Data and extracts for question 1

Mark scheme
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Notes from the mark scheme and report
- a sustained rise in the general (average) price level, or fall in the purchasing power of money
80 marks · 21 question parts · Paper, mark scheme and report on Pearson's site · The October 2020 papers are the papers printed for the cancelled summer 2020 exams
D
Quantitative skills: QS 10 (distinguish between changes in the level of a variable, and the rate of change); QS 2 (calculate, use and understand percentages, percentage changes and percentage point changes)
This question requires candidates to illustrate the shape of the Classical long-run AS curve. A few candidates were not able to distinguish between the classical and the Keynesian AS curves.
Quantitative skills: QS 4 (construct and interpret a range of standard graphical forms)
This question required candidates to explain the reason for the shape of the Classical long-run AS curve. Many candidates were able to identify a reason but often did not explain the point they had identified.
A
C
In this question the marks are split as 1 for knowledge, 1 for application, and 1 for analysis. The knowledge comes from identifying one reason, the application for explaining the data, and analysis for development building on the knowledge. Most candidates were able to access application marks, correctly identifying a current account deficit.
Quantitative skills: QS 9 (interpret, apply and analyse information in written, graphical tabular and numerical forms)
Quantitative skills: QS 9 (interpret, apply and analyse information in written, graphical tabular and numerical forms)
This question requires a clear definition of interest rate. Many were not able to provide an accurate definition and hence did not get the mark for this question.
This question requires candidates to draw the likely impact of a rise in the base interest rate in context of an AD/AS diagram. Marks were awarded as 1 mark for the leftward shift in AD/SRAS and 1 mark for a new equilibrium. Most candidates achieved the 2 marks on this question.
Quantitative skills: QS 4 (construct and interpret a range of standard graphical forms)
B
This question requires a definition of GNI. Many candidates were not able to provide an accurate definition, as they confused GNI with GDP, and hence did not get the mark for this question.
C
Quantitative skills: QS 1 (calculate, use and understand ratios and fractions); QS 9 (interpret, apply and analyse information in written, graphical tabular and numerical forms)
This question asked candidates to calculate index numbers for 2016. Many candidates were able to answer this question relatively easily. However, some candidates lost marks because they selected the wrong two pieces of data.
Quantitative skills: QS 5 (calculate and interpret index numbers)
The marks for this question are split in half between knowledge and application. Candidates were able to accurate define the term ‘balanced government budget’ and get the two knowledge marks. They were also able to identify the years where this was the case and referred to the corresponding data from Figure 1.
Quantitative skills: QS 9 (interpret, apply and analyse information in written, graphical tabular and numerical forms)
This question asks candidates to explain the likely effect of a fall in the exchange rate of the British pound on aggregate demand. It is important that candidates focus specifically on the effect and answer the question in terms of aggregate demand. Too much time was wasted on explaining the impact on inflation, which was not the question’s requirement. The effect needed to be identified and analysed. There are marks for application, which not many candidates attained through the use of data.
This question asked candidates to explain two likely influences on the level of UK real household consumption. Therefore, it is important for candidates to make the most of their time in the exam and not explain just one factor. Several possibilities could be explained here. Popular application included the use of Figure 2 to explain answers. Candidates should remember that in these shorter questions examiners are looking for specific pieces of application.
Quantitative skills: QS 9 (interpret, apply and analyse information in written, graphical tabular and numerical forms)
This question required candidates to assess the likely impact of an increase in consumption on the UK economy using an AD/AS diagram. In these longer questions the focus for a candidate needs to be on the quality of their answer, bearing in mind the levels mark scheme. They should ensure they are clearly giving step-by-step explanations of the impact. This would cover the exam skills of knowledge, application, and analysis. There are 4 marks available here for evaluation, which almost all candidates covered.
Quantitative skills: QS 4 (construct and interpret a range of standard graphical forms)
This question required the candidates to discuss the factors that might explain why ‘the UK’s forecast long-term trend rate of growth was reduced’. Candidates needed to ensure they answered the question being asked, as there were a few answers which listed the factors and did not develop their arguments. They were not able to receive higher analysis marks. Evaluation was very weak and most points did not answer the question. Many did not make any use of data in this question and often found it hard to access application.
This question required candidates to evaluate use supply side policies to increase the UK’s rate of economic growth. Many candidates were able to effectively answer this question and provided arguments on improvements in education and infrastructure. They linked this to growth using an AD/AS diagram in context of their explanations. One of the key issues was that many candidates discussed generic points as evaluation, and this was not awarded higher levels. Those who were able to effectively answer this question explained their arguments in context of recent UK trends.
This question required candidates to evaluate the macroeconomic effects of the UK government pursuing a policy of reducing its budget deficit. Although candidates were able to identify effects, they were not able to develop their points further in depth. The most common theme was the impact on economic growth and unemployment supported by an AD/AS diagram. There were some evaluative comments but they lacked chains of reasoning to access higher levels.
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