Linking Park
Be empowered by community: 6 effective ideas
Using lines 49–63, identify one way the Manchester Pigeon Rehab group helps injured pigeons.
(1 mark)
In lines 18–26, the writer describes how people react when the pigeon falls.
State one reaction shown by those watching. (1 mark)
Be empowered by community: 6 effective ideas
Using lines 49–63, identify one way the Manchester Pigeon Rehab group helps injured pigeons.
(1 mark)
In lines 18–26, the writer describes how people react when the pigeon falls.
State one reaction shown by those watching. (1 mark)
Suggested alternative question
In lines 18–26, how do the onlookers respond to the injured pigeon?
Give one example from the text. (1 mark)
In lines 18–26, how do the onlookers respond to the injured pigeon?
Give one example from the text. (1 mark)
Question 1
Using lines 49–63, identify one way the Manchester Pigeon Rehab group helps injured pigeons. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
providing X-rays
arranging vet treatment
offering respite care
rehabilitating pigeons
providing physiotherapy
fostering injured pigeons
setting broken wings
dressing wounds
administering pain relief
giving ongoing care
organising volunteers to help
transporting pigeons for treatment
Using lines 49–63, identify one way the Manchester Pigeon Rehab group helps injured pigeons. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
providing X-rays
arranging vet treatment
offering respite care
rehabilitating pigeons
providing physiotherapy
fostering injured pigeons
setting broken wings
dressing wounds
administering pain relief
giving ongoing care
organising volunteers to help
transporting pigeons for treatment
Question 2
In lines 18–26, the writer describes how people react when the pigeon falls.
State one reaction shown by those watching. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
staring down at the bird
forming a circle around the pigeon
appearing unsure what to do
expressing concern
suggesting the pigeon needs hospital
asking to call an ambulance
showing relief when the writer helps
reassuring the pigeon
encouraging the writer to help
In lines 18–26, the writer describes how people react when the pigeon falls.
State one reaction shown by those watching. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
staring down at the bird
forming a circle around the pigeon
appearing unsure what to do
expressing concern
suggesting the pigeon needs hospital
asking to call an ambulance
showing relief when the writer helps
reassuring the pigeon
encouraging the writer to help
Question 3 (Suggested alternative question)
In lines 18–26, how do the onlookers respond to the injured pigeon?
Give one example from the text. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
they gather around the pigeon
they watch silently
they are unsure how to respond
they show concern for the pigeon
they suggest medical help
they want to call an ambulance
they are relieved someone takes responsibility
they reassure the pigeon verbally
3. Explain how the writer presents the importance of community and collective support.
You should support your answer with close reference to the passage, including brief quotations
AO2 Mark Scheme – Text A
Reward responses that demonstrate how the writer presents the importance of community and collective support.
Responses may include:
the opening shows the writer feeling isolated and resentful, “resented having to be back in the city”, which makes the later sense of community feel more powerful by contrast
the gathering around the pigeon is described collectively, “a small chorus of little ones… flanked by their mums and dads”, with the noun “chorus” suggesting many voices acting together
the image “this circle of bemused faces” shows people physically surrounding the bird, symbolising shared concern and protection
the use of direct speech from different people, “Daddy, she needs hospital” and “the nice man will look after her”, shows responsibility being shared and passed between members of the community
the metaphor “I had become the ambulance” shows how an ordinary person takes on a public role, suggesting community support can begin with individual action
naming the pigeon “Belinda” personalises her and encourages emotional investment in the collective effort to help her
the phrase “a network of Mancunians” presents support as organised and connected, suggesting strength through cooperation
listing of services, “ambulances… X-rays, respite care, and even ‘pigeon physio’”, shows the range and seriousness of communal help
the statistic “Over 3,000-strong” emphasises the scale of the community, showing it is large and sustained rather than temporary
the medical metaphor “comment section ‘triage’” suggests quick, shared decision-making and collective responsibility
references to different roles, “rehabber”, “vet link”, “foster”, show how people contribute different skills, highlighting cooperation
the adjective “momentous” suggests the group’s effort is meaningful and significant
the phrase “runs entirely on goodwill” presents the community as selfless and motivated by care rather than reward
structurally, the text moves from one injured pigeon to a city-wide support system, reinforcing the power of collective action
the metaphor “underground pigeon ‘NHS’” compares the group to a national institution, suggesting reliability, trust and shared values
the blunt dialogue from the vet, “we’ll euthanise it”, contrasts sharply with the rehab group’s care, highlighting the moral strength of community compassion
the reflection on a childhood rescue links past and present, suggesting community care is enduring and repeated across time
the detail “a volunteer’s spare bedroom” shows personal sacrifice and long-term commitment
the short sentence “It? Not our Belinda.” uses punctuation for emphasis, showing moral certainty and collective defiance
the possessive pronoun “our Belinda” suggests shared ownership and responsibility
the final reflection, “another side to the city I thought I knew”, shows that community support changes the writer’s understanding of place and belonging
Text B
In lines 18–26, how do the onlookers respond to the injured pigeon?
Give one example from the text. (1 mark)
Mark scheme (AO1):
One mark for any one of the following:
they gather around the pigeon
they watch silently
they are unsure how to respond
they show concern for the pigeon
they suggest medical help
they want to call an ambulance
they are relieved someone takes responsibility
they reassure the pigeon verbally
3. Explain how the writer presents the importance of community and collective support.
You should support your answer with close reference to the passage, including brief quotations
AO2 Mark Scheme – Text A
Reward responses that demonstrate how the writer presents the importance of community and collective support.
Responses may include:
the opening shows the writer feeling isolated and resentful, “resented having to be back in the city”, which makes the later sense of community feel more powerful by contrast
the gathering around the pigeon is described collectively, “a small chorus of little ones… flanked by their mums and dads”, with the noun “chorus” suggesting many voices acting together
the image “this circle of bemused faces” shows people physically surrounding the bird, symbolising shared concern and protection
the use of direct speech from different people, “Daddy, she needs hospital” and “the nice man will look after her”, shows responsibility being shared and passed between members of the community
the metaphor “I had become the ambulance” shows how an ordinary person takes on a public role, suggesting community support can begin with individual action
naming the pigeon “Belinda” personalises her and encourages emotional investment in the collective effort to help her
the phrase “a network of Mancunians” presents support as organised and connected, suggesting strength through cooperation
listing of services, “ambulances… X-rays, respite care, and even ‘pigeon physio’”, shows the range and seriousness of communal help
the statistic “Over 3,000-strong” emphasises the scale of the community, showing it is large and sustained rather than temporary
the medical metaphor “comment section ‘triage’” suggests quick, shared decision-making and collective responsibility
references to different roles, “rehabber”, “vet link”, “foster”, show how people contribute different skills, highlighting cooperation
the adjective “momentous” suggests the group’s effort is meaningful and significant
the phrase “runs entirely on goodwill” presents the community as selfless and motivated by care rather than reward
structurally, the text moves from one injured pigeon to a city-wide support system, reinforcing the power of collective action
the metaphor “underground pigeon ‘NHS’” compares the group to a national institution, suggesting reliability, trust and shared values
the blunt dialogue from the vet, “we’ll euthanise it”, contrasts sharply with the rehab group’s care, highlighting the moral strength of community compassion
the reflection on a childhood rescue links past and present, suggesting community care is enduring and repeated across time
the detail “a volunteer’s spare bedroom” shows personal sacrifice and long-term commitment
the short sentence “It? Not our Belinda.” uses punctuation for emphasis, showing moral certainty and collective defiance
the possessive pronoun “our Belinda” suggests shared ownership and responsibility
the final reflection, “another side to the city I thought I knew”, shows that community support changes the writer’s understanding of place and belonging
Text B
Question 1
In lines 7–15, the writer describes how she feels before leaving her flat.
State one feeling the writer describes.
(1 mark)
Question 2
Using the section Build connections, identify two suggestions the writer makes about creating a sense of community.
(2 marks)
SET 2: Different focus, different section
Question 3
In lines 16–26, the writer explains how other people help her feel supported.
State one way she receives support.
(1 mark)
Question 4
Using the section Volunteer, identify two ways volunteering can help people feel connected to a community.
(2 marks)
Question 1
AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
Mark
One mark for any one of the following:
she feels anxious
her anxiety level is high
she feels uncomfortable
she is nervous about leaving her flat
she feels fearful
she feels worried
she feels reluctant to go out
(1)
Question 2
AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
Mark
One mark each for any two of the following:
look for communities that already exist
join location-based communities
join interest-based communities
join identity-based communities
introduce yourself / start conversations
ask questions to learn more about others
start your own community
create a Facebook group
create a social media page
build connections through conversation
(2)
Question 3
AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
Mark
One mark for any one of the following:
colleagues offer words of encouragement
colleagues support her after she opens up
her partner gives her physical reassurance
her partner comforts her
her partner gives her a loving shoulder rub
she knows she will be with fellow fans
spending time with others reassures her
(1)
Question 4
AO1 Read and understand a variety of texts, selecting and interpreting information, ideas and perspectives.
Mark
One mark each for any two of the following:
volunteers share a common interest
volunteering provides opportunities to connect
working with others helps build relationships
supporting young people helps build community
supporting older people helps build community
volunteering allows people to share skills
befriending others helps reduce isolation
helping at care homes creates connection
volunteering creates a sense of belonging
(2)
6. Explain how the writer presents her ideas about self-empowerment through community.
AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects.
Reward responses that demonstrate how the writer presents her ideas about self-empowerment through community.
Responses may include:
AO2 Understand and analyse how writers use linguistic and structural devices to achieve their effects.
Reward responses that demonstrate how the writer presents her ideas about self-empowerment through community.
Responses may include:
Figures of speech & imagery
the opening rhetorical question, “What does empowerment truly feel like?”, draws the reader into a reflective exploration of empowerment
the tricolon, “capable, strong, and unafraid”, gives rhythm and emphasis, clearly defining empowerment as an internal emotional state
the metaphor of journey and movement in “the avenues we travel down” suggests empowerment is a process rather than a fixed state
the phrase “sky-high” to describe anxiety uses hyperbolic imagery, emphasising the intensity of the writer’s fear
the metaphor “part of something larger” presents community as expansive and uplifting, reinforcing its empowering effect
the opening rhetorical question, “What does empowerment truly feel like?”, draws the reader into a reflective exploration of empowerment
the tricolon, “capable, strong, and unafraid”, gives rhythm and emphasis, clearly defining empowerment as an internal emotional state
the metaphor of journey and movement in “the avenues we travel down” suggests empowerment is a process rather than a fixed state
the phrase “sky-high” to describe anxiety uses hyperbolic imagery, emphasising the intensity of the writer’s fear
the metaphor “part of something larger” presents community as expansive and uplifting, reinforcing its empowering effect
Sentence structure & punctuation
the use of short, simple sentences, such as “Yet, I persisted” and “Now I’m here”, conveys resolve and achievement, mirroring moments of empowerment
parenthetical punctuation in “A trivial act for many, but…” reflects self-reflection and invites the reader to reconsider assumptions about confidence
the colon in “This is a small example of the power of community.” signals explanation and reinforces the central idea
varied sentence lengths move between reflection and instruction, maintaining engagement and mirroring the shift from experience to advice
the use of short, simple sentences, such as “Yet, I persisted” and “Now I’m here”, conveys resolve and achievement, mirroring moments of empowerment
parenthetical punctuation in “A trivial act for many, but…” reflects self-reflection and invites the reader to reconsider assumptions about confidence
the colon in “This is a small example of the power of community.” signals explanation and reinforces the central idea
varied sentence lengths move between reflection and instruction, maintaining engagement and mirroring the shift from experience to advice
Writer’s voice, tone & effect
the consistent use of first-person pronouns creates intimacy and credibility, encouraging readers to trust the writer’s message
the reflective tone in the anecdote contrasts with the confident, encouraging tone in the advice sections, showing personal growth
the inclusive pronoun “we” invites the reader into a shared experience of empowerment
the consistent use of first-person pronouns creates intimacy and credibility, encouraging readers to trust the writer’s message
the reflective tone in the anecdote contrasts with the confident, encouraging tone in the advice sections, showing personal growth
the inclusive pronoun “we” invites the reader into a shared experience of empowerment
Listing, repetition & rhetorical patterns
the listing of supportive actions, “colleagues’ words of encouragement… a loving rub… spending an evening with fellow fans”, accumulates evidence of how community enables empowerment
repetition of the word “empower” and its variations reinforces the central theme
the numbered subheadings provide a logical, step-by-step structure, suggesting empowerment is achievable and practical
the listing of supportive actions, “colleagues’ words of encouragement… a loving rub… spending an evening with fellow fans”, accumulates evidence of how community enables empowerment
repetition of the word “empower” and its variations reinforces the central theme
the numbered subheadings provide a logical, step-by-step structure, suggesting empowerment is achievable and practical
Imperatives & direct address
the use of imperative verbs, “Look around”, “Consider”, “Speak”, “Find”, directly encourages the reader to take action
direct address through “you” personalises advice, making empowerment feel accessible
the use of imperative verbs, “Look around”, “Consider”, “Speak”, “Find”, directly encourages the reader to take action
direct address through “you” personalises advice, making empowerment feel accessible
Structural development
the text is structured from personal vulnerability to collective strength, reinforcing the idea that empowerment grows through connection
the movement from anecdote to guidance mirrors the writer’s journey from anxiety to confidence
the concluding sentence, “having the support of our community can help us feel stronger, together”, unites individual empowerment with collective resilience
7. Refer to BOTH Text One and Text Two to answer the following question.
7 Compare how the writers of Text One and Text Two present their ideas and perspectives about the importance of community.
Support your answer with examples from both texts.
the text is structured from personal vulnerability to collective strength, reinforcing the idea that empowerment grows through connection
the movement from anecdote to guidance mirrors the writer’s journey from anxiety to confidence
the concluding sentence, “having the support of our community can help us feel stronger, together”, unites individual empowerment with collective resilience
7. Refer to BOTH Text One and Text Two to answer the following question.
7 Compare how the writers of Text One and Text Two present their ideas and perspectives about the importance of community.
Support your answer with examples from both texts.
Responses may include the following points:
Text One
• is a journalistic / informative non-fiction text, focusing on real-life rescue work and volunteering
• presents community as organised, practical, and action-based, with people working together to help injured pigeons
• emphasises collective responsibility, showing that care is delivered by a group rather than an individual
• focuses on physical actions and processes, such as rescuing, treating, rehabilitating, and releasing pigeons
• uses specific details about care and treatment to demonstrate the effectiveness of communal effort
• highlights cooperation and teamwork, suggesting that no single person could manage the work alone
• presents community as problem-solving and responsive, acting quickly when an animal is in need
• adopts a neutral, factual tone, reinforcing the reliability and seriousness of the community’s work
• presents community as something that protects the vulnerable, especially those unable to help themselves
• is a journalistic / informative non-fiction text, focusing on real-life rescue work and volunteering
• presents community as organised, practical, and action-based, with people working together to help injured pigeons
• emphasises collective responsibility, showing that care is delivered by a group rather than an individual
• focuses on physical actions and processes, such as rescuing, treating, rehabilitating, and releasing pigeons
• uses specific details about care and treatment to demonstrate the effectiveness of communal effort
• highlights cooperation and teamwork, suggesting that no single person could manage the work alone
• presents community as problem-solving and responsive, acting quickly when an animal is in need
• adopts a neutral, factual tone, reinforcing the reliability and seriousness of the community’s work
• presents community as something that protects the vulnerable, especially those unable to help themselves
General points candidates may make on the whole of Text One
• the text focuses on practical outcomes rather than emotions
• community is presented as functional and organised
• the writer’s purpose is to inform and raise awareness of community rescue work
• the text highlights the impact of collective action
• the text focuses on practical outcomes rather than emotions
• community is presented as functional and organised
• the writer’s purpose is to inform and raise awareness of community rescue work
• the text highlights the impact of collective action
Text Two
• is a personal, reflective advice article, combining anecdote with guidance
• presents community as emotional, supportive, and empowering, focusing on how people help one another
• uses first-person narrative to make the ideas relatable and personal
• shows community helping the writer overcome anxiety and fear, linking support directly to self-empowerment
• uses direct address and inclusive language to encourage the reader to reflect on their own community
• is structured using numbered sections and sub-headings, reinforcing that community can be deliberately built
• presents community as reciprocal, where both giving and receiving support are empowering
• adopts a warm, encouraging, and motivational tone, aiming to inspire action
• suggests community has long-term emotional and psychological benefits, not just immediate help
• is a personal, reflective advice article, combining anecdote with guidance
• presents community as emotional, supportive, and empowering, focusing on how people help one another
• uses first-person narrative to make the ideas relatable and personal
• shows community helping the writer overcome anxiety and fear, linking support directly to self-empowerment
• uses direct address and inclusive language to encourage the reader to reflect on their own community
• is structured using numbered sections and sub-headings, reinforcing that community can be deliberately built
• presents community as reciprocal, where both giving and receiving support are empowering
• adopts a warm, encouraging, and motivational tone, aiming to inspire action
• suggests community has long-term emotional and psychological benefits, not just immediate help
General points candidates may make on the whole of Text Two
• the text focuses on personal development and emotional growth
• community is presented as nurturing and inclusive
• the writer’s purpose is to persuade and inspire
• the tone is reflective and reassuring
• the text focuses on personal development and emotional growth
• community is presented as nurturing and inclusive
• the writer’s purpose is to persuade and inspire
• the tone is reflective and reassuring
Points of comparison
• Text One is informative and report-style, while Text Two is reflective and advisory
• Text One presents community through action and results, whereas Text Two presents community through feelings and personal experience
• Text One focuses on helping animals, while Text Two focuses on helping people
• Text One emphasises organisation, expertise, and teamwork, while Text Two emphasises connection, encouragement, and belonging
• Text One shows community responding to external problems, whereas Text Two shows community helping with internal struggles
“While Text One presents community as externally focused and action-driven, Text Two frames it as internally empowering and emotionally sustaining.”
• Text One uses factual detail and observation, while Text Two uses anecdote and reflection
• both texts present community as essential rather than optional
• both texts suggest that individuals or groups are more effective when supported by others
• both writers convey a positive perspective on community
• both texts show that community leads to care, resilience, and positive outcomes
Reward all valid point
• Text One is informative and report-style, while Text Two is reflective and advisory
• Text One presents community through action and results, whereas Text Two presents community through feelings and personal experience
• Text One focuses on helping animals, while Text Two focuses on helping people
• Text One emphasises organisation, expertise, and teamwork, while Text Two emphasises connection, encouragement, and belonging
• Text One shows community responding to external problems, whereas Text Two shows community helping with internal struggles
“While Text One presents community as externally focused and action-driven, Text Two frames it as internally empowering and emotionally sustaining.”
• Text One uses factual detail and observation, while Text Two uses anecdote and reflection
• both texts present community as essential rather than optional
• both texts suggest that individuals or groups are more effective when supported by others
• both writers convey a positive perspective on community
• both texts show that community leads to care, resilience, and positive outcomes
Reward all valid point
SECTION B
Reading and Writing
Answer the question in this section.
You should spend 1 hour on this section.
Use ideas from BOTH Text One and Text Two in the Source Booklet to answer this question.
Reading and Writing
Answer the question in this section.
You should spend 1 hour on this section.
Use ideas from BOTH Text One and Text Two in the Source Booklet to answer this question.
8 Write a letter encouraging your friend to be more involved in their community.
You should include:
reasons why community involvement matters
examples of how people can support one another
the personal benefits of feeling connected to others
Think carefully about the purpose of your letter and the audience for whom it is intended.
(30 marks)
You should include:
reasons why community involvement matters
examples of how people can support one another
the personal benefits of feeling connected to others
Think carefully about the purpose of your letter and the audience for whom it is intended.
(30 marks)
Mark Scheme – Question 8
SECTION B: Reading and Writing
A suitable register for a letter to a friend should be adopted.
Candidates should show clear awareness of audience and purpose and use ideas from both Text One and Text Two.
Candidates should address all areas of the task. The following are some points that candidates may make, but there are other possibilities. Some candidates may interpret the task more widely and use other examples than those mentioned in the passages.
A suitable register for a letter to a friend should be adopted.
Candidates should show clear awareness of audience and purpose and use ideas from both Text One and Text Two.
Candidates should address all areas of the task. The following are some points that candidates may make, but there are other possibilities. Some candidates may interpret the task more widely and use other examples than those mentioned in the passages.
Reasons why community involvement matters
people feel less isolated
individuals feel supported by others
communities can respond quickly to problems or needs
shared responsibility reduces pressure on individuals
people feel a sense of belonging
communities bring together people of different ages and backgrounds
collective action can help vulnerable people or animals
community strengthens emotional wellbeing
people feel less isolated
individuals feel supported by others
communities can respond quickly to problems or needs
shared responsibility reduces pressure on individuals
people feel a sense of belonging
communities bring together people of different ages and backgrounds
collective action can help vulnerable people or animals
community strengthens emotional wellbeing
Examples of how people can support one another
volunteering time or skills
offering practical help (transport, care, organisation)
sharing information through social media or local groups
offering emotional reassurance or encouragement
working together towards a shared goal
creating or joining local groups or networks
responding to emergencies or unexpected situations
supporting causes or individuals in need
volunteering time or skills
offering practical help (transport, care, organisation)
sharing information through social media or local groups
offering emotional reassurance or encouragement
working together towards a shared goal
creating or joining local groups or networks
responding to emergencies or unexpected situations
supporting causes or individuals in need
Personal benefits of feeling connected to others
increased confidence
reduced anxiety or loneliness
feeling empowered or capable
emotional reassurance
a sense of purpose
personal growth
improved wellbeing
pride in contributing to something meaningful
stronger connection to a place or community
increased confidence
reduced anxiety or loneliness
feeling empowered or capable
emotional reassurance
a sense of purpose
personal growth
improved wellbeing
pride in contributing to something meaningful
stronger connection to a place or community
Use of ideas from the texts
reference to collective effort or organised support (Text One)
reference to emotional encouragement and shared experience (Text Two)
contrast between individual action and group response
examples showing how community helps in difficult moments
understanding that community can be practical and emotional
reference to collective effort or organised support (Text One)
reference to emotional encouragement and shared experience (Text Two)
contrast between individual action and group response
examples showing how community helps in difficult moments
understanding that community can be practical and emotional
Communication and tone
friendly, encouraging tone suitable for a friend
clear structure (opening, development, conclusion)
persuasive language used to encourage involvement
personal examples or direct address to engage the reader
appropriate level of formality
Reward all valid points.
friendly, encouraging tone suitable for a friend
clear structure (opening, development, conclusion)
persuasive language used to encourage involvement
personal examples or direct address to engage the reader
appropriate level of formality
Reward all valid points.
SECTION C
Writing
Answer ONE question from this section.
You should spend 1 hour on your chosen question.
Do not re-tell events from Text One or Text Two in the Source Booklet.
Write approximately 400 words on ONE of the following:
Answer ONE question from this section.
You should spend 1 hour on your chosen question.
Do not re-tell events from Text One or Text Two in the Source Booklet.
Write approximately 400 words on ONE of the following:
EITHER
9 9 ‘Being part of a community can change how people see themselves and the world around them.’
To what extent do you agree with this statement?
(Total for Question 9 = 30 marks)
‘Life becomes more meaningful when we step outside our comfort zone.’
To what extent do you agree with this statement?
(Total for Question 9 = 30 marks)
9 9 ‘Being part of a community can change how people see themselves and the world around them.’
To what extent do you agree with this statement?
(Total for Question 9 = 30 marks)
‘Life becomes more meaningful when we step outside our comfort zone.’
To what extent do you agree with this statement?
(Total for Question 9 = 30 marks)
OR
10 Write a story (true or imaginary) entitled ‘The Unexpected Day’.
(Total for Question 10 = 30 marks)
10 Write a story (true or imaginary) entitled ‘The Unexpected Day’.
(Total for Question 10 = 30 marks)
OR
11 Describe a place that is usually busy but becomes quiet at a particular time.
(Total for Question 11 = 30 marks)
As no audience is specified, the examiner is assumed to be the audience.
Candidates are free to agree or disagree with the statement and may present a variety of arguments.
Content may include references to:
community providing a sense of belonging
feeling supported by others
gaining confidence through shared experiences
learning new perspectives from different people
personal identity being shaped by group values
community encouraging empathy and responsibility
the idea that people feel stronger or more capable when supported
the view that individuals can change independently of community
negative or limiting aspects of some communities
the importance of personal choice and independence
Examiners should be open to a wide range of interpretation.
(Total for Question 11 = 30 marks)
As no audience is specified, the examiner is assumed to be the audience.
Candidates are free to agree or disagree with the statement and may present a variety of arguments.
Content may include references to:
community providing a sense of belonging
feeling supported by others
gaining confidence through shared experiences
learning new perspectives from different people
personal identity being shaped by group values
community encouraging empathy and responsibility
the idea that people feel stronger or more capable when supported
the view that individuals can change independently of community
negative or limiting aspects of some communities
the importance of personal choice and independence
Examiners should be open to a wide range of interpretation.
Question 11
Describe a place that is usually busy but becomes quiet at a particular time.
(30 marks)
Candidates may choose any place, real or imagined.
Content may include descriptions of:
the place when it is busy
people, movement, and activity
sounds and noise levels
changes in atmosphere when the place becomes quiet
contrasts between busyness and stillness
time of day, lighting, or weather
emotions or mood created by the quiet
the writer’s personal response to the change
Candidates should be rewarded for their ability to create a clear sense of place, using effective vocabulary and descriptive detail.
Examiners should be open to a wide range of interpretation.
If you would like, I can also:
align this precisely to AO5/AO6 level descriptors
simplify it further for student-facing use
or adapt it to match a specific Edexcel paper style (GCSE vs O Level)
Text A:
“In this passage, the writer suggests that community support can emerge in unexpected situations and lead to meaningful change.”
Text B:
“In this passage, the writer presents community as a source of encouragement, resilience, and personal growth.”
✅ Clear
Good question — this is not a problem, it’s just a top-band polish point. I’ll show you exactly where repetition happens and how to vary it safely without changing meaning or risking marks.
Describe a place that is usually busy but becomes quiet at a particular time.
(30 marks)
Candidates may choose any place, real or imagined.
Content may include descriptions of:
the place when it is busy
people, movement, and activity
sounds and noise levels
changes in atmosphere when the place becomes quiet
contrasts between busyness and stillness
time of day, lighting, or weather
emotions or mood created by the quiet
the writer’s personal response to the change
Candidates should be rewarded for their ability to create a clear sense of place, using effective vocabulary and descriptive detail.
Examiners should be open to a wide range of interpretation.
If you would like, I can also:
align this precisely to AO5/AO6 level descriptors
simplify it further for student-facing use
or adapt it to match a specific Edexcel paper style (GCSE vs O Level)
Text A:
“In this passage, the writer suggests that community support can emerge in unexpected situations and lead to meaningful change.”
Text B:
“In this passage, the writer presents community as a source of encouragement, resilience, and personal growth.”
✅ Clear
Good question — this is not a problem, it’s just a top-band polish point. I’ll show you exactly where repetition happens and how to vary it safely without changing meaning or risking marks.
1. Where repetition occurs (precise locations)
A. Question 6 (AO2 – Text B: self-empowerment)
You repeatedly use “empower / empowerment” in these areas:
“self-empowerment through community”
“ideas about self-empowerment”
“presents community as empowering”
“reinforces the central theme of empowerment”
“encourages empowerment”
“moments of empowerment”
👉 This is acceptable, but in Grade 9–10 responses, examiners like lexical range.
You repeatedly use “empower / empowerment” in these areas:
“self-empowerment through community”
“ideas about self-empowerment”
“presents community as empowering”
“reinforces the central theme of empowerment”
“encourages empowerment”
“moments of empowerment”
👉 This is acceptable, but in Grade 9–10 responses, examiners like lexical range.
B. Question 7 (comparison)
You frequently repeat “community” in:
“importance of community”
“presents community as…”
“community is presented as…”
“community support”
“community helps…”
This happens especially in:
Text One bullet points
Points of comparison
Again — not wrong, just slightly repetitive.
You frequently repeat “community” in:
“importance of community”
“presents community as…”
“community is presented as…”
“community support”
“community helps…”
This happens especially in:
Text One bullet points
Points of comparison
Again — not wrong, just slightly repetitive.
C. Section C mark scheme guidance
In Question 9 guidance, “community” appears very often in short succession:
“Being part of a community…”
“community providing a sense of belonging”
“community encouraging empathy”
“negative aspects of some communities”
This is normal for a mark scheme, but it can be tightened.
In Question 9 guidance, “community” appears very often in short succession:
“Being part of a community…”
“community providing a sense of belonging”
“community encouraging empathy”
“negative aspects of some communities”
This is normal for a mark scheme, but it can be tightened.
2. Safe alternatives you can use (Edexcel-friendly)
These are examiner-safe substitutions — they will NOT change meaning.
These are examiner-safe substitutions — they will NOT change meaning.
For “empowerment”, rotate with:
confidence
self-belief
personal strength
sense of agency
emotional resilience
feeling capable
growing independence
✔ These still hit AO2
✔ No loss of precision
confidence
self-belief
personal strength
sense of agency
emotional resilience
feeling capable
growing independence
✔ These still hit AO2
✔ No loss of precision
For “community”, rotate with:
collective
support network
group
shared group
people around her
others
wider network
social connections
✔ Still clearly linked to the concept
✔ Avoids mechanical repetition
collective
support network
group
shared group
people around her
others
wider network
social connections
✔ Still clearly linked to the concept
✔ Avoids mechanical repetition
3. Exact examples: before → after (minimal changes)
🔹 Question 6 (AO2 – Text B)
Before:
the writer presents community as a source of empowerment
After (better):
the writer presents shared support as a source of confidence
Before:
repetition of the word “empower” reinforces the central theme
After:
repetition of the word “empower” reinforces the central idea of growing self-belief
Before:
community enables empowerment
After:
support from others enables personal strength
Before:
the writer presents community as a source of empowerment
After (better):
the writer presents shared support as a source of confidence
Before:
repetition of the word “empower” reinforces the central theme
After:
repetition of the word “empower” reinforces the central idea of growing self-belief
Before:
community enables empowerment
After:
support from others enables personal strength
🔹 Question 7 (comparison)
Before:
Text One presents community as organised and action-based
After:
Text One presents collective action as organised and practical
Before:
community helps the vulnerable
After:
the wider network protects the vulnerable
Before:
Text One presents community as organised and action-based
After:
Text One presents collective action as organised and practical
Before:
community helps the vulnerable
After:
the wider network protects the vulnerable
🔹 Section C mark scheme (optional polish)
Before:
community providing a sense of belonging
After:
shared groups providing a sense of belonging
Be empowered by community: 6 effective ideas
Before:
community providing a sense of belonging
After:
shared groups providing a sense of belonging
Be empowered by community: 6 effective ideas
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