P2 Q2 Feedback

• Offers summary without inference

• Simple/vague use of details from one/both texts

• Simple/vague differences between texts

The activities the boy in Source A likes are being noisy and loud. The boy in Source B is also quite noisy but he has more toys like ‘drums’ to make more noise.

• Offers summary and attempts some inferences from one/both texts

• Selects details from one/both texts that back up points made

• Attempts to show some differences between the texts

The boy in Source B has lots of toys to play with like ‘drums and tin trumpets’ and ‘little whips’ which can be really noisy. On the other hand, the boy in Source A plays with hardly any toys, mainly because he is younger than the other boy and doesn’t need real toys yet. He likes making noises, but he makes the noise himself using his own voice because it says he ‘barks gibberish in the middle of the room’ instead of playing a musical instrument like the older boy in Source B who is more grown up. 

• Clear use of inferences from both texts

• Selects a range of details from both texts that back up points made

• Clearly shows differences between the texts

In Source A the boy is only a year old but still makes his presence felt around the house by making lots of noise, especially when he’s tired. He ‘barks gibberish’ in front of people, which suggests he is immature and likes the attention he gets from showing off. However, the boy in Source B is older and more independent and has real toys to play with, like ‘drums and tin trumpets’, which give him the opportunity to be more musical and more mature, rather than just shouting ‘gibberish’ in the middle of the room like the boy in Source A. 

• Offers perceptive inferences from both texts

• Uses a range of well selected details to back up points made

• Shows a range of perceptive differences between the texts

The activities of the boy in Source A are limited compared to the Victorian boy who has a wider choice of exciting and adventurous games to play. The toddler in Source A enjoys making a noise, exploring the sound effect of his own voice as he ‘barks gibberish in the middle of the room.’ His noisy outburst takes all his energy as ‘he throws his entire body into it’ showing how, at this self-centred stage of development, he just wants to express himself and attract attention. In contrast, the Victorian boy makes his own noise with ‘a hearty shout’ but has also been given purpose-built musical toys such as ‘drums and tin trumpets’. He is at a different stage of maturity and needs more stimulation to develop his creativity, although perhaps both the boy’s trumpet tooting and the toddler’s ‘gibberish’ are just as irritating for any parent listening.