Read Source B. Explain the benefits of cycling to school, according to the article.

This question tests retrieval and the writer's methods together (R1 and R3), for 6 marks. The command word is 'Explain', so each benefit must be stated and accounted for.

1 to 2 marks: isolated detail

Cycling improves fitness; ninety pupils cycled after two terms.

3 to 4 marks: detail with comment

The benefits reach past health, and the article is careful to concede the obvious one first, noting that the fitness gains are real before moving on. Teachers reported that pupils arriving by bicycle settled to work faster in the first lesson, and winter attendance improved slightly. Both are second-order effects, which is why they are worth reporting.

5 to 6 marks: developed explanation

The top band belongs to answers that follow the article's actual argument, which is about the road rather than the child. Parents give the same two reasons everywhere, that roads are too busy and drivers too fast, and the school that reversed the decline acted on exactly that: it closed its own gate to cars and opened a route through a park. Cycling then rose from six pupils to ninety. Nothing was done to persuade anybody.

The final benefit is the least expected and should be used, because it is the one that shows real reading. A child who cycles learns the geography of where they live, which street floods, where the hill is, how long things take, while a child driven the same route for seven years knows almost none of it. That is a claim about knowledge rather than health, and quoting it demonstrates that you followed the article to its end rather than stopping at the statistics.

Where marks are lost

Listing benefits without attaching the article's reasoning. 'It is good exercise and good for the environment' could be written without reading the source at all, and a source-based question is testing whether you did.