Pearson Edexcel GCE In Politics Paper 2: UK Government and Non-core Political Ideas
(9PL0/02) Mark Scheme (Results) Summer 2025
Mark Scheme (Results)
Summer 2025
Pearson Edexcel
GCE In Politics
Paper 2: UK Government and Non-core
Political Ideas
(9PL0/02)
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by 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.
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
Summer 2025
Question Paper P77287A
Publications Code
9PL0_02_2506_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
,General Marking Guidance
All candidates must receive the same treatment.
Examiners must mark the first candidate in exactly
the same way as they mark the last.
Mark schemes should be applied positively.
Candidates must be rewarded for what they have
shown they can do rather than penalised for
omissions.
Examiners should mark according to the mark
scheme not according to their perception of where
the grade boundaries may lie.
There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy
of credit according to the mark scheme.
Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded
and exemplification may be limited.
When examiners are in doubt regarding the
application of the mark scheme to a candidate’s
response, the team leader must be consulted.
Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative
response.
, How to award marks when level descriptions are used
1. Finding the right level
The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’
approach, deciding which level most closely describes the quality of the answer. Answers can
display characteristics from more than one level, and where this happens markers must use the
guidance below and their professional judgement to decide which level is most appropriate.
For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence
to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an
answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom
of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2.
2. Finding a mark within a level
After a level has been decided on, the next stage is to decide on the mark within the level. The
instructions below tell you how to reward responses within a level. However, where a level has
specific guidance about how to place an answer within a level, always follow that guidance.
Levels containing two marks only
Start with the presumption that the work will be at the top of the level. Move down to the lower
mark if the work only just meets the requirements of the level.
Levels containing three or more marks
Markers should be prepared to use the full range of marks available in a level and not restrict
marks to the middle. Markers should start at the middle of the level (or the upper-middle
mark if there is an even number of marks) and then move the mark up or down to find the
best mark. To do this, they should take into account how far the answer meets the
requirements of the level:
If it meets the requirements fully, markers should be prepared to award full marks within
the level. The top mark in the level is used for answers that are as good as can
realistically be expected within that level
If it only barely meets the requirements of the level, markers should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for answers that
are the weakest that can be expected within that level
The middle marks of the level are used for answers that have a reasonable match to the
descriptor. This might represent a balance between some characteristics of the level that
are fully met and others that are only barely met.
Indicative content
Examiners are reminded that indicative content is provided as an illustration to markers of some of the
material that may be offered by students. It does not show required content and alternatives should be
credited where valid.
(9PL0/02) Mark Scheme (Results) Summer 2025
Mark Scheme (Results)
Summer 2025
Pearson Edexcel
GCE In Politics
Paper 2: UK Government and Non-core
Political Ideas
(9PL0/02)
,Edexcel and BTEC Qualifications
Edexcel and BTEC qualifications are awarded by 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.
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
Summer 2025
Question Paper P77287A
Publications Code
9PL0_02_2506_MS
All the material in this publication is copyright
© Pearson Education Ltd 2025
,General Marking Guidance
All candidates must receive the same treatment.
Examiners must mark the first candidate in exactly
the same way as they mark the last.
Mark schemes should be applied positively.
Candidates must be rewarded for what they have
shown they can do rather than penalised for
omissions.
Examiners should mark according to the mark
scheme not according to their perception of where
the grade boundaries may lie.
There is no ceiling on achievement. All marks on the mark
scheme should be used appropriately.
All the marks on the mark scheme are designed to be
awarded. Examiners should always award full marks if
deserved, i.e. if the answer matches the mark
scheme. Examiners should also be prepared to award
zero marks if the candidate’s response is not worthy
of credit according to the mark scheme.
Where some judgement is required, mark schemes will
provide the principles by which marks will be awarded
and exemplification may be limited.
When examiners are in doubt regarding the
application of the mark scheme to a candidate’s
response, the team leader must be consulted.
Crossed out work should be marked UNLESS the
candidate has replaced it with an alternative
response.
, How to award marks when level descriptions are used
1. Finding the right level
The first stage is to decide which level the answer should be placed in. To do this, use a ‘best-fit’
approach, deciding which level most closely describes the quality of the answer. Answers can
display characteristics from more than one level, and where this happens markers must use the
guidance below and their professional judgement to decide which level is most appropriate.
For example, one stronger passage at L4 would not by itself merit a L4 mark, but it might be evidence
to support a high L3 mark, unless there are substantial weaknesses in other areas. Similarly, an
answer that fits best in L3 but which has some characteristics of L2 might be placed at the bottom
of L3. An answer displaying some characteristics of L3 and some of L1 might be placed in L2.
2. Finding a mark within a level
After a level has been decided on, the next stage is to decide on the mark within the level. The
instructions below tell you how to reward responses within a level. However, where a level has
specific guidance about how to place an answer within a level, always follow that guidance.
Levels containing two marks only
Start with the presumption that the work will be at the top of the level. Move down to the lower
mark if the work only just meets the requirements of the level.
Levels containing three or more marks
Markers should be prepared to use the full range of marks available in a level and not restrict
marks to the middle. Markers should start at the middle of the level (or the upper-middle
mark if there is an even number of marks) and then move the mark up or down to find the
best mark. To do this, they should take into account how far the answer meets the
requirements of the level:
If it meets the requirements fully, markers should be prepared to award full marks within
the level. The top mark in the level is used for answers that are as good as can
realistically be expected within that level
If it only barely meets the requirements of the level, markers should consider awarding
marks at the bottom of the level. The bottom mark in the level is used for answers that
are the weakest that can be expected within that level
The middle marks of the level are used for answers that have a reasonable match to the
descriptor. This might represent a balance between some characteristics of the level that
are fully met and others that are only barely met.
Indicative content
Examiners are reminded that indicative content is provided as an illustration to markers of some of the
material that may be offered by students. It does not show required content and alternatives should be
credited where valid.
