Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Thursday 11 June 2026
Mark Scheme (Results)
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/35
History
Summer 2026
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 35.1: Britain: losing and gaining an empire, 1763–1914
Option 35.2: The British experience of warfare, c1790–1918
You must have: Total Marks Pearson Edexcel in
Sources Booklet (enclosed)
GCE History (9HI0/35)
Advanced
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name, Paper 3: Themes in breadth with aspects in depth
centre number and candidate number.
• prepared.
You must answer three questions on the option for which you have been
• There are three sections in this question paper. Answer one question from
Section A, one question from Section B and one question from Section C.
Option 35.1: Britain: losing and gaining an empire,
• Answer the questions in the spaces provided 1763-1914
– there may be more space than you need.
Option 35.2: The British experience of warfare,
Information c1790-1918
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
Turn over
P79043APearson Education Ltd.
P:1/1/1/1
*P79043A0132*
, Edexcel and BTEC Qualifications
SECTION A
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
Choose EITHER Question 1 OR Question 2 for which you have been prepared.
largest awarding body. We provide a wide range of qualifications
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
You must start your answer on page 3. including academic, vocational, occupational and specific
programmes for employers. For further information visit our
Option 35.1: Britain: losing and gaining an empire, 1763–1914
qualifications websites at or .
Study Source 1 in the Sources Booklet before you answer this question. Alternatively, you can get in touch with us using the details on our
1 Assess the value of the source for revealing the issues facing the British in New South contact us page at .
Wales in the years 1788–92 and the Governor’s approach to dealing with these issues.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 35.2: The British experience of warfare, c1790–1918
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the reasons for the Allied success in the
Hundred Days’ Offensive in 1918 and the problems faced by the Germans.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 2 = 20 marks)
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Question Paper Log Number P79043A
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All the material in this publication is
Pearson Education Ltd 2026
2
*P79043A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your • All candidates must receive the same treatment. Examiners must
mind, put a line through the box and then indicate your new question with a cross . mark the first candidate in exactly the same way as they mark the last.
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
• Mark schemes should be applied positively. Candidates must be
Chosen question number: Question 1 Question 2 rewarded for what they have shown they can do rather than penalised
for omissions.
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• Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
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• There is no ceiling on achievement. All marks on the mark scheme
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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
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prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
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• Where some judgement is required, mark schemes will provide the
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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
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• Crossed out work should be marked UNLESS the candidate has
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replaced it with an alternative response.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
*P79043A0332* Turn over
, How to award marks when level descriptions are used
1. Finding the right level
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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
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answer. Answers can display characteristics from more than one level, and where this
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
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
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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
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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
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However, where a level has specific guidance about how to place an answer within a
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level, always follow that guidance.
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Start with the presumption that the work will be at the top of the level. Move
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level.
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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
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mark up or down to find the best mark. To do this, they should take into account
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• If it meets the requirements fully, markers should be prepared to award full
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marks within the level. The top mark in the level is used for answers that are as
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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
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• The middle marks of the level are used for answers that have a reasonable
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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
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met.
Indicative content
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Examiners are reminded that indicative content is provided as an illustration to markers
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of some of the material that may be offered by students. It does not show required
content and alternatives should be credited where valid.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*P79043A0432*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Thursday 11 June 2026
Mark Scheme (Results)
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/35
History
Summer 2026
Advanced
PAPER 3: Themes in breadth with aspects in depth
Option 35.1: Britain: losing and gaining an empire, 1763–1914
Option 35.2: The British experience of warfare, c1790–1918
You must have: Total Marks Pearson Edexcel in
Sources Booklet (enclosed)
GCE History (9HI0/35)
Advanced
Instructions
•• Use black ink or ball-point pen.
Fill in the boxes at the top of this page with your name, Paper 3: Themes in breadth with aspects in depth
centre number and candidate number.
• prepared.
You must answer three questions on the option for which you have been
• There are three sections in this question paper. Answer one question from
Section A, one question from Section B and one question from Section C.
Option 35.1: Britain: losing and gaining an empire,
• Answer the questions in the spaces provided 1763-1914
– there may be more space than you need.
Option 35.2: The British experience of warfare,
Information c1790-1918
•• The total mark for this paper is 60.
The marks for each question are shown in brackets
– use this as a guide as to how much time to spend on each question.
Advice
•• Read each question carefully before you start to answer it.
Check your answers if you have time at the end.
Turn over
P79043APearson Education Ltd.
P:1/1/1/1
*P79043A0132*
, Edexcel and BTEC Qualifications
SECTION A
Edexcel and BTEC qualifications are awarded by Pearson, the UK’s
Choose EITHER Question 1 OR Question 2 for which you have been prepared.
largest awarding body. We provide a wide range of qualifications
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You must start your answer on page 3. including academic, vocational, occupational and specific
programmes for employers. For further information visit our
Option 35.1: Britain: losing and gaining an empire, 1763–1914
qualifications websites at or .
Study Source 1 in the Sources Booklet before you answer this question. Alternatively, you can get in touch with us using the details on our
1 Assess the value of the source for revealing the issues facing the British in New South contact us page at .
Wales in the years 1788–92 and the Governor’s approach to dealing with these issues.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 1 = 20 marks)
Option 35.2: The British experience of warfare, c1790–1918
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the reasons for the Allied success in the
Hundred Days’ Offensive in 1918 and the problems faced by the Germans.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
(Total for Question 2 = 20 marks)
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Summer 2026
Question Paper Log Number P79043A
Publications Code 9HI0_35_2606_MS
All the material in this publication is
Pearson Education Ltd 2026
2
*P79043A0232*
, General Marking Guidance
Indicate which question you are answering by marking a cross in the box . If you change your • All candidates must receive the same treatment. Examiners must
mind, put a line through the box and then indicate your new question with a cross . mark the first candidate in exactly the same way as they mark the last.
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• Mark schemes should be applied positively. Candidates must be
Chosen question number: Question 1 Question 2 rewarded for what they have shown they can do rather than penalised
for omissions.
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• Examiners should mark according to the mark scheme not according
to their perception of where the grade boundaries may lie.
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• There is no ceiling on achievement. All marks on the mark scheme
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should be used appropriately.
• All the marks on the mark scheme are designed to be awarded.
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answer matches the mark scheme. Examiners should also be
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prepared to award zero marks if the candidate’s response is not
worthy of credit according to the mark scheme.
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• Where some judgement is required, mark schemes will provide the
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principles by which marks will be awarded and exemplification may
be limited.
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scheme to a candidate’s response, the team leader must be
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• Crossed out work should be marked UNLESS the candidate has
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replaced it with an alternative response.
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3
*P79043A0332* Turn over
, How to award marks when level descriptions are used
1. Finding the right level
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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
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answer. Answers can display characteristics from more than one level, and where this
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happens markers must use the guidance below and their professional judgement to
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For example, one stronger passage at L4 would not by itself merit a L4 mark, but it
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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
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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.
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After a level has been decided on, the next stage is to decide on the mark within the
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However, where a level has specific guidance about how to place an answer within a
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level, always follow that guidance.
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Start with the presumption that the work will be at the top of the level. Move
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level.
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Levels containing three or more marks
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not restrict marks to the middle. Markers should start at the middle of the level (or
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mark up or down to find the best mark. To do this, they should take into account
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• If it meets the requirements fully, markers should be prepared to award full
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marks within the level. The top mark in the level is used for answers that are as
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good as can realistically be expected within that level
• If it only barely meets the requirements of the level, markers should consider
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used for answers that are the weakest that can be expected within that level
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• The middle marks of the level are used for answers that have a reasonable
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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
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met.
Indicative content
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Examiners are reminded that indicative content is provided as an illustration to markers
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of some of the material that may be offered by students. It does not show required
content and alternatives should be credited where valid.
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*P79043A0432*
