Paper 2 SM - Examiner Report

Examiners’ Report
June 2023
GCE Economics A 9EC0 02
Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications come from Pearson, the UK's largest awarding body. We
provide a wide range of qualifications including academic, vocational, occupational and
specific programmes for employers. For further information visit our qualifications websites
at www.edexcel.com or www.btec.co.uk.
Alternatively, you can get in touch with us using the details on our contact us page at
www.edexcel.com/contactus.
Giving you insight to inform next steps
ResultsPlus is Pearson's free online service giving instant and detailed analysis of your
students' exam results.
See students' scores for every exam question.

Understand how your students' performance compares with class and national averages.
Identify potential topics, skills and types of question where students may need to develop
their learning further.
For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your

exams officer will be able to set up your ResultsPlus account in minutes via Edexcel Online.
Pearson: helping people progress, everywhere
Pearson aspires to be the world’s leading learning company. Our aim is to help everyone
progress in their lives through education. We believe in every kind of learning, for all kinds of
people, wherever they are in the world. We’ve been involved in education for over 150 years,
and by working across 70 countries, in 100 languages, we have built an international
reputation for our commitment to high standards and raising achievement through
innovation in education. Find out more about how we can help you and your students at:
www.pearson.com/uk.
June 2023
Publications Code 9EC0_02_2306_ER
All the material in this publication is copyright
© Pearson Education Ltd 2023
GCE Economics A 9EC0 02 2

Introduction
The focus of this exam is on macroeconomics, and themes 2 and 4 of the specification.
Candidates’ answers to the questions on this paper have been of an expected standard. All
questions were accessible to the candidates, although inevitably candidates were scoring
more highly on some questions than on others. There were a few very high-quality answers
from candidates demonstrating an excellent grasp of the key macroeconomic issues as well
as an ability to synthesise their knowledge with the real world of economics. On the other
hand, some answers demonstrated a more superficial understanding. Overall, there was a
wide range in the quality of answers from candidates.
In Section A, candidates demonstrated their understanding of a range of key economic

concepts, including AD/AS, unemployment, the multiplier, and other key macroeconomic
concepts. Where candidates often lost marks in this section was in not ensuring their
answers were completely correct, e.g. in question 2(a) not realising that the data was in
percentages, and in question 3(a) not reading the table headings properly to realise that the
data was in £ millions. Having said that, there were a lot of good answers to the questions in
this section from many candidates.
In Section B, the focus was on trade and development on the African continent, and students
generally found all of the questions here to be accessible. Some candidates over-complicated
question 6(a) and discussed the benefits of a regional trade agreement rather than simply
focusing on what one is. In question 6(e), some candidates did fail to read the question
properly and so didn't focus on market-orientated strategies. Reading the question carefully
and ensuring that is what you are writing about is always an incredibly important thing that
candidates must remember. In particular on question 6(d), but also as a general point when
discussing developing countries, candidates should avoid taking a generic view that because
a country is developing or because it is on the African continent that therefore there must be
corruption in that country's government. This outdated western/colonial viewpoint is
something that economics has moved on from as a subject. Candidates can of course write
about corruption being an issue in different countries, but this should be specific and based
on real evidence, not generalising about a whole continent.
In Section C, question 7 was slightly more popular with candidates, but only by a few percent.
Candidates offered a range of answers when discussing different policies for both questions,
and it was pleasing to see with question 8, nearly all the candidates had read this question
properly and didn't write about monetary policy. High quality answers here met the criteria
we are looking for on our levels mark schemes for the top levels, in particular relating
answers to the real world and not simply being theoretical and having strong, well-developed
chains of argument. Good answers also demonstrated quality evaluation focused on the
effectiveness of the policies in achieving their aim.
3 GCE Economics A 9EC0 02

Candidates need to remember to familiarise themselves with the structure of the exam and
how they will be assessed on their answers in advance of any exam. As has consistently been
the case for this exam series, for questions up to and including 8 marks, marks are awarded
on a points-based system, and for the rest of the questions, it is levels-based. For the points-
based marking students need to be concise and accurate in their answers. There were some
very long answers to 4-mark questions that achieved the full 4 marks about halfway through
the answer, but the candidates kept writing. This is using up important time that could be
better spent writing longer, more detailed chains of argument in the longer questions.
Candidates should also remember that in the 8-mark question there are 2 marks for
evaluation: many candidates are still not offering an evaluation of their points in this
question, and thus missing out on these marks.

Question 1 (a)
This question asked candidates to 'draw' an AD/AS diagram. As such that is all they need to
do. There is no need for words to explain the diagram. This question was generally well
answered by most candidates who drew a diagram shifting either AS or AD (or in some cases
both) to the left, showing a decrease.
This answer only gets 1/4 for correct labels on axes/lines. The
candidate has shown an increase in AS rather than a decrease.
Practice drawing AD/AS diagrams to illustrate a range of economic

scenarios, so you can correctly answer questions such as this.

This answer correctly shows a decrease in AD to the left and what
would happen to price level and real output in that situation, and as
such gains full marks.

Question 2 (b)
The majority of candidates could explain one likely reason, some explanations were clearer
than others which affected the overall mark. Several different reasons were provided by
candidates, and as long as they were logical, they were credited. The majority focused on an
increase in consumption leading to an increase in AD causing a rise in demand for labour. It
is important to remember that the question only asks for one reason, candidates will not get
more marks for discussing multiple reasons. The question is also asking for a reason why
unemployment fell, so candidates will not get any marks for simply defining unemployment.

This answer gains 2/4 marks. The candidate has correctly identified
that unemployment has decreased and suggests that this may be due
to the UK being 'no longer in a global pandemic', but they fail to
explain how/why that causes a fall in unemployment.
Ensure you don't just state points, you need to justify them as well.
Think about links in the chain. How do you get from 'no longer in a
global pandemic' to less unemployment? What are the steps along the
way?

This answer receives the full 4 marks. The candidate has stated a valid
reason applied to the data, and explained how that reason would lead
to a reduction in unemployment clearly.
Note that this answer is fairly concise. Less than half of the lines are
used. Do not feel you have to fill the space. It is simply there if you
need it. There were a lot of answers much longer than this that still
didn't get full marks.

Question 3 (a)
This question asks students to calculate and make use of the data provided in the table. The
majority of candidates understood what calculation was required of them, but a significant
number didn't appreciate that the data in the table was in £ millions. Properly reading
headings in tables/on graphs is absolutely vital, and in this case something that cost a lot of
candidates a mark.
This answer has correctly calculated the right answer and so gains full
marks.
Remember to always show your working out. If this candidate had

written out the right calculation but somehow got the wrong answer,
they would still have gained 1 mark.

This answer only gets 1/2 as it is not the correct answer. The candidate
has not noticed that the data in the table is in £ millions.

Question 3 (b)
This is a 2-mark question, and so examiners are just looking for a relevant cost identified and
a short explanation of why that is a cost of GDP falling. Several candidates decided to answer
the question 'explain one likely cause of real GDP falling'. As a reminder: make sure you read
the question carefully and answer the specific question set. A significant number of
candidates also set themselves a bit of a circular argument by saying that a cost of GDP
falling was a reduction in economic growth.
This answer scored 1/2 as it correctly identifies that one likely cost
could be a fall in standard of living, but it doesn't offer the linked
development of how/why this may result from a fall in real GDP, so
doesn't get the analysis mark.

This answer achieves full marks. It identifies the reason, falling living
standards, but also explains why this may come about from the fall in
real GDP.

Question 4 (b)
In this question, we are asking candidates to make use of the chart to explain how a fall in
marginal propensity to consume will affect real GDP. Because the question specifically asks
about the effect on real GDP, candidates needed to ensure that this was part of their answer.
Candidates also needed to explain how the multiplier related to this question. Good answers
referred to the multiplier formula and/or there being less injections/more withdrawals from
the circular flow of income.
This answer correctly states that real GDP will fall and discusses the
circular flow/multiplier, as such it achieves 2/4 marks.
When a question such as this says 'with reference to...' remember to

make sure you include an explicit reference to the chart. Make use of
both axes to do that: in this case, consumption as a percentage of GDP
on the vertical axis and the years on the horizontal axis.

This answer scores full marks. The candidate has the multiplier
formula, they have referred to the chart, they have explained how the
multiplier will reduce, and they have stated that real GDP 'is likely to
fall'.
Be concise and accurate and you can get full marks on a question such
as this.

Question 5 (a)
This calculate question asks candidates to calculate US national debt as a percentage of GDP.
Most candidates got the correct answer. The incorrect ones had often got the numbers
round the wrong way, dividing 23 by 28.4.
This is the correct answer and, as such, achieves full marks.

This answer has the correct formula but the candidate has made a
mistake in their calculation so they get 1/2.
This shows why always writing out your working out is important. If
this candidate had simply written their answer (12.35%) they would
have got 0/2.

Question 5 (b)
The key word in this question is 'relationship'. What is the relationship between these two key
macroeconomic indicators. Candidates needed to be clear that, for example, an increase in a
country's fiscal deficit will lead to an increase in the national debt. Many candidates simply
defined the two key terms and didn’t explore the link between them, hence they only got 1
mark.
This answer scores 1/2. The candidate has correctly defined the fiscal
deficit which they receive a mark for, but there is no explanation of the
relationship between the two key terms.
Remember examiners are always looking for you to ANSWER THE

QUESTION, not define the words in the question.

This answer achieves full marks. The candidate has explained what the
national debt is and the relationship between it and the fiscal deficit.
This is a very short answer, but it answers the question. There is no

need to write lots in short questions such as this.

Question 6 (a)
Whilst in some ways the key words in this question are 'regional trade agreement', many
candidates should have focused more on 'explain what is meant by'. In this 5-mark question,
examiners were looking for students to explain what a regional trade agreement actually is.
Some candidates did this very effectively referring to things such as trade liberalisation, free
trade, or reducing tariffs. Many candidates wasted their valuable time discussing how it could
help increase employment and reduce poverty. Candidates do need to remember to make
sure they answer the question set.
This answer achieves 4/5. The candidate has explained well what a
regional trade agreement is, but the only application here is the
reference to the African Continental Free Trade Area. Hence the
candidate can only receive one of the two available application marks.

This answer scores full marks. The candidate gains the two application
marks straight away by referring to the African Continental Free Trade
Area (AfCFTA) and the 41 out of 55 countries who have signed up for it.
They achieve the rest of the marks from referring to reductions in
tariffs and non-tariff barriers as well as generally 'decreasing trade
barriers'.
This question was 'with reference to Extract A', so make sure you do
that.

Question 6 (b)
Nearly all candidates could correctly identify causes of the high cost of transporting goods
between African countries such as poor quality roads or railways, lack of information, or
tariffs. The abundance of examples in the data meant that most candidates had more than
enough to achieve the application marks. Where candidates struggled at times was with the
analysis and evaluation marks. It is important to make sure you explain how/why poor
quality roads would increase the cost of transporting goods, even if it might seem obvious.
Some answers tended to give more application rather than developing the point to get the
analysis marks. In terms of evaluation, good answers made reference to things like the
railways built by Chinese firms which could solve the problem. Some answers tried to
evaluate by saying however maybe the high cost was due to a different factor. This is another
knowledge point, not evaluation.

This answer gains both knowledge marks, for lorries queuing for long
periods and for some drivers bribing their way to the front of the
queue. The candidate also has plenty of application here to get those 2
marks, for example, the waiting for 2 weeks and the cost of the bribe.
Analysis isn't as good. They do discuss how taking longer to transport
would increase fuel costs for drivers which is good analysis. However,
that is all the marks they receive. There is no more analysis and no
relevant evaluation. Overall therefore this answers scores 5/8.

This is a high quality answer that achieves full marks. The candidate
clearly identifies two different reasons: poor infrastructure and high
trade barriers. There is application and analysis to back up both of
these points as well as relevant evaluation at the end of each
paragraph.
Remember the way marks are awarded in an 8-mark question is

always the same: 2 for knowledge, 2 for application, 2 for analysis, and
2 for evaluation.

Question 6 (c)
In this question the key thing that candidates needed to focus on was the link between
improved transport links and economic growth. The majority of candidates could get across
the idea that it would lead to an improvement in aggregate supply and/or aggregate demand.
Where some candidates struggled to get higher marks was in making explicit exactly how this
came about and offering contextual examples to illustrate their point. This often made the
difference between levels 2 and 3 for KAA.

Overall this candidate has clearly understood that both AD and LRAS
may increase as a result of improved transport links, as you can see in
their diagram. However, their approach to answering the question as a
whole lacks structure. There are a number of different ideas here but
none of them are fully developed and so it doesn't quite hit the criteria
for KAA level 3. This is a good example of a top KAA level 2 answer. The
evaluation is low level 2: there are several evaluative ideas but they are
not quite fully developed to get the full 4 marks available.
There is no need to define concepts such as economic growth in this

question. Examiners are not assessing you on your ability to
remember definitions, but on your understanding of economics and
your ability to see links between economic concepts.
Candidates need to remember that depth is more important than

breadth in levels-marked questions such as this: make less different
points but develop them more fully, and explain and apply them.

This is a high quality answer that gains top level for both KAA and
Evaluation. The clear link between improved transport and economic
growth has been made – for example discussing how imports/exports
could be transported faster and also how it may improve geographical
mobility of labour.
This is a relatively short answer but yet it still achieves the top levels for
both KAA and Evaluation. Please remember that there is no need to fill
all of the space available in the exam paper. Writing more isn't
necessarily going to get you more marks unless it further develops and
deepens the argument you're making.

Question 6 (d)
The focus of this question is on the benefits of debt relief for Angola. The question
specifically asks for 'two likely benefits', so if candidates did not include two distinct points in
their answer then they could not achieve the top level for KAA. Generally there were a lot of
good answers to this question with candidates able to explain benefits, often focused on how
the Angolan government could now spend more money on improving public services as they
don't have to spend money paying off their debt. In terms of evaluation, good candidates
often spotted the point in the extract that the debt relief is only for 3 years. Many candidates
also evaluated by suggesting that the Angolan government may be corrupt, suggesting that
perhaps the money may not be spent wisely. Whilst this is potentially correct, candidates
need to be careful not to generalise about countries and just assume that there will be
corruption, without offering any explanation or evidence of why there may be corruption in a
specific country.

In terms of KAA this answer achieves level 2. There are two points but
they both lack clear explanation of the point. They both really only hint
at the benefit of debt relief. For example, the first point does talk about
'investing into healthcare and education', but doesn't go further to
explain exactly what that might entail. In terms of evaluation, this is
very limited and vague, right at the end of the answer, and so only
achieves level 1.
Remember there are two levels for evaluation on a question like this.
You need to offer some development of your evaluation point to get
into level 2.

This is a high quality answer that scores full marks. There are two clear
benefits for Angola, firstly about Angola's 'improved finances' attracting
foreign direct investment, and secondly about
infrastructure/education. Both points are well-explained and with very
good chains of argument explaining how these are clearly benefits for
Angola. There is more than enough developed evaluation in this
answer as well, easily getting level 2.

Question 6 (e)
There are two important points that candidates needed to focus on when answering this
question. Firstly, that it is about market-orientated strategies. Secondly, that they needed to
explain how these policies would help to 'improve development'. Unfortunately, a significant
number of candidates failed to appreciate these important points and so because they
hadn't answered the question they couldn't get a very high mark. If an answer didn't focus on
development then it couldn't get the top level 3 for KAA. Having said that, there were many
good answers, often focusing on policies discussed in the extract, in particular privatisation,
but equally there are a very wide variety of possible market-based policies that could be
discussed in this question.

This answer correctly identifies and does a fairly good job of explaining
two different market-orientated policies. Firstly deregulation and
secondly cutting corporation tax. The deregulation point is slightly
more well-developed than the second point. However, neither point
really has any context to make it specific to Angola (or really to any
developing country). As such, overall this answer is a very good level 2
KAA answer, but it doesn't meet all the criteria to justify a level 3 mark.
In terms of evaluation, both points have been evaluated, again the first
point was better than the second. The second point is really very brief
and only a level 1 evaluation point, however the first point is better and
worthy of level 2, giving low level 2 overall for evaluation.
Make sure you relate your answers to the real world. Examiners are
looking to see that you can apply economic theory to real-life
situations.

This is an excellent answer to this question, achieving top level for both
KAA and Evaluation. Both points clearly demonstrate that the
candidate has very good knowledge of the policies they are discussing
and they have also explained, with clear step-by-step chains of
argument, how both of their policies could help to improve
development in Angola. Privatisation was often a policy that
candidates wrote about, but then struggled to link it to development,
only focusing on efficiency, so this is a good example of how to
effectively link privatisation to improved development. Both points are
also well-evaluated. It was good to see the candidate also making
effective use of the data and of Angola's dependence on oil to clearly
illustrate their evaluation points.
Make sure you fully answer a question. For example, in this question
that means not just writing about market-based policies, but about
how they can lead to an improvement in development.

Question 7
This question is about how macroeconomic policies can be used to improve the UK's
competitiveness. Candidates were welcome to write about any policies they wanted, but
obviously they needed to make sure they could explain how that policy would help to
improve competitiveness. Weaker answers could often identify different policies that were
potentially relevant, but not clearly explain, with thorough chains of argument, how that
policy would help to improve competitiveness. Answers also often lacked application to the
real world, which limited the mark they could get. Examiners do not expect candidates to
have memorised loads of statistics about the UK economy (or any other country), but
candidates are expected to be able to relate the theory behind policies they have learnt to
real-world situations and to be aware of key economic issues that have occurred recently and
be able to use that knowledge in their answers. Some answers also either didn't fully grasp
the concept of competitiveness, or after some time writing their essay, had forgotten that
this was the key focus of the question. For example answers that talked about how the UK
could engage in protectionism by imposing tariffs on imports weren't relevant to this
question, as that isn't going to affect the UK's competitiveness. If anything this would be likely
to make it worse if other countries decided to retaliate and impose tariffs on UK exports.
Effective evaluation focused on evaluating the policies themselves and how/why they
wouldn't help to improve the UK's competitiveness, for example discussing other factors that
would affect investment decisions by firms apart from subsidies or tax breaks offered by the
government.

This answer discusses a number of different policies, far too many
really. On the first page we have fiscal policy, then later on it moves to
monetary policy, and lastly supply-side policies. Probably because the
candidate has tried to write about so many different policies, there is
very limited development of the points. The best-developed point is
the second one about monetary policy, which manages to get into KAA
level 3, but the others are very limited in chains of argument and only
fit the criteria for KAA level 2. It is important to remember in a question
such as this that there are loads of potential policies to write about,
but candidates need to be selective and not try to write about
everything. Depth of answers is what examiners are looking to see, not
breadth.
In terms of evaluation, this is clear throughout the answer, although it

is rather brief at the end when supply-side policies are being
evaluated. The evaluation here fits clearly into the level 2 criteria (at
least for the first two evaluation points). There is some development of
the points: they are not simply stated, and so the candidate has gone
beyond level 1. However, they could have been further developed with
a longer chain of argument, and so they do not meet the level 3
criteria.
Overall this answer scores KAA low level 3, Evaluation level 2.
There is no need to define the key words in the question. Save yourself
time and get straight into answering the question.

This is a top-level answer to this question, both for KAA and Evaluation.
The KAA points are very clearly broken down and explained in a
detailed step-by-step way along with diagrams to illustrate the points
being made. For example, in the first point, the candidate hasn't just
said that if the pound reduced in value it would make exports more
competitive, they have explained how this could come about by
starting from the beginning with cutting interest rates, and working
thoroughly through to finishing with how this would increase the UK's
exports.
The evaluation is also very thorough and clearly in the context of the
UK economy, for example talking about how 'inflation is already very
high' in the first evaluation point and about the very large national
debt in the second point. Also, just like with the KAA points, there is
clear step-by-step explanation breaking down and explaining the
argument they are making.

Question 8
In this question the focus is on macroeconomic policies to reduce UK inflation. The question
did specify that candidates could not write about monetary policy, and it was pleasing to see
that nearly every student understood and followed that point. Most candidates opted to
focus on contractionary fiscal policies, although sometimes they wrote about both cutting
government spending and raising taxes as one general point which often led to a lack of the
detailed explanation required to reach the higher KAA levels. Candidates need to remember
to stick to only ONE policy at a time to give themselves the time and space to really fully
develop an argument about that particular policy. The other main focus was on different
supply-side policies that could help to shift out aggregate supply. Again, good answers drilled
down to focus on specific supply-side policies, offering clear examples of how they could
work in reality in the UK. In terms of evaluation, as with question 7, the better evaluation
points focused on critiquing the policies candidates had written about and explaining why
they might not be effective. With supply-side policies, time lag is a common evaluation point,
but candidates need to remember that they can't simply state that something like education
improvements will have a time lag, they need to explain how and why there would be a time
lag, and then link that to the question as who/why it therefore won't help to reduce inflation
in the short term, which is particularly important at the moment. Better answers also often
appreciated the context the UK economy is in at the moment, with lots of cost-push
pressures causing inflation to be so high, and that affecting what policies are likely to be
most effective in combatting inflation.

This answer discusses contractionary fiscal policy to begin with. It has a
diagram clearly illustrating how this would help to bring down inflation
and some good context specific to the UK. However, the analysis isn't
quite fully developed. The later explanation of supply-side policies is
nowhere near as good, failing to really focus on one specific policy and
therefore providing a very generic KAA level 2 point. Both evaluation
points are reasonably well-developed, but are still lacking the
completeness of the argument needed to achieve top level for
evaluation. There is a good judgement at the end of this answer which
is pleasing to read, but overall it isn't quite enough to get the whole
essay into top level for evaluation.
Therefore, overall this answer achieves KAA level 3 and Evaluation top
of level 2.
When writing about supply-side policies, don't discuss them as an

overarching concept, focus on an actual, specific policy that the
government could use. For example in the UK at the moment there is
lots of discussion about the introduction of T-Levels to hopefully
improve the quality of vocational education.

This is a top-level answer that includes more points than was really
needed. The first point isn't quite as well-developed as the rest of the
essay, not quite making it into the top level for KAA, but everything else
in the essay is clearly top-level writing. There are clear and
well-developed chains of argument and it is particularly pleasing to
read an answer which is clearly grounded in the real world of the UK
economy. There is plenty of context throughout the answer, for
example discussing how the UK is nearly at full employment and the
impact of the UK leaving the European Union.
Whilst this candidate has used nearly all the space provided, please
don't feel that you need to do that. This writing is fairly large and also
this candidate has written more points than they needed to. They
could have stopped earlier and still achieved the same final mark.
Examiners are definitely NOT looking for lots of different points in
order to award the higher levels: it is all about the quality of the
answer.

Paper Summary
Based on their performance in this paper, candidates are offered the following advice:
Ensure you manage your time effectively. Spend 30 minutes on Section A, 1 hour on
Section B, and 30 minutes on Section C. If candidates spend too long on Section A, they are
in danger of running out of time for the 15 and 25-mark questions at the end of the exam
paper.
Candidates can answer the paper in whichever order they see fit. Candidates may find it
helpful in terms of time management to start with Section B or C instead of Section A.
A multiple-choice question is worth one mark whereas questions 7 and 8 are worth 25
marks. Bear this in mind in terms of how long you are spending on individual questions,
especially in Section A.
Maximise your efficiency by ensuring you only answer the precise question set. For
example, in Section B, question 6(a) is asking specifically what a 'regional trade agreement'
is, and not what the benefits/downsides of joining one might be.
As part of your revision, spend time interpreting graphs. Look at the axes and think about
what data the graph is showing you. If data is in percentages, this means changes between
the data points would be in percentage points, something a number of candidates didn't
understand on question 2(a)
There are no marks for evaluation in Section A. Improve efficiency in time management by
not including an evaluation in your answers.
Ensure you know key formulas, such as how to calculate one number as a percentage of
another number.
When drawing diagrams remember to ensure that they are clear and have correct labels
on both axes and lines.
Ensure you carefully study and understand the figures and extracts provided in Section B.
These form the context for the questions, and answers should be related to this context
and not be entirely theoretical.
Remember to keep your answers within the space provided. If you run out of space, you
should ask for additional paper and clearly indicate about which question you are writing.
There is no need to repeat the question back to the examiner. Save time and get straight
on with answering the question. In 2-mark questions, for example, you can just state the
answer to the question and, as long as it's correct, you will get the two marks.
There is no need to define every word in the question. For example, in question 2(b) there
is no need to define unemployment; in question 7 you do not need to define
'competitiveness', and in question 8 you do not need to define 'inflation'. You need to
ensure every minute of your time spent in an exam is earning you marks.
Remember that in Section B the 5 and 8-mark questions use a points-based mark scheme
whereas the other questions use the levels-based mark scheme. For example, in question
6(b), the 8-mark question, there are 2 marks each for knowledge, application, analysis, and
evaluation.

Ensure you answer the precise question you have been set. For example, in question 6(e)
you will not get any marks for discussing interventionist policies.
To get top marks on levels-based questions you need to ensure you fulfil all the criteria for
the top level (e.g. KAA Level 4 on essays). If you do not have good knowledge, analysis, and
application then you cannot access the top marks.

Grade boundaries
Grade boundaries for this, and all other papers, can be found on the website on this link:
https://qualifications.pearson.com/en/support/support-topics/results-certification/grade-
boundaries.html

Pearson Education Limited. Registered company number 872828
with its registered office at 80 Strand, London WC2R 0RL.

Paper 2 SM - Examiner Report

Uploaded by

Copyright:

Available Formats

Paper 2 SM - Examiner Report

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Paper 2 SM - Examiner Report

Uploaded by

Copyright:

Available Formats

Examiners’ Report

Giving you insight to inform next steps

See students' scores for every exam question.

For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. Your

Pearson: helping people progress, everywhere

Publications Code 9EC0_02_2306_ER

All the material in this publication is copyright

© Pearson Education Ltd 2023

GCE Economics A 9EC0 02 2

In Section A, candidates demonstrated their understanding of a range of key economic

3 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 4

Practice drawing AD/AS diagrams to illustrate a range of economic

5 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 6

7 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 8

9 GCE Economics A 9EC0 02

Remember to always show your working out. If this candidate had

GCE Economics A 9EC0 02 10

11 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 12

13 GCE Economics A 9EC0 02

When a question such as this says 'with reference to...' remember to

GCE Economics A 9EC0 02 14

15 GCE Economics A 9EC0 02

This is the correct answer and, as such, achieves full marks.

GCE Economics A 9EC0 02 16

17 GCE Economics A 9EC0 02

Remember examiners are always looking for you to ANSWER THE

GCE Economics A 9EC0 02 18

This is a very short answer, but it answers the question. There is no

19 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 20

GCE Economics A 9EC0 02 22

23 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 24

Remember the way marks are awarded in an 8-mark question is

GCE Economics A 9EC0 02 26

27 GCE Economics A 9EC0 02

There is no need to define concepts such as economic growth in this

Candidates need to remember that depth is more important than

GCE Economics A 9EC0 02 30

GCE Economics A 9EC0 02 32

33 GCE Economics A 9EC0 02

35 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 38

39 GCE Economics A 9EC0 02

41 GCE Economics A 9EC0 02

45 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 46

In terms of evaluation, this is clear throughout the answer, although it

Overall this answer scores KAA low level 3, Evaluation level 2.

GCE Economics A 9EC0 02 52

GCE Economics A 9EC0 02 56

57 GCE Economics A 9EC0 02

When writing about supply-side policies, don't discuss them as an

63 GCE Economics A 9EC0 02

69 GCE Economics A 9EC0 02

GCE Economics A 9EC0 02 70