A2 Macroeconomics - Revision on the Balance of Paymentstutor2u
The balance of payments (BOP) records all financial transactions made between consumers, businesses and the government in one country with other nations.
The current account measures the difference between money and credit going in and out of an economy (through exports, imports and income paid on assets both home and abroad)
A2 Macroeconomics - Revision on the Balance of Paymentstutor2u
The balance of payments (BOP) records all financial transactions made between consumers, businesses and the government in one country with other nations.
The current account measures the difference between money and credit going in and out of an economy (through exports, imports and income paid on assets both home and abroad)
EdExcel Paper 3 Synoptic Essay (25 Marker) on Carbon Taxestutor2u
Here is a revision webinar on building an answer for the synoptic paper. A carbon tax is an environmental tax on producers based on each tonne of CO2 emitted from supplying goods and services. Some economists, including Joseph Stiglitz and Nicholas Stern, say taxes of $100 per tonne could be needed by 2030 which would mean a carbon price of around £75 – this is over ten times higher than the current carbon emissions price in the ETS and would therefore represent a significant government intervention which would have micro and macroeconomic effects.
AS Macro Question - Falling UnemploymentEton College
This is a revision resource for students taking the EdExcel unit 2 economics paper - suggesting a way of approaching the 30 mark question and scoring high marks for evaluation.
EdExcel Paper 3 Synoptic Essay (25 Marker) on Carbon Taxestutor2u
Here is a revision webinar on building an answer for the synoptic paper. A carbon tax is an environmental tax on producers based on each tonne of CO2 emitted from supplying goods and services. Some economists, including Joseph Stiglitz and Nicholas Stern, say taxes of $100 per tonne could be needed by 2030 which would mean a carbon price of around £75 – this is over ten times higher than the current carbon emissions price in the ETS and would therefore represent a significant government intervention which would have micro and macroeconomic effects.
AS Macro Question - Falling UnemploymentEton College
This is a revision resource for students taking the EdExcel unit 2 economics paper - suggesting a way of approaching the 30 mark question and scoring high marks for evaluation.
This is an updated version of a slideshow revision presentation on the way in which different charts are presented in economics exams and some tips for handling the data in your answers.
Rana alyousef Macro H.W 1 miss miryam College of .docxmakdul
Rana alyousef
Macro H.W 1 miss miryam
College of Business Administration
ECON 1311- Macroeconomics
Homework 1 (10% of total grade)
Student’s Name:
Faten alnassar
Student’s ID:
201302248
Course Section:
Mark out of
%
Letter grade
Maximum Grade
10
100
A+
Student’s Grade
INSTRUCTIONS:
Answer all the questions below. Your answers can be either handwritten or typed on a computer. Please, don’t forget to include your name, ID and course section on your homework.
Hand in your homework as a hard copy either to me in person or leave your homework in the box in front of my office F098. The deadline for submission is Thursday, October 13, 2016. Submission after the deadline is under no circumstances possible.
The homework will account for 10% of your final grade.
QUESTIONS:
1) GDP (Gross Domestic Product)
Newspaper article:
Focus Economics August 24, 2016:Europe’s largest economy lost some steam but outperformed expectations in the second quarter of this year. GDP grew 0.4% quarter-on-quarter, down from Q1’s two-year high of 0.7%. Trends within the domestic economy were divergent, with investment performing weakly and consumption remaining robust. Fixed investment deteriorated, swinging from Q1’s 1.7% increase to a sharp 1.5% drop in Q2, marking the largest fall in over four years. A temporary decline in construction investment was partly behind this fall: construction activity was exceptionally strong in Q1 as a mild winder allowed it to be front-loaded and Q2’s drop reflects normalization in construction. Conversely, household and public spending continued to support growth in Q1, though to a lesser extent than in the previous quarter. Private consumption slowed but still grew 0.2%. A strong labor market, rising wages and subdued inflation have been fueling private consumption in recent quarters and continued to do so in Q2. Government consumption decelerated but remained solid at a 0.6% growth rate in Q2.
a.) According to the above news article by how much did the German economy grew in the second quarter of 2016? (0.5 Points)
0.4%
b.) List the components of the GDP equation that are mentioned in the news article. (1 Point)
Government expenditure
Consumption (Private consumption)
Investments (fixed and construction investments)
c.) By how much did each of the components of the GDP equation grew in Q2 2016?(2 Points)
Government expenditure= 0.6%
Investments= Decreased by 0.2%
Consumption = 0.2%
2.) Calculate GDP
Item
Billions of $
Consumption expenditure
8,000
Investment
3,000
Government Expenditure
2,000
Exports
10,000
Imports
6,000
a.) Calculate the GDP of the economy in the table above.(1.5 Points)
GDP=G+I+C+NX
GDP=$2,000+$3,000+$8,000+ $(10,000-6,000)
GDP= $17,000
3.) Unemployment
The table below shows the results of a labor survey for an imaginary country. Use the numbers to answer the questions below.
Population
Working age population
Non-working age population
Labor force
employed
unemployed
Total
500, ...
Assignment 2 Macro Economics B. Student 8069 FD Roodt email:
[email protected] Cell: 0825596746
QUESTION 1 1.1. D
Various possible answers are provided for each question. Choose the correct answer and only write down the
letter next to the question Ex 1 A.
1.1 Which ONE of the following is not a method of calculating national income?
A expenditure method
B output method
C income method
D taxation method
1.2 Technological development is essential for future economic growth because it 1.2 D
A accelerates the economic growth rate
B increases the competitiveness of industries
C leads to further inventions, innovations and scientific discoveries
D all the above-mentioned
1.3 An increase in the following would likely lead to a decrease in national income: A consumption expenditure
B plant and equipment investment
C imports 1.3 C
D residential construction
1.4 Which ONE of the following is not a wage system? 1.4 C
A incentive
B piece
C olace
34
D Time
1.5 Which of the following would be considered a transfer payment?
A payment for a train journey
B monthly instalments on a car
C social security payments 1.5 C
D payment for a room in a hotel
1.6 GDP is the market value of all final goods and services produced in a ...
A given period of time 1.6 A
B given period of time after deduction of indirect business taxes
C given period of time after deduction of depreciation
D given period of time excluding exports
1 .7 The most general scale used to measure inflation is the ... index.
A consumer's
B consumer's price 1.7 B
C production price D selling price
Assignment 2 Macro Economics B. Student 8069 FD Roodt email:
[email protected] Cell: 0825596746
1.8 Stagflation occurs where prices 1.8 C
A drop in an economic recession
B rise in an economic revival
C rise in an economic recession
D drop in an economic revival
1.9 Macro-economics ... 1.9 D
A studies the functioning of the economy in its entirety
B offers explanations for variations in economic processes over time
35
C measures economic processes over time
D involves all of these
1.10 The national income is a measure of :: 1.10 A
A income earned in producing the GOP
B earned and unearned incomes received in a given period of time
C income earned in producing the GOP less transfer payments
D income earned in producing the GOP minus indirect business taxes
1.11 Consumers will tend to buy more of the product when: A its price is reduced 1.11 D
B their income rise
C the prices of competing products rise
D all the above-mentioned
1.12 The following factors influence the supply of labour: (i) labour force 1.12 C (i) , (ii) and (iii)
(ii) pension age
(iii) risk fa ...
Problem Set 1 Part I.Multiple-choice questions 1. The.docxwkyra78
Problem Set 1
Part I.Multiple-choice questions
1. The flow-of-product and earnings or cost approaches to GDP:
a. measure two different aspects of GDP and are therefore unrelated to each
other.
b. are two different ways of measuring the same thing.
c. should both arrive at the same number if GDP is measured in real terms,
but not if GDP is measured nominally.
d. have nothing to do with the circular-flow diagram.
e. none of the above.
2. If nominal GDP was $360 (billion) in 1992 and if the price level rose by 20
percent from 1990 to 1992, then the 1992 GDP, measured in 1990 prices, was (in
billions):
a. $300.
b. $320.
c. $340.
d. $360.
e. $432.
3. What is the consumer price index (CPI) calculating?
a. The CPI is a measure of the average change over time in prices paid by
urban consumers for a market basket of consumer goods and services.
b. The CPI is a price index that included the prices of all goods and services
produced in the country (consumption, investment, government purchases,
and net exports).
c. The CPI measures the level of prices at the wholesale or producer stage. It
includes the prices of foods, manufactured product, and mining products.
d. The CPI is equally weighted average of food, housing, and gas prices.
e. None of the above.
4. The nonaccelerating inflationary rate of unemployment (NAIRU) is the rate at
which:
a. upward and downward forces on price and wage inflation are in balance.
b. inflation is stable.
c. the economy has the lowest level of unemployment that can be maintained
without upward pressure on inflation.
d. all of the above.
e. choices b. and c. only.
5. The Phillips curve shows the relationship between:
a. cost of producing a good and its selling price.
b. inflation and unemployment.
c. inflation and exports.
d. unemployment and GDP.
e. none of the above.
6. According to Okun’s Law, suppose potential GDP rose by 9 percent between
2005 and 2008 but actual GDP did not change, then unemployment would climb
from 5.8 percent in 2005 to_____ in 2008:
a. 6.1 percent.
b. 10.3 percent.
c. 11.2 percent.
d. 8.8 percent.
e. 9.7 percent.
7. Which of the following is NOT considered as the goals of macroeconomics for a
typical modern economy?
a. High levels and rapid growth of output and consumption.
b. Low unemployment rate, with an ample supply of good jobs.
c. Price-level stability (or low inflation).
d. More exports than imports.
8. Which of the following is NOT true about macroeconomic measurements?
a. GDP = C + I + G + X
b. GDP = National income + Depreciation.
c. GDP = National income – Depreciation.
d. Disposable income = GDP – Taxes – Net business saving – Depreciation
+ Transfer payments.
9. Which of the following is NOT true abou ...
AS Macro Economics: Economic Cycle and Objectivestutor2u
In this session we are going to focus on the performance of
the UK economy over recent years and see how economic
growth appears to follow a cyclical pattern
Compute the inflation rate for each year 1993-201 2 and determ.docxmaxinesmith73660
Compute the inflation rate for each year 1993-201 2 and determine
which were years of inflation. ln which years did deflation occuP ln
which years did disinflation occur? Was tirere hyperinflation in any yeaf
* (Sources of tnflation)Usingthe concepts of aggregate supply and ag-
gregate demand, explain why inflation usually increases during wartime.
s. (nftatiln and lnterest Rates) Using a demand-supply diagram
for loanable funds (like the exhibit below), show what happens
to the nominal interest rate and the equilibrium quantity of loans
when both bonowers and lenders increase their estimates of the
expected inflation rate from 5 percent to 1 0 percent.
The Market for Loanable Funds
Loanable funds per period
7-4 Explain how unanticipated inflation harms
some individuals and harms the economy
as a whole
10, (AnticipatedVersus Unanticipated lnflation) lf actual inflation ex-
ceeds anticipated inflation, who will lose purchasing power and who
will gain? How does unanticipated inflation harm the economy?
GHAPTER 8
8-1 Describe how we measure labor
productivity, and explain why is it
important for a nation's standard of living
(Measuring Labor Productivily) How do we measure labor productivitf
How do changes in labor productivity affect the U.S. standard of living?
(Growth and the PPF) Use the production possibilities frontier (PPD
to demonstrate economic growth.
a. With consumption goods on one axis and capital goods on the
other, show how the combination of goods selected this period
affects the PPF in the next period.
b. Extend this comparison by choosing a different point on this
period's PPF and determining whether that combination leads to
more or less growth over the next period.
(Shifts in the PPflferrorist attacks foster instability and may affect
productivity over the short and long term. Do you think the
September 1 l, 2001, terrorist attacks on the World Trade Center
and the Pentagon affected short- and/or longterm productivity in
the United States? Explain your response and show any move-
ments in the PPF.
o
o
o
o
o
.Ei
o
c
c
oz
33O PROBLEMS APPENDIX
8-2 Summarize the history of U.S.labor
productivity changes since World War II
and explain why these changes matter
(Labor Productivity) ldentify at least four definable periods of labor
productivity growth beginning right after World War ll. During which
periods was productivity growth lowest and why? (Refer to Exhibit 6
inthe chapter.)
(Long-Term Productivity Growfhl Suppose that two nations start
out in 201 3 with identical levels of output per work hour-say,
$100 per hour. ln the first nation, labor productivity grows by
1 percent per year. ln the second, it grows by 2 percent per
year. Use a calculator or a spreadsheet to determine how much
output per hour each nation will be producing 20 years later, as-
suming that labor productivity growth rates do not change. Then,
determine how much eacll will be producing per hour 100 years
later. What.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
2. Page 2 Edexcel Economics (AS) – Paper 2: Number 1
Mark scheme - Section A
Q1 The data below shows the UK’s GDP per capita using Purchasing Power Parity (PPP).
2008 2009 2010 2011 2012 2013 2014 2015
GDP per
capita at
PPP (£)
38 164 37 739 35 840 36 240 36 549 36 535 36 908 37 614
(a) Explain what is meant by GDP at “Purchasing Power Parity” [2 marks]
Knowledge 2
The level of output in an economy (1) adjusted for the relative cost of living (1), converted to international dollars
(1) taking into account the different prices of goods and services in different countries (1)
(b) Explain one limitation of using GDP to assess living standards. [1 mark]
Knowledge 1
Limitations include (but not limited to):
N GDP does not account for work in the shadow economy
N GDP excludes domestic unpaid work such as childcare
N GDP ignores the value from subsistence farming
N Living standards are broader than just income e.g. environmental quality, hours of leisure etc
c) Which one of the following statements can be inferred from the table above? [1 mark]
A Living standards fell consistently in the period 2008 to 2015
B There was zero inflation in the time period shown
C GDP per capita (PPP) fell by around 5% between 2008 and 2011
D GDP per capita (PPP) rose by around 0.02% between 2014 and 2015
Answer C
(Total for Question 1 = 4 marks)
3. Edexcel Economics (AS) – Paper 2: Number 1 Page 3
Q2
(a) Explain one factor that could cause demand-pull inflation. [1 mark]
Knowledge 1
Possible answers could include (but not limited to):
N factors that cause consumer spending to rise e.g. lower interest rates, lower rates of income tax, increased
consumer confidence, rising asset prices causing the wealth effect
N factors that cause investment spending to rise e.g. lower interest rates, lower rates of corporation tax,
increased business confidence, rising consumer spending causing the accelerator effect
N rising government spending e.g. due to increased spending on benefits
N factors that cause net exports to rise e.g. improved quality, depreciation of the exchange rate
(b) Annotate the diagram below to illustrate the effect of an increase in the rate of VAT on the equilibrium level of
real national output and the average price level of the economy. [2 marks]
Knowledge 1, Application 1
(c) Which one of the following statements is true? [1 mark]
A An increase in the rate of corporation tax will cause the average price level to fall because the
LRAS will shift to the right
B A fall in the rate of interest is likely to cause the average price level to rise because AD will shift
to the right
C A fall in the price of oil will cause SRAS to shift to the left and therefore cause the average price
level to rise
D A depreciation of the currency will cause the price of imported raw materials to fall and will
reduce the average price level
Answer B
(Total for Question 2 = 4 marks)
Jobless total
Unemployment and Jobseeker's Allowance in the UK 1992-2015
Number, millions
Unemployment (1
March 1.83m
Jobseeker's Allow
April 0.76m
Source: ONS
92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 0
0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Averagepricelevel
Real GDP
P
P
2
SRAS 2
SRAS
Y Y2
AD
LRAS
4. Page 4 Edexcel Economics (AS) – Paper 2: Number 1
Q3
(a) Define the term net investment. [2 marks]
Knowledge 1
The total addition to an economy’s capital stock taking into account the level of depreciation of capital
(b) Business confidence is regarded as a key factor in explaining the level of investment in an economy.
Study the chart above, which shows quarterly levels of business confidence, and then decide which of the
statements below is true. [1 mark]
A Business confidence was lowest in the fourth quarter of 2012
B Business confidence was lowest in the last quarter of 2011
C Business confidence has been high throughout the period shown
D Business confidence was high for just one quarter in 2010
Answer B
(c) The table below shows the value of quarterly gross investment in the UK, along with associated index numbers,
where Q3 2014 = 100. Complete the table. [2 marks]
Q3 2013 Q4 2013 Q1 2014 Q2 2014 Q3 2014 Q4 2014 Q1 2015 Q2 2015
Gross in-
vestment
(£m)
68 487 70 061 72 468 73 243 74 459 74 628 76 099 76 799
Index
number
(Q3 2014
= 100)
89.98 94.09 97.33 98.37 100.00 100.23 102.2 103.14
(Total for Question 3 = 4 marks)
%change
1000000
1.2
1.0
0.8
0.6
0.4
0.2
0.
-0.2
2012 2013 2013 2014 2014 2015 2015
Q3 2012 Q4 2012 Q1 2013 Q2 2013 Q3 2013 Q4 2013 Q1 2014 Q2 2014 Q3 2014 Q4 2014 Q1 2015 Q2 2015 Q3 2015
40
30
20
10
0
-10
-20
-30
-40
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4
2010 2011 2012 2013 2014 2015
%
5. Edexcel Economics (AS) – Paper 2: Number 1 Page 5
Q4
(a) Define the term “economic inactivity” [1 mark]
Knowledge 1
A person is economically inactive if they are either not of working age (between the ages of 18 and 65), or
unable to work (due to disability), or choose not to work (for example, a stay-at-home parent), or are in full-time
education. In other words, they do not have a job but are not regarded as unemployed because they are either
unwilling or unable to work.
(b) The chart below shows the level of unemployment in the UK, using both the Claimant Count (blue line) and
the Labour Force Survey (yellow line) methods.
State and explain one reason why the Claimant Count measure is usually below the Labour Force Survey
measure. [2 marks]
Knowledge 1, Application 1
Reasons include, but are not limited to:
N Not everyone who is unemployed is eligible to claim JSA e.g. those with a partner in work earning above a
certain amount, people with savings, people who have been unemployed for fewer than 6 weeks, people
under the age of 18
N The Labour Force Survey counts everyone who wants a job but who does not have one
N It has become more difficult to claim benefits; some people now claim Disability Living Allowance instead of
JSA which causes the CC numbers to be lower
(c) Which of the following statements is true? [1 mark]
A Structural unemployment exists when wages cannot fall to clear the labour market
B A person is regarded as under-employed if they have a job in which the required skill levels are lower
than their actual skill levels
C Demand-deficient unemployment is usually experienced in an economic boom
D Frictional unemployment occurs when seasonal workers are in-between jobs
Answer B
(Total for Question 4 = 4 marks)
Jobless total
Unemployment and Jobseeker's Allowance in the UK 1992-2015
Number, millions
Unemployment (16+)
March 1.83m
Jobseeker's Allowance (18+)
April 0.76m
Source: ONS
92 93 94 95 96 97 98 99 00 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15
0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Averagepricelevel
Real GDP
P
P
2
SRAS 2
SRAS
Y Y2
AD
LRAS
6. Page 6 Edexcel Economics (AS) – Paper 2: Number 1
Q5 The chart below shows the UK’s saving ratio from 1997 to 2015.
(a) Savings and Imports are both leakages from the circular flow of income. What is the other leakage? [1 mark]
Knowledge 1
Taxation
(b) Using the information in the chart provided above, calculate the percentage point change in the UK’s savings
ratio between the Quarter 1 1997 (the starting point of the data) and Quarter 1 2015 (the end point of the
data).
Application 1
13.2 – 5 = 8.2 percentage points (allow 13 – 5 = 8)
(c) Define the term “marginal propensity to consume”. [1 mark]
Knowledge 1
The proportion of any extra/additional income earned that is spent on consumer goods
(d) The following table shows some estimated data for the UK economy. [1 mark]
Marginal Propensity to Consume (MPC) 0.4
Marginal Propensity to Save (MPS) 0.2
Marginal Propensity to Import (MPM) 0.2
Marginal Propensity to Tax (MPT) 0.2
What is the estimated value of the multiplier in the UK?
A 2.5
B 0.4
C 1.67
D 1.25
Answer C
(Total for Question 5 = 4 marks)
TOTAL FOR SECTION A = 20 MARKS
Jobless total
Unemployment and Jo
Number, millions
Source: ONS
92 93 94 95 9
0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
Averagepricelevel
P
P
2
Y Y2
LR
Averagepricelevel
Real GDP
P
SRAS
Y
LRAS
AD
7. Edexcel Economics (AS) – Paper 2: Number 1 Page 7
Mark scheme - Section B
(a) With reference to Figure 1, explain what has happened to the number of employees attending training
courses, since 1995. [4 marks]
Knowledge 2, Application 2
Knowledge:
N Definition of human capital (the education, experience, abilities and capability of a human) (2)
N Recognition that training courses will increase the level of education / skill of employees (1)
Application:
N The number of employees attending training courses has fallen (1)
N Data reference e.g. 140 000 per week in 1995 down to 20 000 per week in 2014
(b) With reference to Figure 3, explain the impact of the trends shown on the trade balance [5 marks]
Knowledge 1, Application 2, Analysis 2
Knowledge:
N Definition of trade balance (e.g. the difference in value of export to value of imports)
Application:
N 2 marks for 2 data references from Figure 3, for example, greater trade deficit for vehicles in 2014 than
2013, medicine/pharmaceuticals has moved from a trade surplus to a deficit, surplus in power generation
equipment but shrinking, slightly large deficit on petroleum products in 2014, large deficit on telecoms
Analysis:
N Overall trade balance looks like a larger deficit / fewer exports overall / more imports overall
(c) With reference to Extract A, explain two reasons why youth unemployment in the UK is so high. [6 marks]
Knowledge 2, Application 2, Analysis 2 (2 x 3)
Knowledge:
N identification of two reasons (1 + 1) e.g. no qualifications, poor literacy / numeracy / technology skills,
geographical immobility, entrenched poverty, poor careers advice
8. Page 8 Edexcel Economics (AS) – Paper 2: Number 1
Application:
link to Extract A for each of the reasons mentioned (1 + 1)
Analysis:
Linked development of why each reason leads to higher youth unemployment (1 + 1) (n.b. do not simply accept
reasoning linked to higher unemployment in general), for example:
N leaving school with no qualifications means that you have minimal skill level and therefore not desirable to
employers who will choose more qualified young workers
N geographical immobility caused by lack of access to social housing and/or poor transport links means that
young people are less likely to be able to access jobs in other towns / cities / regions
N entrenched poverty leading to higher crime means that young people may be more likely to get a criminal record
and then not be able to get a job
(d) Assess the impact of the 2015 Budget measures referred to in Extract A on the size of the output gap in
the UK economy. [10 marks]
Knowledge 2, Application 2, Analysis 2
Possible points for inclusion:
N Definition of output gap; diagram (AD/AS or PPF) to illustrate
N Reference to UK’s recent prolonged recession and link with negative output gap
N Explanation of Budget / fiscal policy
N Use of extract e.g. budget measures include higher “living wage”, cut in housing benefit for young people
N Analysis of budget measures e.g. higher living wage for most people boosts disposable income, therefore
increasing consumer spending and increasing AD, which moves the economy closer to full employment and
reduces the size of the negative output gap, or cut in housing benefit means less government spending therefore
reduction in AD
Level Mark Descriptor
0 Completely inaccurate response
1 1 -3 Displays isolated or imprecise knowledge and understanding of key terms, concepts, theories
and models. Uses generic or irrelevant information or examples. Descriptive approach with no
link between causes and consequences.
2 4 - 6 Displays elements of knowledge and understanding of economic principles, concepts
and theories. Applies economic ideas and relates them to economic problems in context,
although does not focus on the broad elements of the question. A narrow response; chains of
reasoning may be developed but the answer may lack balance.
4 7 - 9 Demonstrates accurate knowledge and understanding of the concepts, theories and models. Ability
to link knowledge and understanding in context using relevant and focused examples which are fully
integrated. Economic ideas are applied appropriately to the broad elements of the question.
Evaluation 4
Possible points for inclusion
N Impossible to accurately measure output gap; different views on the nature of the output gap from the Keynesian
9. Edexcel Economics (AS) – Paper 2: Number 1 Page 9
(can’t really have positive because can’t go beyond full employment) and Classical (positive and negative gaps
possible) perspectives
N Relative size of impact e.g. more of the workforce is over 25 and therefore able to benefit from the living wage,
than those who are no longer able to claim housing benefit, so overall impact would be to boost AD and close
the negative output gap
N Explanation of other 2015 budget measures that might work with or against the measures outlined in extract
A (e.g. increase in inheritance tax threshold, all benefits to be frozen, maintenance grants for poor students
scrapped, higher personal tax allowance etc)
N Other factors influence the size of the output gap e.g. international competitiveness affecting the value of net
exports, monetary policy set by the Bank of England, consumer and business confidence etc
N Effects of the budget measures might have different effects in different regions e.g. could further hold back those
areas with high youth unemployment but encourage growing areas
Level Mark Descriptor
0 No evaluative comments
1 1-2 Identification of generic evaluative comments without supporting evidence or reference to
context. No evidence of a logical chain of reasoning.
2 3-4 Evaluative comments supported by chains of reasoning and appropriate reference to
context. Evaluation is balanced and considers the broad elements of the question.
(e) With reference to Extract B, discuss the likely impact of the apprenticeship schemes outlined by Mr Javid on
the UK’s current account balance. [15 marks]
Knowledge 3, Application 3, Analysis 3
Possible points for inclusion
N Definition of current account; explanation of term current account balance; recognition that the current account
is just one of the three accounts on the balance of payments; recognition that there are 3 main accounts on the
current account (balance of trade, investment income, transfers)
N Development of meaning of apprenticeship schemes; link to higher skills, higher productivity, higher quality of
goods and services produced
N Explanation of international competitiveness; understanding that competitiveness can be improved by producing
cheaper goods, higher quality goods, or as a result of a lower exchange rate
N Higher productivity should cause average costs to fall, which in turn causes exports to be cheaper, therefore
causing demand for exports to rise and improving the current account balance
N Higher quality goods and services boosts demand for exports, improving the current account balance
N Reference to Extract B e.g. degree level equivalent apprenticeships, minimum standards, reduction in employer
NI contributions
Level Mark Descriptor
0 Completely inaccurate response
1 1 -3 Displays isolated or imprecise knowledge and understanding of key terms, concepts, theories
and models. Uses generic or irrelevant information or examples. Descriptive approach with no
link between causes and consequences.
10. Page 10 Edexcel Economics (AS) – Paper 2: Number 1
2 4 - 6 Displays elements of knowledge and understanding of economic principles, concepts
and theories. Applies economic ideas and relates them to economic problems in context,
although does not focus on the broad elements of the question. A narrow response; chains of
reasoning may be developed but the answer may lack balance.
4 7 - 9 Demonstrates accurate knowledge and understanding of the concepts, theories and models.
Ability to link knowledge and understanding in context using relevant and focused examples
which are fully integrated. Economic ideas are applied appropriately to the broad elements of
the question.
Evaluation 6
Possible points for inclusion
N Apprenticeships, if they are at least 3 years long, will take time to affect the cost and quality of exports, and
therefore take time to affect the current account
N Impact depends on quality and availability of apprenticeships – will the UK version really be able to match the
quality of those in Germany and Austria? Different cultural perspectives on vocational training may make this
task more difficult. If youngsters don’t want to do apprenticeships then there will be minimal impact on the
current account
N The UK’s ability to compete in areas such as manufacture of road vehicles depends on factors that are much
broader than skill levels e.g. availability of raw materials, quality of infrastructure to export manufactured goods
etc
N Britain’s biggest growth areas appear to be in sectors that are not manufacturing, which may be harder to
establish apprenticeship schemes
N Where is the funding coming from? Opportunity cost – money could be spent on other factors that could
improve the current account, such as better transport infrastructure
N Apprenticeship schemes won’t necessarily tackle key problems such as poor literacy, numeracy and technology
skills
N An improvement in UK apprenticeships and quality of goods/services may still not be good enough to compete
with products from Germany or even China
Level Mark Descriptor
0 No evaluative comments
1 1-2 Identification of generic evaluative comments without supporting evidence or reference to
context. No evidence of a logical chain of reasoning.
2 3-4 Evidence of evaluation of alternative approaches which is unbalanced. Evaluative comments
with supporting evidence / reference to context and a partially developed chain of reasoning.
3 5 -6 Evaluative comments supported by chains of reasoning and appropriate reference to context.
Evaluation is balanced and considers the broad elements of the question.
11. Edexcel Economics (AS) – Paper 2: Number 1 Page 11
EITHER
(f) Evaluate the impact of supply side policies such as labour market reform and the building of
infrastructure on the UK’s macroeconomic objectives. [20 marks]
Knowledge 4, Application 4, Analysis 6
Possible points for inclusion:
N Definition of supply side policy, the labour market, infrastructure
N Explanation of UK macro objectives
N Outline of possible labour market reforms e.g. higher living wage, more apprenticeship programmes, cuts to
benefits
N Link labour market reforms and infrastructure building to impact on macroeconomic objectives – use AD/AS
analysis where possible e.g. increase in LRAS, causing higher GDP and lower price levels, possibly reduction in
inequality, greater international competitiveness causing rise in net exports and improved balance of trade
N Answers should cover the impact on a range of macroeconomic objectives
Level Mark Descriptor
0 Completely inaccurate response
1 1 -3 Displays isolated or imprecise knowledge and understanding of key terms, concepts, theories
and models. Uses generic or irrelevant information or examples. Descriptive approach with no
chains of reasoning and no link between causes and consequences.
2 4 - 6 Displays elements of knowledge and understanding of economic principles, concepts and
theories. Applies economic ideas and relates them to economic problems in context, although
does not focus on the broad elements of the question. A narrow response or superficial , two-
stage chains of reasoning only.
3 7 - 10 Demonstrates accurate knowledge and understanding of the concepts, theories and models.
Ability to apply economic concepts and relate them directly to broad elements of the question
with evidence integrated into the answer. Analysis is clear and coherent, although it may lack
balance. Chains of reasoning are developed, but the answer may lack balance.
4 11 - 14 Demonstrates precise knowledge and understanding of the concepts, theories and models.
Ability to link knowledge and understanding in context using appropriate examples. Analysis
is relevant and focused with evidence fully and reliably integrated. Economic ideas are
carefully selected and applied appropriately to economic issues and problems. The answer
demonstrates logical and coherent chains of reasoning.
Evaluation 6
Possible points for inclusion:
N Infrastructure building takes a long time (e.g. HS2 only ready in over a decade), therefore the impact on macro
objectives takes a long time to have its full effect (although there are intermediate effects in terms of employment
in construction etc)
N Infrastructure building is likely to be a more expensive reform than labour market reform (i.e. interventionist
vs free market supply side policies) – can have impact on government’s fiscal balance, which is a more
12. Page 12 Edexcel Economics (AS) – Paper 2: Number 1
contemporary macro objective – which type of supply side policy is preferable in the current economic climate?
N Other supply side policies may be more effective e.g. better pre-16 school education to boost literacy, numeracy
and technology skills
N Interaction with other policies such as monetary policy – the UK is anticipating higher interest rates in the
relatively near future, which could cause AD and LRAS to shift left, adversely affecting some macro objectives
N Which objectives are a priority? And why?
Level Mark Descriptor
0 No evaluative comments
1 1-2 Identification of generic evaluative comments without supporting evidence or reference to
context. No evidence of a logical chain of reasoning.
2 3-4 Evidence of evaluation of alternative approaches which is unbalanced. Evaluative comments
with supporting evidence / reference to context and a partially developed chain of reasoning.
3 5 -6 Evaluative comments supported by chains of reasoning and appropriate reference to context.
Evaluation is balanced and considers the broad elements of the question.
OR
(g) Evaluate the possible measures that the UK government could take to improve the balance of trade in
the UK economy. [20 marks]
Knowledge 4, Application 4, Analysis 6
Possible points for inclusion:
N Definition of balance of trade - one component of current account, difference in value of exports and imports,
made up of visible and invisible trade
N Importance of trade balance – net exports form part of AD, therefore reduction in the deficit could boost AD and
lead to SR growth and increased employment – multiplier effects too
N Ideally two possible approaches identified and analysed e.g. improved transport infrastructure to reduce
business costs and improve shipping to make exports more price competitive; decide to intervene in currency
market to lower the value of the £ and make X cheaper and M more expensive; invest in apprenticeships and
training to boost the quality of exports and reduce their prices through higher productivity; subsidising growth
industries; tax breaks on training courses
N Link to data in the extracts e.g. growth industries are the creative industries, hotels/tourism etc so spend money
on advertising those abroad, or subsidising these industries
Level Mark Descriptor
0 Completely inaccurate response
1 1 -3 Displays isolated or imprecise knowledge and understanding of key terms, concepts, theories
and models. Uses generic or irrelevant information or examples. Descriptive approach with no
chains of reasoning and no link between causes and consequences.
2 4 - 6 Displays elements of knowledge and understanding of economic principles, concepts and
theories. Applies economic ideas and relates them to economic problems in context, although
does not focus on the broad elements of the question. A narrow response or superficial , two-
stage chains of reasoning only.
13. Edexcel Economics (AS) – Paper 2: Number 1 Page 13
3 7 - 10 Demonstrates accurate knowledge and understanding of the concepts, theories and models.
Ability to apply economic concepts and relate them directly to broad elements of the question
with evidence integrated into the answer. Analysis is clear and coherent, although it may lack
balance. Chains of reasoning are developed, but the answer may lack balance.
4 11 - 14 Demonstrates precise knowledge and understanding of the concepts, theories and models.
Ability to link knowledge and understanding in context using appropriate examples. Analysis
is relevant and focused with evidence fully and reliably integrated. Economic ideas are
carefully selected and applied appropriately to economic issues and problems. The answer
demonstrates logical and coherent chains of reasoning.
Evaluation 6
Possible points for inclusion:
N Prioritising measures / policies / approaches with justification for those priorities
N Consideration and comparison of opportunity cost of the policies measures identified
N Consideration of whether improving the trade balance should actually be a priority for the government or
whether other objectives are more important
N Assessment of the effectiveness of the policies identified e.g.
– Need different types of better infrastructure for different exports e.g. creative industries may need superfast
broadband, whereas vehicle manufacturers may need better rail links to key ports – how does the government
“pick a winner”?
– Lowering the exchange rate isn’t really an option in the UK because the Bank of England, in charge of
monetary policy, does not intervene in current markets
– Subsidies can be ineffective if not used to lower production costs
N Difficult to make changes in the international environment e.g. difficult to compete against China, given that we
have stronger health and safety and environmental rules which increase our costs above those of China, for
example – but these rules improve living standards for UK workers – there is a trade off
Level Mark Descriptor
0 No evaluative comments
1 1-2 Identification of generic evaluative comments without supporting evidence or reference to
context. No evidence of a logical chain of reasoning.
2 3-4 Evidence of evaluation of alternative approaches which is unbalanced. Evaluative comments
with supporting evidence / reference to context and a partially developed chain of reasoning.
3 5 -6 Evaluative comments supported by chains of reasoning and appropriate reference to context.
Evaluation is balanced and considers the broad elements of the question.
TOTAL FOR SECTION B = 60 MARKS
TOTAL FOR PAPER = 80 MARKS