Cambridge International AS & A Level Cambridge International AS & A Level
ECONOMICS 9708/13 SOCIOLOGY 9699/13
Paper 1 AS Level Multiple Choice May/June 2026 Paper 1 Socialisation, Identity and Methods of Research May/June 2026
1 hour MARK SCHEME
Maximum Mark: 60
You must answer on the multiple choice answer sheet.
You will need: Multiple choice answer sheet
*
Soft clean eraser
Published
Soft pencil (type B or HB is recommended)
INSTRUCTIONS
• There are thirty questions on this paper. Answer all questions. This mark scheme contains the instructions and marking guidance that our examiners used to mark
*
• For each question there are four possible answers A, B, C and D. Choose the one you candidate responses for this component.
consider correct and record your choice in soft pencil on the multiple choice answer sheet.
• Follow the instructions on the multiple choice answer sheet. Before they start marking, examiners complete a standardisation process. They review a range of candidate
• Write in soft pencil. responses and discuss the mark scheme in detail to agree which answers can and cannot be accepted.
• Write your name, centre number and candidate number on the multiple choice answer sheet Examiners award marks where it is clear that candidate responses have met the requirements of the mark
in the spaces provided unless this has been done for you. scheme. These requirements may vary between different components or different versions of the same
component, depending on the exact requirements of the question and the candidate responses seen during
• Do not use correction fluid or tape. the standardisation process.
• Do not write on any bar codes.
• You may use a calculator. Sometimes, our mark schemes may allow marks to be awarded to responses which contain elements that
are factually incorrect or for content not covered by the syllabus. We do this in response to the demands of a
INFORMATION specific question to support candidates and make sure that our assessments are fair. However, these
• The total mark for this paper is 30. allowances should not be used as a guide for teaching and learning.
• Each correct answer will score one mark.
We cannot discuss the mark scheme with schools, and we recommend that schools read the mark scheme
• Any rough working should be done on this question paper. together with the assessment material and the Principal Examiner Report for Teachers.
This document has 12 pages. Any blank pages are indicated.
06_9708_13_2026_1.11 This document consists of 25 printed pages.
Cambridge University Press & Assessment 2026 [Turn over
Cambridge University Press & Assessment 2026 [Turn over
, 2 9699/13 Cambridge International AS & A Level – Mark Scheme May/June 2026
PUBLISHED
General marking principles
1 What are the basic questions of resource allocation?
All examiners must apply these marking principles when marking candidate responses.
A What to produce, how to produce and for whom to produce?
B What to produce, where to produce and for whom to produce? 1 Examiners must award marks for each response in line with:
600
C Where to produce, for whom to produce and how to produce? • the specific content defined in the mark scheme
• the specific skills defined in the mark scheme or in the level descriptions
D Where to produce, what to produce and how to produce?
• the standard of response required as exemplified by the standardisation scripts.
2 Examiners must award whole marks (not half marks, or other fractions).
2 Which combination correctly identifies whether the statements are normative or positive?
3 Examiners must award marks positively. This means that:
the rate of a rise in the inflation rate
inflation is unemployment of 9% in 2025 was • marks are not deducted for errors or omissions
measured using is preferable to the highest it has • marks are awarded for correct/valid answers as defined in the mark scheme and also for other valid answers which go beyond the
a price index inflation been in 10 years scope of the syllabus and mark scheme referring to your team leader as appropriate
• the quality of spelling, punctuation and grammar are judged only when the mark scheme indicates that these features are specifically
A normative normative positive assessed in the question. However, the meaning of all responses must be unambiguous.
B positive positive normative 4 Examiners must consistently apply the requirements of the mark scheme and any rules for what to do when candidates have not followed
instructions correctly.
C normative positive normative
5 Examiners must use the full range of marks defined in the mark scheme, unless limited by the quality of the candidate responses seen.
D positive normative positive
6 Examiners must award marks according to the mark scheme and must not award marks with grade thresholds or grade descriptions in
mind.
The diagram shows a production possibility curve (PPC) for capital goods and consumer
3
goods.
Cambridge University Press & Assessment 2026 Page 2 of 25
What is correct about the opportunity cost of one additional capital good?
A It is greater at X than Y.
B It is greater at Z than Y.
C It is the same at X, Y and Z.
D It is zero when 600 units of consumer goods are produced.
Cambridge University Press & Assessment 2026 06_9708_13_2026_1.11
, 3 9699/13 Cambridge International AS & A Level – Mark Scheme May/June 2026
PUBLISHED
Social Sciences-Specific Marking Principles
4 What justifies government intervention in the provision of a merit good such as (for point-based marking)
education?
1 Components using point-based marking:
A People who pay for education value it more than those who cannot pay.
• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
B Private schools have more merit than state schools. shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.
C Costs of providing education outweigh benefits of education.
From this it follows that we:
D Some consumers do not fully recognise the value of education.
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)
5 What would most likely be considered an advantage by producers and a disadvantage b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
by consumers of the operation of a planned economy? 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 …).
A a bureaucratic system of decision-making 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.)
B a government emphasis on the production of capital goods e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
C a long response time to changing economic events 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).
D an absence of financial incentives to work and to produce 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)
6 What would not affect the position of the demand curve for wigs? 2 Presentation of mark scheme:
• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
A an increase in incomes • 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
B a reduction in the price of hairdressing (except Accounting syllabuses where they indicate negative numbers).
C an increase in wigs worn by television celebrities
D a reduction in the price of wigs
7 The price elasticity of demand for a good is highly elastic.
What is the impact on expenditure on this good when its price increases?
A decreases
Cambridge University Press & Assessment 2026 Page 3 of 25
B increases by a large amount
C increases by a small amount
D stays unchanged
Cambridge University Press & Assessment 2026 06_9708_13_2026_1.11 [Turn over
ECONOMICS 9708/13 SOCIOLOGY 9699/13
Paper 1 AS Level Multiple Choice May/June 2026 Paper 1 Socialisation, Identity and Methods of Research May/June 2026
1 hour MARK SCHEME
Maximum Mark: 60
You must answer on the multiple choice answer sheet.
You will need: Multiple choice answer sheet
*
Soft clean eraser
Published
Soft pencil (type B or HB is recommended)
INSTRUCTIONS
• There are thirty questions on this paper. Answer all questions. This mark scheme contains the instructions and marking guidance that our examiners used to mark
*
• For each question there are four possible answers A, B, C and D. Choose the one you candidate responses for this component.
consider correct and record your choice in soft pencil on the multiple choice answer sheet.
• Follow the instructions on the multiple choice answer sheet. Before they start marking, examiners complete a standardisation process. They review a range of candidate
• Write in soft pencil. responses and discuss the mark scheme in detail to agree which answers can and cannot be accepted.
• Write your name, centre number and candidate number on the multiple choice answer sheet Examiners award marks where it is clear that candidate responses have met the requirements of the mark
in the spaces provided unless this has been done for you. scheme. These requirements may vary between different components or different versions of the same
component, depending on the exact requirements of the question and the candidate responses seen during
• Do not use correction fluid or tape. the standardisation process.
• Do not write on any bar codes.
• You may use a calculator. Sometimes, our mark schemes may allow marks to be awarded to responses which contain elements that
are factually incorrect or for content not covered by the syllabus. We do this in response to the demands of a
INFORMATION specific question to support candidates and make sure that our assessments are fair. However, these
• The total mark for this paper is 30. allowances should not be used as a guide for teaching and learning.
• Each correct answer will score one mark.
We cannot discuss the mark scheme with schools, and we recommend that schools read the mark scheme
• Any rough working should be done on this question paper. together with the assessment material and the Principal Examiner Report for Teachers.
This document has 12 pages. Any blank pages are indicated.
06_9708_13_2026_1.11 This document consists of 25 printed pages.
Cambridge University Press & Assessment 2026 [Turn over
Cambridge University Press & Assessment 2026 [Turn over
, 2 9699/13 Cambridge International AS & A Level – Mark Scheme May/June 2026
PUBLISHED
General marking principles
1 What are the basic questions of resource allocation?
All examiners must apply these marking principles when marking candidate responses.
A What to produce, how to produce and for whom to produce?
B What to produce, where to produce and for whom to produce? 1 Examiners must award marks for each response in line with:
600
C Where to produce, for whom to produce and how to produce? • the specific content defined in the mark scheme
• the specific skills defined in the mark scheme or in the level descriptions
D Where to produce, what to produce and how to produce?
• the standard of response required as exemplified by the standardisation scripts.
2 Examiners must award whole marks (not half marks, or other fractions).
2 Which combination correctly identifies whether the statements are normative or positive?
3 Examiners must award marks positively. This means that:
the rate of a rise in the inflation rate
inflation is unemployment of 9% in 2025 was • marks are not deducted for errors or omissions
measured using is preferable to the highest it has • marks are awarded for correct/valid answers as defined in the mark scheme and also for other valid answers which go beyond the
a price index inflation been in 10 years scope of the syllabus and mark scheme referring to your team leader as appropriate
• the quality of spelling, punctuation and grammar are judged only when the mark scheme indicates that these features are specifically
A normative normative positive assessed in the question. However, the meaning of all responses must be unambiguous.
B positive positive normative 4 Examiners must consistently apply the requirements of the mark scheme and any rules for what to do when candidates have not followed
instructions correctly.
C normative positive normative
5 Examiners must use the full range of marks defined in the mark scheme, unless limited by the quality of the candidate responses seen.
D positive normative positive
6 Examiners must award marks according to the mark scheme and must not award marks with grade thresholds or grade descriptions in
mind.
The diagram shows a production possibility curve (PPC) for capital goods and consumer
3
goods.
Cambridge University Press & Assessment 2026 Page 2 of 25
What is correct about the opportunity cost of one additional capital good?
A It is greater at X than Y.
B It is greater at Z than Y.
C It is the same at X, Y and Z.
D It is zero when 600 units of consumer goods are produced.
Cambridge University Press & Assessment 2026 06_9708_13_2026_1.11
, 3 9699/13 Cambridge International AS & A Level – Mark Scheme May/June 2026
PUBLISHED
Social Sciences-Specific Marking Principles
4 What justifies government intervention in the provision of a merit good such as (for point-based marking)
education?
1 Components using point-based marking:
A People who pay for education value it more than those who cannot pay.
• Point marking is often used to reward knowledge, understanding and application of skills. We give credit where the candidate’s answer
B Private schools have more merit than state schools. shows relevant knowledge, understanding and application of skills in answering the question. We do not give credit where the answer
shows confusion.
C Costs of providing education outweigh benefits of education.
From this it follows that we:
D Some consumers do not fully recognise the value of education.
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)
5 What would most likely be considered an advantage by producers and a disadvantage b DO credit alternative answers/examples which are not written in the mark scheme if they are correct
by consumers of the operation of a planned economy? 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 …).
A a bureaucratic system of decision-making 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.)
B a government emphasis on the production of capital goods e DO NOT credit answers which are obviously self-contradicting or trying to cover all possibilities
C a long response time to changing economic events 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).
D an absence of financial incentives to work and to produce 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)
6 What would not affect the position of the demand curve for wigs? 2 Presentation of mark scheme:
• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
A an increase in incomes • 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
B a reduction in the price of hairdressing (except Accounting syllabuses where they indicate negative numbers).
C an increase in wigs worn by television celebrities
D a reduction in the price of wigs
7 The price elasticity of demand for a good is highly elastic.
What is the impact on expenditure on this good when its price increases?
A decreases
Cambridge University Press & Assessment 2026 Page 3 of 25
B increases by a large amount
C increases by a small amount
D stays unchanged
Cambridge University Press & Assessment 2026 06_9708_13_2026_1.11 [Turn over
