensory imagery vs. Zephaniah's conversational/rhetorical tone).
* Well-selected, integrated quotations. |
| **Level 5** | 19–22 | * Perceptive, highly sophisticated comparison showing deep insight into how both writers use distinct styles to represent neurodivergent perspectives.
* Sharp, cohesive analysis of language, tone, and structural progression.
* Precise, seamless use of textual evidence. |

A successful speech will: 1. Use the conventions of speech-writing (such as direct address, an engaging opening, a clear structure, rhetorical devices, and a memorable concluding statement). 2. Address the prompt directly by discussing current challenges, proposing specific, realistic solutions (such as youth centers, counseling services, or recreational programs), and explaining the long-term benefits to society. 3. Demonstrate strong rhetorical appeal (pathos, logos, ethos) to persuade the audience. 4. Maintain a register suitable for an audience of peers, educators, and community leaders.

This task is assessed out of 45 marks: Content and Organisation (AO4 - 27 marks) and Vocabulary, Sentence Structure, Spelling, Punctuation (AO5 - 18 marks). AO4 Marking Criteria: - Level 5 (22-27 marks): Writing is perceptive, highly adapted to purpose, form, and audience. Ideas are cohesively integrated with sophisticated rhetorical devices. - Level 4 (17-21 marks): Writing is assured and clear. Structural features are effective and the tone is consistently appropriate. - Level 3 (12-16 marks): Writing is clear and relevant. Some rhetorical devices are used with a reasonable degree of success. - Level 2 (7-11 marks): Simple expression of ideas with basic adaptation to form and audience. - Level 1 (1-6 marks): Minimal communication, limited relevance. AO5 Marking Criteria: - Level 5 (15-18 marks): Extremely secure grammar, sophisticated vocabulary, and diverse sentence structures. - Level 4 (11-14 marks): Good control of grammar, spelling, and punctuation with varied expression. - Level 3 (8-10 marks): General control, clear spelling, and basic sentence variation. - Level 2 (4-7 marks): Frequent errors in spelling, punctuation, and grammar. - Level 1 (1-3 marks): Serious grammatical and mechanical errors throughout.

Key points for an essay response: 1. Lev's Hopes: Lev is driven by a strong paternal duty to support his daughter Maya and his mother. He hopes to find work in London to send money home. This hope is symbolized by the 'significant cigarettes' which represent both his past life and his future resilience. 2. Lev's Anxieties: He is anxious about leaving his home country, his lack of English language skills, and the grief of losing his wife, Marina. He feels isolated and physically cramped on the bus, mirroring his emotional containment. 3. Interactions with Passengers: His interaction with Lydia shows his reluctance to engage initially, representing his grief and isolation, but also highlights his emerging realization that he must adapt. Lydia serves as a foil to Lev; her preparation contrasts with his raw desperation. 4. Language and Structure: Tremain uses vivid sensory imagery (e.g., the smell of garlic, cheap tobacco, and the cold air) to ground Lev's journey in a harsh reality. The structure shifts between the claustrophobic present of the bus and Lev's bittersweet memories of his homeland, emphasizing his emotional suspension between two worlds.

Assessment Criteria (AO2: 30 marks total): Level 1 (1-6 marks): Simple and basic. Identifies some straightforward points about Lev's feelings with limited reference to the text. Level 2 (7-12 marks): General and descriptive. Offers a basic understanding of Lev's journey with some relevant quotes, but lacks deep analysis of language. Level 3 (13-18 marks): Clear and relevant. Explains how Tremain conveys Lev's hopes and anxieties with appropriate use of textual evidence and some discussion of literary devices. Level 4 (19-24 marks): Thorough and perceptive. Analyzes the effects of Tremain's language and structural choices (such as flashbacks and symbolism) with well-selected references. Level 5 (25-30 marks): Sophisticated and evaluative. Displays a mature, cohesive interpretation of the text, evaluating how literary techniques shape the reader's response to Lev's transition.

### Sample Response Structure & Ideas

**Introduction:**
* Establish a tense, atmosphere-heavy setting. This could be physical (a literal doorway, a decaying border town, a laboratory gate) or psychological/symbolic (a crucial decision point in a character's life).
* Introduce the protagonist standing before 'The Threshold', conveying their internal conflict, anticipation, or dread.

**Development:**
* Introduce sensory details (e.g., the chill of the air, the creaking of the hinges, the ticking of a clock) to build suspense.
* Describe the preparation or the external force pushing them to make a move. Flashbacks or internal monologues can explain why crossing this threshold is irreversible or highly significant.

**Climax:**
* The moment of crossing. This action should be described with careful pacing, slowing down time to emphasize its emotional weight.
* A sudden shift in perspective, setting, or knowledge once the threshold is breached.

**Resolution:**
* The immediate aftermath of the crossing. How does the world or the protagonist change?
* End on a reflective or evocative note, emphasizing that there is no turning back, leaving a lasting impression on the reader.

Assessment Grid for Section B: Imaginative Writing (30 Marks total)

**AO4: Communicate effectively and imaginatively, adapting form, tone and register of writing for specific purposes and audiences.** (15 marks)
**AO5: Write clearly, using a range of vocabulary and sentence structures, with appropriate paragraphing and accurate spelling, grammar and punctuation.** (15 marks)

### AO4 (Communication & Style) Performance Descriptors:
* **Level 1 (1–3 marks):** Minimal awareness of form/audience. Simple vocabulary. Repetitive or basic structure.
* **Level 2 (4–6 marks):** Straightforward expression. Some attempt to adapt tone and register. Simple narrative structure with basic sequencing.
* **Level 3 (7–9 marks):** Clear communication. Relevant vocabulary and descriptive details. Clear narrative arc with appropriate beginning, middle, and end.
* **Level 4 (10–12 marks):** Effective, engaging narrative. Sophisticated choices of vocabulary and structural techniques (e.g., foreshadowing, flashbacks). Clear control of tension and atmosphere.
* **Level 5 (13–15 marks):** Exceptional control. Highly original, sophisticated, and compelling narrative voice. Masterful manipulation of style, tone, and register to achieve intentional effects.

### AO5 (Accuracy & Grammar) Performance Descriptors:
* **Level 1 (1–3 marks):** Frequent grammatical errors. Basic punctuation and limited vocabulary range.
* **Level 2 (4–6 marks):** Some control of sentence structures. Paragraphing may be inconsistent. Common words spelled correctly, but frequent errors in complex vocabulary.
* **Level 3 (7–9 marks):** Generally accurate spelling, punctuation, and grammar. Varied sentence structures. Paragraphing is mostly secure and logical.
* **Level 4 (10–12 marks):** High level of accuracy. Wide range of sentence structures used for deliberate effect. Sophisticated punctuation used accurately. Secure and effective paragraphing.
* **Level 5 (13–15 marks):** Virtually flawless spelling, punctuation, and grammar. Masterful control of varied, complex sentence structures. Precise, sophisticated, and extensive vocabulary choice.