Please check the examination details below before entering your candidate information
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Mark Scheme (Results)
Thursday 11 June 2026
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/36
History
Advanced
Summer 2026
PAPER 3: Themes in breadth with aspects in depth
Option 36.1: Protest, agitation and parliamentary reform in Britain,
c1780–1928
Option 36.2: Ireland and the Union, c1774–1923
You must have: Total Marks
Sources Booklet (enclosed)
Instructions
Pearson Edexcel in
•• Use black ink or ball-point pen. GCE History (9HI0/36)
Fill in the boxes at the top of this page with your name,
centre number and candidate number. Advanced
• 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.
Paper 3: Themes in breadth with aspects in depth
• Answer the questions in the spaces provided
– there may be more space than you need.
Option 36.1: Protest, agitation and parliamentary
Information
reform in Britain, c1780–1928
•• The total mark for this paper is 60.
The marks for each question are shown in brackets Option 36.2: Ireland and the Union, c1774–1923
– 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
P79045A
P:1/1/1
Pearson Education Ltd. *P79045A0132*
, 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 36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928
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 reasons why the Contagious Diseases contact us page at .
Acts were passed and how they reflected attitudes towards women in the 1860s and
1870s.
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 36.2: Ireland and the Union, c1774–1923
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the aims of the Catholic Association and
the reasons why the movement became successful.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
Pearson: helping people progress, everywhere
(Total for Question 2 = 20 marks)
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
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Summer 2026
Question Paper Log Number P79045A
Publications Code 9HI0_36_2606_MS
All the material in this publication is
Pearson Education Ltd 2026
2
*P79045A0232*
, General Marking Guidance
• All candidates must receive the same treatment. Examiners must
Indicate which question you are answering by marking a cross in the box . If you change your mark the first candidate in exactly the same way as they mark the last.
mind, put a line through the box and then indicate your new question with a cross . • Mark schemes should be applied positively. Candidates must be
DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA
rewarded for what they have shown they can do rather than penalised
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Chosen question number: Question 1 Question 2 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
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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
prepared to award zero marks if the candidate’s response is not
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• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
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be limited.
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• 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.
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................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3
*P79045A0332* 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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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.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Levels containing two marks only
Start with the presumption that the work will be at the top of the level. Move
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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
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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
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
• 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
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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.
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ............................................................................................................................................ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
*P79045A0432*
Candidate surname Other names
Centre Number Candidate Number
Pearson Edexcel Level 3 GCE
Mark Scheme (Results)
Thursday 11 June 2026
Morning (Time: 2 hours 15 minutes) Paper
reference 9HI0/36
History
Advanced
Summer 2026
PAPER 3: Themes in breadth with aspects in depth
Option 36.1: Protest, agitation and parliamentary reform in Britain,
c1780–1928
Option 36.2: Ireland and the Union, c1774–1923
You must have: Total Marks
Sources Booklet (enclosed)
Instructions
Pearson Edexcel in
•• Use black ink or ball-point pen. GCE History (9HI0/36)
Fill in the boxes at the top of this page with your name,
centre number and candidate number. Advanced
• 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.
Paper 3: Themes in breadth with aspects in depth
• Answer the questions in the spaces provided
– there may be more space than you need.
Option 36.1: Protest, agitation and parliamentary
Information
reform in Britain, c1780–1928
•• The total mark for this paper is 60.
The marks for each question are shown in brackets Option 36.2: Ireland and the Union, c1774–1923
– 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
P79045A
P:1/1/1
Pearson Education Ltd. *P79045A0132*
, 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 36.1: Protest, agitation and parliamentary reform in Britain, c1780–1928
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 reasons why the Contagious Diseases contact us page at .
Acts were passed and how they reflected attitudes towards women in the 1860s and
1870s.
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 36.2: Ireland and the Union, c1774–1923
Study Source 2 in the Sources Booklet before you answer this question.
2 Assess the value of the source for revealing the aims of the Catholic Association and
the reasons why the movement became successful.
Explain your answer, using the source, the information given about its origin and your
own knowledge about the historical context.
Pearson: helping people progress, everywhere
(Total for Question 2 = 20 marks)
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Summer 2026
Question Paper Log Number P79045A
Publications Code 9HI0_36_2606_MS
All the material in this publication is
Pearson Education Ltd 2026
2
*P79045A0232*
, General Marking Guidance
• All candidates must receive the same treatment. Examiners must
Indicate which question you are answering by marking a cross in the box . If you change your mark the first candidate in exactly the same way as they mark the last.
mind, put a line through the box and then indicate your new question with a cross . • Mark schemes should be applied positively. Candidates must be
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rewarded for what they have shown they can do rather than penalised
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Chosen question number: Question 1 Question 2 for omissions.
• Examiners should mark according to the mark scheme not according
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to their perception of where the grade boundaries may lie.
• There is no ceiling on achievement. All marks on the mark scheme
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should be used appropriately.
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• All the marks on the mark scheme are designed to be awarded.
Examiners should always award full marks if deserved, i.e. if the
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prepared to award zero marks if the candidate’s response is not
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• Where some judgement is required, mark schemes will provide the
principles by which marks will be awarded and exemplification may
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be limited.
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• When examiners are in doubt regarding the application of the mark
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consulted.
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replaced it with an alternative response.
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3
*P79045A0332* 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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4
*P79045A0432*
