Your school principal is considering banning mobile phones in school and has asked students for their views. You have read the views of two students. Text A Hamza, student I love my mobile phone and couldn't give it up. It helps me to feel safe when I'm walking to school because I know I can call my parents if I need them. They are happier to let me go out on my own because they can contact me at any time. When I'm in school, it is easy to use my phone to do research, so I don't have to waste time going to the library or carrying around lots of heavy books. I can also set reminders on my phone for when homework is due, and I have a picture of my timetable as my screensaver, so I am always on time for class. Photography is one of my hobbies and I like to use my phone to take photos and videos while I'm out and about. I can edit these quickly and share them with my friends. I really enjoy being able to look back on these memories. I also think that the fact that my phone is expensive has made me more responsible. I know that my parents won't pay for a new one, so I am always careful not to lose it. I definitely couldn't live without my phone! Text B Rachna, student Although I have a mobile phone, I choose not to take it to school. I don't want to be distracted in class – checking my messages and social media accounts, instead of focusing on the lesson. This distraction isn't just a problem in class; students trip on steps and walk into doors while looking at their phones rather than watching where they are going. Although mobile phones can be useful for schoolwork, they limit creativity when students look for ideas on the internet rather than thinking of their own. It is also difficult for teachers to know when a student has used their phone to help them do the work and this makes it hard for them to know what help students need. Mobile phones are expensive and when students lose them, this causes a lot of stress. Having such expensive items in school encourages envy, which can lead to friendship issues. My biggest concern is that it is easy to become addicted to your mobile phone, which has a negative impact on learning and on relationships with peers. Without mobile phones, students are free to fulfil their academic potential and to build long-lasting friendships – the two most important aspects of school life.

Mark scheme

Marking points from the official mark scheme (Oct/Nov 2024). The mark or mark type is shown in brackets.

1. [9-10] Selects a wide range of relevant facts, ideas and opinions from the text(s). (R5); Analyses, evaluates and develops the chosen content in a way that clearly fulfils all elements of the task. (R3)
2. [7-8] Selects a range of relevant facts, ideas and opinions from the text(s). (R5); Some analysis, evaluation and development and a clear focus on the task. (R3)
3. [5-6] Identifies sufficient relevant facts, ideas and opinions from the text(s). (R5); Some development of ideas in a reasonably focused response. (R3)
4. [3-4] Identifies some relevant points from the text(s). (R5); Occasional development of ideas in a response that is sometimes focused. (R3)
5. [1-2] Attempts to identify a few relevant points from the text(s). (R5); Evidence of some focus on the task. (R3)
6. [0] No creditable content. (Reading)
7. [13-15] Content is complex, well developed and effective. (W1); Well-organised structure that assimilates ideas from the text(s). (W2); Uses a wide range of well-constructed sentences accurately, including complex sentences. (W3); Precise and effective use of a wide range of vocabulary. (W3); Consistently appropriate tone and register for audience and purpose. (W4); Highly accurate use of complex spelling, punctuation and grammar. (W5)
8. [10-12] Content is developed and effective. (W1); Secure organisation that combines ideas from the text(s). (W2); Uses a range of sentence structures accurately, including some complex ones. (W3); Effective use of a range of vocabulary. (W3); Mostly appropriate tone and register for audience and purpose. (W4); Accurate use of spelling, punctuation and grammar, including some complex language. (W5)
9. [7-9] Content is relevant with some development. (W1); Some attempt to organise and structure ideas from the text(s). (W2); Uses most sentence structures accurately, sometimes attempting complex ones with success. (W3); Uses a straightforward range of appropriate vocabulary. (W3); Some awareness of an appropriate tone and register for audience and purpose. (W4); Uses a straightforward range of spelling, punctuation and grammar. (W5)
10. [4-6] Content is straightforward with occasional development. (W1); Occasional attempt to organise and structure ideas from the text(s). (W2); Uses simple sentence structures accurately which may be repetitive. (W3); Uses a range of simple vocabulary which may be repetitive. (W3); A little awareness of appropriate tone or register. (W4); Generally accurate use of more simple spelling, punctuation and grammar. (W5)
11. [1-3] Content is simple with a little development of ideas. (W1); Organisation and structure rely largely on sequence in original text(s). (W2); Attempts to use simple sentence structures. (W3); Uses simple vocabulary accurately. (W3); Some accuracy in simple spelling, punctuation and grammar. (W5)
12. [0] No creditable content. (Writing)