Omit the red labels, this is to show the order. Once the correct order is achieved, the labels should appear and the achievement sound

Level 1 – Simple, limited summary (1/2)

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

Level 3 – Clear, relevant summary (5/6)

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. 

Level 4 – Perceptive summary (7/8)

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.