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Cambridge IGCSE™
ECONOMICS 0455/21
Paper 2 Structured Questions May/June 2023
MARK SCHEME
Maximum Mark: 90
Published
This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.
Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.
Cambridge International will not enter into discussions about these mark schemes.
Cambridge International is publishing the mark schemes for the May/June 2023 series for most
Cambridge IGCSE, Cambridge International A and AS Level and Cambridge Pre-U components, and some
Cambridge O Level components.
This document consists of 22 printed pages.
© UCLES 2023 [Turn over

0455/21 Cambridge IGCSE – Mark Scheme www.dynamicpapers.com
May/June 2023
PUBLISHED
Generic Marking Principles
These general marking principles must be applied by all examiners when marking candidate answers. They should be applied alongside the
specific content of the mark scheme or generic level descriptors for a question. Each question paper and mark scheme will also comply with these
marking principles.
GENERIC MARKING PRINCIPLE 1:
Marks must be awarded in line with:
 the specific content of the mark scheme or the generic level descriptors for the question
 the specific skills defined in the mark scheme or in the generic level descriptors for the question
 the standard of response required by a candidate as exemplified by the standardisation scripts.
Marks awarded are always whole marks (not half marks, or other fractions).
Marks must be awarded positively:
 marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit is given for valid answers which go beyond
the scope of the syllabus and mark scheme, referring to your Team Leader as appropriate
 marks are awarded when candidates clearly demonstrate what they know and can do
 marks are not deducted for errors
 marks are not deducted for omissions
 answers should only be judged on the quality of spelling, punctuation and grammar when these features are specifically assessed by the
question as indicated by the mark scheme. The meaning, however, should be unambiguous.
Rules must be applied consistently, e.g. in situations where candidates have not followed instructions or in the application of generic level
descriptors.
© UCLES 2023 Page 2 of 22

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Marks should be awarded using the full range of marks defined in the mark scheme for the question (however; the use of the full mark range may
be limited according to the quality of the candidate responses seen).
Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should not be awarded with grade thresholds or
grade descriptors in mind.
Social Science-Specific Marking Principles

(for point-based marking)
1 Components using point-based marking:

 Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.
From this it follows that we:
a DO credit answers which are worded differently from the mark scheme if they clearly convey the same meaning (unless the mark
scheme requires a specific term)
b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
c DO credit answers where candidates give more than one correct answer in one prompt/numbered/scaffolded space where extended
writing is required rather than list-type answers. For example, questions that require n reasons (e.g. State two reasons …).
d DO NOT credit answers simply for using a ‘key term’ unless that is all that is required. (Check for evidence it is understood and not used
wrongly.)
e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
f DO NOT give further credit for what is effectively repetition of a correct point already credited unless the language itself is being tested.
This applies equally to ‘mirror statements’ (i.e. polluted/not polluted).
g DO NOT require spellings to be correct, unless this is part of the test. However spellings of syllabus terms must allow for clear and
unambiguous separation from other syllabus terms with which they may be confused (e.g. Corrasion/Corrosion)

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2 Presentation of mark scheme:
 Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
 Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
 Content in the answer column in brackets is for examiner information/context to clarify the marking but is not required to earn the mark
(except Accounting syllabuses where they indicate negative numbers).
3 Calculation questions:
 The mark scheme will show the steps in the most likely correct method(s), the mark for each step, the correct answer(s) and the mark
for each answer
 If working/explanation is considered essential for full credit, this will be indicated in the question paper and in the mark scheme. In all
other instances, the correct answer to a calculation should be given full credit, even if no supporting working is shown.
 Where the candidate uses a valid method which is not covered by the mark scheme, award equivalent marks for reaching equivalent
stages.
 Where an answer makes use of a candidate’s own incorrect figure from previous working, the ‘own figure rule’ applies: full marks will be
given if a correct and complete method is used. Further guidance will be included in the mark scheme where necessary and any
exceptions to this general principle will be noted.
4 Annotation:
 For point marking, ticks can be used to indicate correct answers and crosses can be used to indicate wrong answers. There is no direct
relationship between ticks and marks. Ticks have no defined meaning for levels of response marking.
 For levels of response marking, the level awarded should be annotated on the script.
 Other annotations will be used by examiners as agreed during standardisation, and the meaning will be understood by all examiners
who marked that paper.

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Common examiner annotations on 0455/2281/0987 and 2286
Uncertain what the candidate means – an illogical line of

MAX
thought
Benefit of the doubt Not answered question
Blank page Not established – a statement made without any support
Caret – a word is missing. Repetition
Confused SEEN
Cross Tick – a credit worthy point
Highlight Too vague
L Nothing creditworthy
Level 1
Level 2
Level 3

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Question Answer Marks Guidance
1(a) Calculate Australia’s unemployment rate in 2021. 1 0.56 / 14  100
4% Allow 4 without percentage
1(b) Identify two substitutes for coal. 2
Two from:
 gas
 offshore wind / wind power
 solar power / panels
1(c) Explain one economy of scale that could benefit a coal- 2 One mark for the economy of scale identified and one mark
mining firm. for an explanation.
Managerial / labour economy (1) employing specialist

workers e.g. mining engineers (1).
Technical economy (1) employing efficient / technologically
advanced equipment e.g. drones (1).
External economy of scale (1) example e.g. skilled labour
force (1).
1(d) Explain two influences on the price elasticity of supply 4 One mark each for each of two influences identified and one
of coal. mark each for each of two explanations.
Storage time (1) expensive to store so inelastic supply (1).

Construction of new mine / production time (1) takes a long
time, so inelastic supply (1).
Stocks (1) may make supply elastic (1).

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1(e) Draw a demand and supply diagram to show how 4

setting a maximum price below the equilibrium price will
affect a market.
Demand and supply diagram:

Axes correctly labelled – price and quantity or p and q (1).
Demand and supply curves correctly labelled (1).
Price line set below the equilibrium (1).
Demand shown as greater than supply (1) e.g. has the two
dotted lines downwards (it does not have to be labelled Qs
and Qd).
Note:
Accept unlabelled price line / line drawn only to demand

curve.
Accept shortage if correctly identified on the diagram.
Do not accept demand greater than supply if demand and

supply curves are incorrectly drawn

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1(f) Analyse whether large coal-producing countries are 5 Responses do not have to be in the format suggested but
likely to be net exporters of coal. they should address the expected / normal outcome, offer
supporting evidence of that, highlight any exceptions to that,
Coherent analysis which might include: and analyse the overall data.
Expected outcome:
Large coal producing countries may have a surplus to sell /
may have grown their production in order to sell abroad (1)
most of the evidence supports this relationship (1)
Supporting evidence:
Five of the seven countries consume less coal than they
produce (1) calculation e.g. US could have exported 11
million tonnes / Australia could have exported 394 million
tonnes or simply the difference (1).
Analysis:
Countries that produce more coal than they consume may
benefit from economies of scale / can export because their
prices are low (1).
Exceptions:
China or India are an exception (1) as they consumed more
coal than they produced (1).
Analysis:
they may have been net importers (1) since had used up
stocks of coal / need more energy as a developing country
(1) may not be able to export coal if world demand for coal is
low / countries may both import and export coal (1).

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1(g) Discuss whether or not an increase in the size of its 6 Apply this example to all questions with the command
coal industry will benefit the Australian economy. word DISCUSS (1g, 1h, 2d, 3d, 4d and 5d)
Award up to 4 marks for logical reasons why it might, which Each point may be credited only once, on either side of an
may include: argument, but separate development as to how/why the
 may increase GDP / economic growth (1) increasing outcome may differ is rewarded.
living standards / raise incomes / reduce poverty (1)
 may reduce unemployment (1) structural unemployment Generic example Mark
(1)
 may improve current account position / have a surplus Tax revenue may decrease … 1
(1) as Australia seems to be a net exporter of coal (1)
 may increase tax revenue (1) increasing government’s … because of reason e.g. incomes may be lower. 1
ability to spend (1)
 economies of scale (1) result in lower prices for Tax revenue may increase because incomes may 0
households and industries (1). be higher i.e. reverse of a previous argument.
Award up to 4 marks for logical reasons why it might not, Tax revenue may increase because of a different 1
which may include: reason i.e. not the reverse of a previous argument
 may increase pollution (1) lowering living standards / e.g. government spending on subsidies may
cause health issues (1) reduce tourism / negative stimulate the economy more than spending on
impact on current account (1) education.
 other forms of power may not be developed (1) example
(1)
 some workers may leave other jobs (1) these jobs may
have better working conditions (1)
 coal mining is a relatively dangerous industry (1) so life
expectancy may be reduced / creates chronic illnesses /
workers unable to work (1).
 Global demand for coal may fall (1) impact upon
Australia e.g. unsold stock (1).
 May rapidly deplete stocks (1) leading to lower exports
(1) and less employment (1).

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1(h) Discuss whether or not Australia is likely to have a 6

budget deficit in 2026.
Award up to 4 marks for logical reasons why it might, which

may include:
 unemployment is forecast to increase (1) so there may
be more government spending on unemployment
benefits (1) less income tax revenue (1)
 there may be more government spending on retraining
unemployed workers (1)
 some of the rise in population may result in more
government spending (1) e.g. on pensions / healthcare /
education (up to 2 marks)
 budget deficit in previous years (1) would mean interest
would have to be paid on the debt that has built up (1).
Award up to 4 marks for logical reasons why it might not,

which may include:
 population and the labour force are forecast to increase
(1) so there may be more taxpayers / fewer claiming
benefits (1)
 tax revenue may rise (1) due to higher profits / higher
tax rates (1)
 GDP is forecast to increase (1) more people in work (1)
which would be likely to increase direct and indirect tax
revenue (1)
 state support for industries may fall (1) may have been
high in 2021 due to Covid-19 (1).

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2(a) Identify two functions of money. 2 Note: a description of the function, without the term, gets a
mark e.g. money can be used to buy and sell products, may
Two from: be used to trade.
 Medium of exchange
 Unit of account / measure of value Nothing for characteristics of money.
 Store of value
 Standard of deferred payments If more than two functions are given, consider the first three.
2(b) Explain how improved education may affect the demand 4 Only accept demand for cigarettes may increase if linked to
for cigarettes and for fresh fruit. higher income (resulting from improved education).
Logical explanation which might include: One mark for each of two reasons identified and one for
It may reduce demand for cigarettes (1) people may be each of two explanations.
better informed about harmful effects / cigarettes are a
demerit good (1).
It may increase demand for fresh fruit (1) people may be
better informed about beneficial effects / fresh fruit is a merit
good / may gain better paid jobs and so able to afford fresh
food (1).

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2(c) Analyse the causes of an increase in a government’s tax 6

revenue.
Coherent analysis which might include:

Tax revenue is government income / part of government
fiscal policy (1) which can be spent on government
objectives e.g. education (1)
Increase in employment (1) increase in income (1)
More convenient (1) easier to pay (1) and collect the tax (1)
higher income tax revenue (1)
Increase in spending (1) higher indirect tax revenue (1)
Increase in profits (1) higher corporation tax (1)
Increase in population (1) more people to pay taxes (1)
Change in tax rates (1) higher tax rates can increase
revenue without a change in income / spending / profits (1)
lower tax rates may reduce tax avoidance / evasion (1)
increase incentives (1)
Greater efficiency in tax collection (1) reduction in corruption
/ simpler forms (1)
Wider tax base (1) more products / more people taxed (1)
Increase in imports (1) higher revenue from tariffs (1).

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2(d) Discuss whether or not an increase in unemployment 8

Level Description Marks
benefit payments would reduce poverty.
3 A reasoned discussion which accurately 6–8
In assessing each answer, use the table opposite. examines both sides of the economic
argument, making use of economic
Why it might: information and clear and logical analysis
 raise incomes of those on low incomes to evaluate economic issues and
 may enable them to buy more basic necessities situations. One side of the argument may
 may reduce absolute poverty have more depth than the other, but
 may increase total demand overall, both sides of the argument are
 higher total demand may reduce unemployment considered and developed. There is
thoughtful evaluation of economic
 Also enable them to seek education / become more
concepts, terminology, information and / or
employable
data appropriate to the question. The
discussion may also point out the possible
Why it might not: uncertainties of alternative decisions and
 may be a disincentive to find employment outcomes.
 people may become dependent on benefits
 will not help all those on low incomes e.g. the retired 2 A reasoned discussion which makes use of 3–5
and the sick economic information and clear analysis to
 may not reduce relative poverty evaluate economic issues and situations.
 some of the unemployed may not claim benefits The answer may lack some depth and
 opportunity cost – government could spend on e.g. development may be one-sided. There is
education which might be more effective. relevant use of economic concepts,
terminology, information and data
 Size of unemployment benefit may be small and may be
appropriate to the question.
less than inflation
1 There is a simple attempt at using 1–2
economic definitions and terminology.
Some reference may be made to economic
theory, with occasional understanding.
0 A mark of zero should be awarded for no 0

creditable content.

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3(a) Identify two reasons why death rates may vary between 2 Do not accept differences in population size as these affect
countries. number rather than rate.
Two from differences in: If more than two reasons are given, consider the first three.
 income / standard of living
 healthcare
 education
 nutrition
 lifestyles / suicide rates
 average age
 spread of Covid / infectious diseases
 war / conflict
 natural disasters
 air pollution / water pollution
 conditions of work
 level of crime
3(b) Explain two causes of an increase in the size of a 4 One mark each for each of two causes identified and one
country’s labour force. mark each for each of two explanations.
Logical explanation which might include:

Change in the birth rate (1) rise will mean more people of
working age in the long run / fall will enable more parents to
be in the labour force (1).
Immigration (1) many immigrants are of working age (1).
Rise in retirement age (1) people will work for longer (1).
Fall in school leaving age (1) people will be in education for
a shorter period (1).
Fall in the death rate / rise in life expectancy (1) fewer
people dying before reaching retirement age (1).
Changes in social culture (1) allowing more women to work
(1).
Increase in size of population of working age (1) reason (1).
Rise in wage levels (1) attracts people to re-enter the labour
market (1).

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3(c) Analyse how an increase in labour productivity in a 6

country can increase a surplus on the current account
of its balance of payments.

Output per worker (hour) increases (1) may reduce average
cost of production (1) lower prices (1) may increase the
quality of exports (1).
These changes may increase international competitiveness
of exports / make exports cheaper (1) demand for exports
may increase (1) export revenue may rise (1).
Higher relative prices of imports (1) lower relative quality of
imports (1) these changes may decrease international
competitiveness of imports (1) demand for imports may
decrease (1) import expenditure may fall (1).
Output increases (1) allowing more exports (1) and less
imports (1).

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3(d) Discuss why some countries may experience lower 8

inflation in the future and some may not.
Why some might: information and clear and logical analysis
 advances in technology may reduce costs of production to evaluate economic issues and
 increases in education and healthcare could raise situations. One side of the argument may
labour productivity have more depth than the other, but
 globalisation may increase international competition overall, both sides of the argument are
 trade union power may fall, lowering wage increases considered and developed. There is
 successful government policy measures e.g. reducing thoughtful evaluation of economic
demand concepts, terminology, information and / or
Why some might not:
uncertainties of alternative decisions and
 consumers may become optimistic and spend more outcomes.
 governments may increase their spending
 the rate of interest may fall 2 A reasoned discussion which makes use of 3–5
 total demand may increase economic information and clear analysis to
 raw materials may run out evaluate economic issues and situations.
 rising cost of energy and rising food prices. The answer may lack some depth and
development may be one-sided. There is
relevant use of economic concepts,


creditable content.

May/June 2023
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4(a) Identify two influences on which country a person 2 If more than two influences are given, consider the first
decides to work in. three.
Two from:
 wages / GDP per head
 working conditions
 job opportunities / job security
 qualifications required
 family ties
 language spoken
 immigration restrictions
 personal safety/ freedom from persecution
 living standards / cost of living
 better welfare / healthcare / education provision
4(b) Explain, with examples, the difference between a merit 4 One mark each for each of two differences identified and
good and a public good. one mark each for each of two examples

A merit good e.g. education / fruit (1) is beneficial / is under-
consumed / people unaware of benefits / so underproduced
without government intervention / government encourage
consumption (1).
A public good e.g. defence / streetlighting / police / sea

defences / roads (1) would not be produced by the private
sector / needs to be financed by the government/ non-rival/
non-excludable (1).

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4(c) Analyse how an increase in government spending could 6 MAX of three marks for just identifying areas of government
increase life expectancy. spending
Coherent analysis which might include increased MAX of three marks for analysis of any single area of
government spending on: spending.
Healthcare (1) could raise quality / accessibility of healthcare One item analysed well MAX 4 marks.
(1).
Education (1) may result in people leading healthier lives (1)
more exercise (1) better nutrition (1).
Benefits (1) may increase access to basic necessities /
reduce poverty (1).
Green energy (1) may reduce pollution (1).
Infrastructure (1) could reduce traffic accidents (1) reduce
traffic congestion (1) reduce stress (1).
Police (1) reduces deaths through crime (1).
Increased government spending (in total) (1) may increase
employment / raise income / raise standards of living (1).

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4(d) Discuss whether or not a rise in a country’s foreign 8

exchange rate would benefit its economy.
Why it might: information and clear and logical analysis
 reduce price of imports to evaluate economic issues and
 this could lower inflation as raw material costs may fall situations. One side of the argument may
and more competitive pressure for firms to keep price have more depth than the other, but
rises low overall, both sides of the argument are
 enables a country to buy more imports for any given considered and developed. There is
quantity of exports thoughtful evaluation of economic
 could reduce a current account surplus which may concepts, terminology, information and/or
enable more products to be consumed. data appropriate to the question. The
Why it might not:
outcomes.
 increase the price of exports
 this could reduce exports and export revenue 2 A reasoned discussion which makes use of 3–5
 economic growth could fall economic information and clear analysis to
 unemployment could rise evaluate economic issues and situations.
 could increase a current account deficit. The answer may lack some depth and
development may be one-sided. There is
relevant use of economic concepts,


creditable content.

May/June 2023
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5(a) Identify two reasons why rich households spend more 2 If more than two reasons are given, consider the first three.
than the average household.
Two from:
 higher incomes
 find it easier to borrow
 more confidence
 more savings / more wealth
 high cost of luxury goods and services
 maintaining / showing status
 rich households may choose to have large families
5(b) Explain the significance of a production point inside a 4 One mark each for each of two significances identified and
PPC and a production point on its PPC. one mark each for each of two explanations.

A point inside a PPC means output is lower than potentially
achievable (1) there are unemployed resources / there is
inefficient use of resources (1).
A point on a PPC means output is at its maximum (1) all
resources are employed / full employment / there is efficient
use of resources (1).
A production point shows a combination of goods produced
(1) example e.g. X capital goods and Y consumer goods (1).

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5(c) Analyse why someone who has been unemployed for 6

more than a year may not get another job.

May lose skills (1) qualifications may become out of date (1)
may experience ill-health (1) lack of recent job experience
(1) high cost of retraining (1) may become less attractive to
employers (1).
Skills may be outdated (1) industry in decline (1) will need
retraining (1).
Economy could be in recession (1) with high number of
people unemployed and few vacancies (1).
May lose confidence / become discouraged / depressed (1)
put less effort into finding another job (1).
Unemployed workers may be occupationally immobile (1)
geographically immobile (1).
Unemployment/welfare benefits may be high (1) may be
above low wages / maybe sufficient to live on (1).
May face discrimination (1) on grounds of e.g. age (1).
May retire (1) and leave the labour force (1).

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5(d) Discuss whether or not a government should encourage 8

firms to merge.
Why it should: information and clear and logical analysis
 may result in economies of scale to evaluate economic issues and
 lower average costs of production situations. One side of the argument may
 lower prices for consumers have more depth than the other, but
 raise quality of products overall, both sided of the argument are
 increase international competitiveness and improve considered and developed. There is
current account thoughtful evaluation of economic
 improved performance may increase profits and concepts, terminology, information and/or
corporation tax
Why it should not: outcomes.
 may result in diseconomies of scale
 may increase monopoly power / reduce competition 2 A reasoned discussion which makes use of 3–5
 raise prices economic information and clear analysis to
 may reduce innovation evaluate economic issues and situations.
 rationalisation may result in some workers losing their The answer may lack some depth and
jobs development may be one-sided. There is
 should be left to market forces to decide. relevant use of economic concepts,


creditable content.

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This document consists of 22 printed pages.

© UCLES 2023 [Turn over

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

GENERIC MARKING PRINCIPLE 2:

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

GENERIC MARKING PRINCIPLE 4:

© UCLES 2023 Page 2 of 22

GENERIC MARKING PRINCIPLE 6:

Social Science-Specific Marking Principles

1 Components using point-based marking:

From this it follows that we:

© UCLES 2023 Page 3 of 22

© UCLES 2023 Page 4 of 22

Uncertain what the candidate means – an illogical line of

Benefit of the doubt Not answered question

Blank page Not established – a statement made without any support

Caret – a word is missing. Repetition

Cross Tick – a credit worthy point

Highlight Too vague

© UCLES 2023 Page 5 of 22

1(a) Calculate Australia’s unemployment rate in 2021. 1 0.56 / 14  100

4% Allow 4 without percentage

1(b) Identify two substitutes for coal. 2

Managerial / labour economy (1) employing specialist

Storage time (1) expensive to store so inelastic supply (1).

© UCLES 2023 Page 6 of 22

1(e) Draw a demand and supply diagram to show how 4

Demand and supply diagram:

Accept unlabelled price line / line drawn only to demand

Accept shortage if correctly identified on the diagram.

Do not accept demand greater than supply if demand and

© UCLES 2023 Page 7 of 22

© UCLES 2023 Page 8 of 22

© UCLES 2023 Page 9 of 22

1(h) Discuss whether or not Australia is likely to have a 6

Award up to 4 marks for logical reasons why it might, which

Award up to 4 marks for logical reasons why it might not,

© UCLES 2023 Page 10 of 22

© UCLES 2023 Page 11 of 22

2(c) Analyse the causes of an increase in a government’s tax 6

Coherent analysis which might include:

© UCLES 2023 Page 12 of 22

2(d) Discuss whether or not an increase in unemployment 8

0 A mark of zero should be awarded for no 0

© UCLES 2023 Page 13 of 22

Logical explanation which might include:

© UCLES 2023 Page 14 of 22

3(c) Analyse how an increase in labour productivity in a 6

Coherent analysis which might include:

© UCLES 2023 Page 15 of 22

3(d) Discuss why some countries may experience lower 8

1 There is a simple attempt at using 1–2

0 A mark of zero should be awarded for no 0

© UCLES 2023 Page 16 of 22

Logical explanation which might include:

A public good e.g. defence / streetlighting / police / sea