Paper 1 practice questions.docx - Google Docs (1)

‭AQA Politics‬
‭ aper 1‬
P
‭ K Government & Politics‬
U
‭Practice Questions‬
‭(last updated 6th June 2024)‬
‭Constitution‬
‭Parliament‬
‭Prime Minister & Core Executive‬
‭Theories of Democracy and Representation‬
‭Judiciary‬
‭Devolution‬
‭Democracy in the UK‬
‭Electoral Systems‬
‭Voting Behaviour‬
‭Election case studies‬
‭Political Parties‬
‭Pressure Groups‬
‭The EU‬
‭1‬‭|‬‭Page‬
‭https://sites.google.com/rainhamgirls-tkat.org/politics/‬
‭2‬‭|‬‭Page‬
‭Contents‬
‭1‬ ‭Assessment Objectives‬ ‭page 4‬
‭2‬ ‭Writing frames and common misconceptions‬ ‭page 5‬
‭3‬ ‭Mark schemes‬ ‭page 12‬
‭4‬ ‭Core knowledge from the specification‬ ‭page 18‬
‭5‬ ‭Constitution‬ ‭page 25‬
‭6‬ ‭Parliament‬ ‭page 28‬
‭7‬ ‭Prime Minister & Core Executive‬ ‭page 35‬
‭8‬ ‭Theories of Democracy and Representation‬ ‭page 40‬
‭9‬ ‭Judiciary‬ ‭page 44‬
‭10‬ ‭Devolution‬ ‭page 48‬
‭11‬ ‭Democracy in the UK‬ ‭page 53‬
‭12‬ ‭Electoral Systems‬ ‭page 56‬
‭13‬ ‭Voting Behaviour‬ ‭page 62‬
‭14‬ ‭Election Case Studies‬ ‭page 64‬
‭15‬ ‭Political Parties‬ ‭page 66‬
‭16‬ ‭Pressure Groups‬ ‭page 70‬
‭17‬ ‭The EU‬ ‭page 74‬
‭18‬ ‭Sample answers and marked work‬ ‭page 78‬
‭3‬‭|‬‭Page‬
‭Assessment Objectives: What you are assessed on‬
‭AO1:‬‭Demonstrate Knowledge and Understanding‬
‭AO2:‬‭Analysis, connections, similarities, and differences‬
‭AO3:‬‭Evaluation, constructing arguments and substantiated‬‭judgements‬
‭4‬‭|‬‭Page‬
‭Section A‬
‭9 mark short answer questions (AO1: 6 marks, AO2: 3 marks)‬
‭Three ‘explain and analyse three times’ questions‬
‭The questions will test your knowledge and understanding of UK Politics.‬
‭Section B‬
‭25 mark extract question (AO1: 5 marks, AO2: 10 marks, AO3: 10 marks)‬
‭One ‘analyse, evaluate, and compare’ question based on an extract.‬
‭Section C‬
‭25 mark essay question (AO1: 5 marks, AO2: 10 marks, AO3: 10 marks)‬
‭ ne ‘analyse and evaluate’ essay question which will look at Government and /‬
O
‭or Politics of the UK. You should bring in evidence from the UK.‬
‭5‬‭|‬‭Page‬
‭9 mark question‬
‭Key Points from the AQA exam board‬
‭‬ G
● ‭ ive a reason‬
‭●‬ ‭Give a good supporting example‬
‭●‬ ‭Explain how the example supports the reason and show why it supports the‬
‭reason.‬
‭●‬ ‭Analysis: expand on the theoretical point made, e.g., how the check or‬
‭balance of the President will affect media or public opinion of the President,‬
‭or how money used by Pressure groups can open doors but can also present‬
‭barriers as questions arise about the source of the money.‬
‭●‬ ‭Analysis can involve relevant use of terms such as “a contrasting example” or‬
‭“A formal function” used with “An informal function”‬
‭●‬ ‭No need for evaluation (e.g., this is the most important reason).‬
‭●‬ ‭Introductions gain no marks‬
‭●‬ ‭Lack of knowledge will always score poor marks, regardless of the quality of‬
‭the analysis. Good knowledge includes examples of case studies, people, and‬
‭correct use of political terms and vocabulary.‬
‭Sentence starters‬
‭One example of how …… is …….‬
‭This example shows……‬
‭This example is significant because……‬
‭A second example of how …… is …….‬
‭A final example of how …… is …….‬
‭9 mark questions require more knowledge and explanation, giving, and‬

‭explaining a clear and detailed case study for each point you make.‬
‭6‬‭|‬‭Page‬
‭7‬‭|‬‭Page‬
‭25 mark extract based essay questions‬
‭●‬ K ‭ nowledge must come from the source; students must respond to the points made‬
‭in the source.‬
‭●‬ ‭Students must compare the arguments presented in the source, as the source will‬
‭always contain contrasting arguments. ‘Pair and compare’ between arguments.‬
‭●‬ ‭Provenance is required and must be in a political context. Comment on where the‬
‭extract is from, for example with the BBC mention the debate on the BBC’s‬
‭impartiality.‬
‭●‬ ‭Use citations e.g., ‘Lucas argues’‬
‭●‬ ‭Also comment on the provenance within the extract, for example the vested‬
‭interests of those presenting the arguments.‬
‭●‬ ‭Look at the strengths and weaknesses of the arguments provided.‬
‭●‬ ‭Evaluation comes from using sentences such as ‘This argument seems particularly‬
‭convincing because….’‬
‭●‬ ‭Use an argument / counter argument approach.‬
‭●‬ ‭Requires a clear evaluative conclusion.‬
‭Sentence starters‬
T‭ he extract presents two different viewpoints regarding ………….‬

‭Though both arguments have their flaws the more compelling argument is …………….‬
‭Firstly, it is important to consider the provenance of the extract(s) in the question ………….‬
‭There is also the issue of the provenance of those mentioned and cited in the extract …………‬
‭ n argument presented by the extract is that…………….‬

A
‭The strengths of this argument are ……………………….‬
‭The weaknesses of this argument are …………………….‬
‭This argument seems particularly convincing because ……………….‬
‭Or‬
T‭ his argument is less convincing because ……………….‬

‭A contrasting argument presented by the extract is that…………….‬
‭Or‬

‭Also, the extract presents the argument that ……………….‬
‭8‬‭|‬‭Page‬
‭Or‬

‭In conclusion, although both sides of the argument have their merits and flaws, ‬
‭the argument that is stronger is …………. ‬
‭This is stronger than the other argument because………….‬
‭25 mark questions require more analysis and evaluation of the points you are‬
‭making, with brief supporting knowledge‬
‭9‬‭|‬‭Page‬
‭25 mark essay questions‬
‭‬
● T‭ he statement must be evaluated and analysed. ‬
‭●‬ ‭You must make reference to the UK.‬
‭●‬ ‭Students should be able to explain a statement in their own words.‬
‭●‬ ‭Adopt a clear position from the introduction.‬
‭●‬ ‭Use an argument / counter argument approach.‬
‭●‬ ‭Requires a clear evaluative conclusion. If the conclusion is absent or does not‬
‭follow from the previous discussion it automatically scores low marks.‬
‭ ‬ ‭A lot of knowledge to support your points is required in these answers.‬
●
‭●‬ ‭Analyse a statement, seek and present evidence to support or question it,‬
‭and reach a logical conclusion‬‭.‬
‭Essay structure‬
‭Introduction:‬‭‬
‭●‬ S‭ tate what your argument / view is going to be, and a couple of key factors either all‬
‭in favour of your view or one for and one against.‬
‭Main body: ‬
•‭ ‬ A ‭ t least two, no more than three, points in support of the assertion.‬
‭●‬ ‭At least two, no more than three, points to balance and counter the assertion.‬
‭●‬ ‭Start a new paragraph for each point, support with a range of examples, with detail‬
‭and about the example, and how that point supports the argument, this is analysis.‬
‭Include and define any relevant key terms. State how far that point helps to support‬
‭or counter the assertion, and it links to any other factors or examples, this is‬
‭evaluation.‬
‭●‬ ‭Alternate between a point in support of your argument, and a point against it which‬
‭you can evaluate and discuss. This is the argument / counter argument approach.‬
‭●‬ ‭You must refer to all branches of government, and any other relevant parts of the‬
‭study, this is making synoptic links. The links must be within different parts of‬
‭government in one.‬
‭Conclusion: ‬
‭●‬ R
‭ e-state the point of view you gave in the introduction, and which followed through‬
‭the essay and state your overall judgement, but don’t just summarise the arguments,‬
‭clearly state your view.‬
S‭ ynopticity‬
‭The essay questions are particularly synoptic, you should draw on and synthesise (combine)‬
‭the knowledge, understanding and skills gained throughout the course. This could include‬
‭reference to other topics within the course, e.g. a question about constitutions could include‬
‭references to elections, or devolution / federalism.‬
‭10‬‭|‬‭Page‬
‭11‬‭|‬‭Page‬
‭Mark scheme for 9 mark questions‬
‭Level‬ ‭Mark‬ ‭Descriptors‬

‭3‬ ‭7-9‬ ‭●‬ D ‭ etailed knowledge of relevant political concepts, institutions‬
‭and processes is demonstrated, and appropriate political‬
‭vocabulary is used. (AO1).‬
‭●‬ ‭Thorough explanations and appropriate selection of accurate‬
‭supporting examples demonstrates detailed understanding of‬
‭relevant political concepts, institutions and processes (AO1).‬
‭●‬ ‭Analysis of three clear points will be structured, clearly‬
‭focused on the question and confidently developed into a‬
‭coherent answer (AO2).‬
‭●‬ ‭Students must make three points to achieve this level‬
‭2‬ ‭4-6‬ ‭●‬ G ‭ enerally sound knowledge of political concepts, institutions‬

‭and processes is demonstrated, and generally appropriate‬
‭political vocabulary is used (AO1).‬
‭●‬ ‭Some development of explanations and generally appropriate‬
‭selection of supporting examples demonstrates generally‬
‭accurate understanding of relevant political concepts,‬
‭institutions and processes, though further detail may be‬
‭required in places and some inaccuracies may be present‬
‭(AO1).‬
‭●‬ ‭Analysis will be developed in most places, though some points‬
‭may be descriptive or in need of further development.‬
‭●‬ ‭Answers will, for the most part, be clearly expressed and show‬
‭some organisation in the presentation of material (AO2).‬
‭●‬ ‭Students who only make two relevant points will be limited‬
‭to this level‬‭.‬
‭1‬ ‭1-3‬ ‭●‬ L‭ imited knowledge of political concepts, institutions and‬

‭processes is demonstrated, and little or no appropriate‬
‭political vocabulary is used (AO1).‬
‭●‬ ‭Limited development of explanations and selection of‬
‭supporting examples demonstrates limited understanding of‬
‭relevant political concepts, institutions and processes, with‬
‭further detail required and inaccuracies present throughout‬
‭(AO1).‬
‭●‬ ‭Analysis will take the form of description for the most part.‬
‭Coherence and structure will be limited (AO2).‬
‭●‬ ‭Students who only make one relevant point will be limited to‬
‭this level.‬
‭12‬‭|‬‭Page‬
‭Mark scheme for 25 mark extract based essays‬

‭5‬ ‭21 - 25‬ ‭●‬ D ‭ etailed and accurate knowledge and understanding of‬
‭relevant political concepts, institutions and processes are used‬
‭to support analysis of the issue under discussion (AO1).‬
‭●‬ ‭Analysis of the extract is balanced and confidently developed.‬
‭●‬ ‭Evaluation of the above leads to well substantiated‬
‭conclusions that are consistent with the preceding discussion.‬
‭(AO3).‬
‭●‬ ‭Relevant perspectives and/or the status of the extract are‬
‭successfully evaluated in the process of constructing‬
‭arguments (AO3).‬
‭●‬ ‭The answer is well organised, coherent and has a sustained‬
‭analytical focus on the question (AO2).‬
‭4‬ ‭16 - 20‬ ‭●‬ A ‭ ccurate knowledge and understanding of relevant political‬
‭concepts, institutions and processes are used to support‬
‭analysis of the issue under discussion, though further detail‬
‭may be required in places (AO1).‬
‭●‬ ‭Analysis of the extract is balanced and developed, though‬
‭some elements of the analysis could be expanded and/or‬
‭developed further.‬
‭●‬ ‭Evaluation of the above leads to conclusions that show some‬
‭substantiation and are consistent with the preceding‬
‭discussion (AO3).‬
‭●‬ ‭Relevant perspectives and/or the status of the extract are‬
‭evaluated in constructing arguments, although in some places‬
‭there could be further development of the evaluation (AO3).‬
‭●‬ ‭The answer is well organised, analytical in style and is focused‬
‭on the question as set.‬
‭3‬ ‭11 - 15‬ ‭●‬ G ‭ enerally sound knowledge and understanding of relevant‬
‭political concepts, institutions and processes are used to‬
‭support points made, though inaccuracies will be present‬
‭(AO1)‬
‭●‬ ‭Analytical points relating to the extract are made and‬
‭developed in places, showing some balance, though some‬
‭points are descriptive rather than analytical. (A02).‬
‭●‬ ‭Evaluation of the above leads to conclusions that are‬
‭consistent with the preceding discussion, but that lack‬
‭substantiation (AO3)‬
‭13‬‭|‬‭Page‬
‭●‬ R ‭ elevant perspectives and/or the status of the extract are‬
‭commented on in constructing arguments, though evaluation‬
‭is lacking depth. (AO3)‬
‭●‬ ‭The answer is organised, occasionally analytical and focused‬
‭2‬ ‭6 - 10‬ ‭●‬ S‭ ome knowledge and understanding of relevant political‬

‭points made, though these contain inaccuracies and irrelevant‬
‭material (AO1).‬
‭●‬ ‭Analysis of the extract takes the form of description in most‬
‭places, with some attempt at balance, though many points are‬
‭unsupported assertions (AO2).‬
‭●‬ ‭Some attempt to draw conclusions is made, but these lack‬
‭depth and clear development from the preceding discussion‬
‭(AO3).‬
‭1‬ ‭1 - 5‬ ‭●‬ L‭ imited knowledge and understanding of relevant political‬

‭concepts, institutions and processes, with inaccuracies and‬
‭irrelevant material present throughout (AO1).‬
‭●‬ ‭Analysis of the extract takes the form of description and‬
‭assertion, with little or no attempt made at balance (AO2).‬
‭●‬ ‭Conclusions, when offered, are asserted and have an implicit‬
‭relationship to the preceding discussion (AO3).‬
‭●‬ ‭Little or no evaluation of relevant perspectives and the status‬
‭of the extract is present (AO3).‬
‭●‬ ‭The answer shows little organisation and does not address the‬
‭question (AO2).‬
‭14‬‭|‬‭Page‬
‭Mark scheme for 25 mark essays‬

‭5‬ ‭21 - 25‬ ‭●‬ D ‭ etailed and accurate knowledge and understanding of‬
‭relevant political concepts, institutions and processes are used‬
‭to support analysis of the issue under discussion (AO1).‬
‭●‬ ‭Analysis is balanced and confidently developed. (AO2).‬
‭●‬ ‭Synoptic links are well explained, are focussed on the question‬
‭and fully supported with relevant and developed examples‬
‭(AO2).‬
‭●‬ ‭Evaluation of the above leads to well substantiated‬
‭conclusions that are consistent with the preceding discussion.‬
‭(AO3).‬
‭●‬ ‭Relevant perspectives are successfully evaluated in the‬
‭process of constructing arguments (AO3).‬
‭●‬ ‭• The answer is well organised, coherent and has a sustained‬
‭analytical focus on the question (AO2).‬
‭4‬ ‭16 - 20‬ ‭●‬ A ‭ ccurate knowledge and understanding of relevant political‬
‭analysis of the issue under discussion, though further‬
‭detail may be required in places (AO1).‬
‭●‬ ‭Analysis is balanced developed, though some elements of the‬
‭analysis could be expanded and/or developed further.‬
‭•‬ ‭Synoptic links are relevant to the questions as set and‬
‭supported with examples. (AO2).‬
‭●‬ ‭Evaluation of the above leads to conclusions that show some‬
‭substantiation and consistent with the preceding discussion‬
‭(AO3).‬
‭●‬ ‭Relevant perspectives are evaluated in the process of‬
‭constructing arguments, although in some places there could‬
‭be further development of the evaluation (AO3).‬
‭●‬ ‭The answer is well organised, analytical in style and is focused‬
‭3‬ ‭11 - 15‬ ‭●‬ G ‭ enerally sound knowledge and understanding of relevant‬
‭political concepts, institutions and processes are used to‬
‭support points made, though inaccuracies will be present‬
‭(AO1)‬
‭●‬ ‭Analytical points are made and developed in places, showing‬
‭some balance, though some points are descriptive rather than‬
‭analytical.‬
‭15‬‭|‬‭Page‬
‭●‬ S‭ ynoptic links will be made, though explanation will lack depth‬
‭(AO2).‬
‭●‬ ‭Evaluation of the above leads to conclusions that are‬
‭consistent with the preceding discussion, but that lack‬
‭substantiation (AO3)‬
‭●‬ ‭Relevant perspectives are commented on in the process of‬
‭constructing arguments, though evaluation is lacking depth.‬
‭(AO3)‬
‭●‬ ‭The answer is organised, occasionally analytical and focused‬
‭2‬ ‭6 - 10‬ ‭●‬ S‭ ome knowledge and understanding of relevant political‬

‭points made, though these contain inaccuracies and‬
‭irrelevant material (AO1)‬
‭●‬ ‭Analysis takes the form of description in most places, with‬
‭some attempt at balance, though many points are‬
‭unsupported assertions (AO2).‬
‭●‬ ‭Synoptic links tend to be limited and undeveloped. (AO2).‬
‭●‬ ‭Some attempt to draw conclusions is made, but these lack‬
‭depth and clear development from the preceding discussion‬
‭(AO3).‬
‭●‬ ‭Relevant perspectives are identified, though evaluation will be‬
‭superficial (AO3)‬
‭●‬ ‭The answer shows some organisation and makes some‬
‭attempt to address the question (AO2).‬
‭1‬ ‭1 - 5‬ ‭●‬ L‭ imited knowledge and understanding of relevant political‬

‭concepts, institutions and processes, with inaccuracies and‬
‭irrelevant material present throughout (AO1)‬
‭●‬ ‭Analysis takes the form of description and assertion, with little‬
‭or no attempt made at balance (AO2)‬
‭●‬ ‭Few if any synoptic links are offered (AO2).‬
‭●‬ ‭Conclusions, when offered, are asserted and have an implicit‬
‭relationship to the preceding discussion (AO3).‬
‭●‬ ‭Little or no evaluation of relevant perspectives is present‬
‭(AO3).‬
‭●‬ ‭The answer shows little organisation and does not address the‬
‭question (AO2).‬
‭16‬‭|‬‭Page‬
‭Grade Boundaries‬
‭2019‬ ‭2020*‬ ‭2021*‬
‭A*‬ ‭183/231‬ ‭171/231‬ ‭165/231‬
‭A‬ ‭158/231‬ ‭145/231‬ ‭139/231‬
‭B‬ ‭132/231‬ ‭121/231‬ ‭114/231‬
‭C‬ ‭106/231‬ ‭97/231‬ ‭89/231‬
‭D‬ ‭81/231‬ ‭73/231‬ ‭65/231‬
‭E‬ ‭56/231‬ ‭50/231‬ ‭41/231‬
‭2022*‬ ‭2023‬ ‭2024‬
‭A*‬ ‭167/231‬ ‭176/231‬ ‭/231‬
‭A‬ ‭140/231‬ ‭150/231‬ ‭/231‬
‭B‬ ‭95/231‬ ‭123/231‬ ‭/231‬
‭C‬ ‭71/231‬ ‭96/231‬ ‭/231‬
‭D‬ ‭47/231‬ ‭69/231‬ ‭/231‬
‭E‬ ‭23/231‬ ‭42/231‬ ‭/231‬
‭* the covid years; these had amended grade boundaries‬
‭17‬‭|‬‭Page‬
‭JCQ Grade Descriptors (2021)‬
‭Descriptor‬
‭A*‬ T‭ o achieve grade A*students' evidence will show that they have securely met all the statements within‬
‭the grade A descriptor, with stronger performance in most or all aspects of the grade A statements.‬
‭A‬ •‭ demonstrate comprehensive and accurate knowledge and understanding of political concepts, ideas,‬
‭institutions and processes and awareness of significant debates and theories including aspects of‬
‭comparative politics‬
‭• critically analyse aspects of politics and political information, noting parallels, connections,‬
‭similarities, and differences within the A-level specification; present explanations and make‬
‭comparisons with clarity and coherence, using appropriate political vocabulary; support all statements‬
‭and judgements with well-chosen examples; apply relevant theory where appropriate and show it to be‬
‭fully understood; maintain a sharp focus in the analysis.‬
‭• Critically evaluate aspects of politics and political information with well supported arguments and‬
‭judgements, leading to reasoned conclusions that are fully consistent with the preceding analysis‬
‭B‬ ‭ haracteristics that differentiate a grade B from a grade A:‬

C
‭• answers show a slightly reduced breadth of knowledge of the specification, with recognition of‬
‭parallels, connections, similarities, and differences.‬
‭• answers make less use of supportive examples.‬
‭• answers may not always maintain a sharp focus on the question and conclusions may not always‬
‭clearly derive from the preceding analysis‬
‭C‬ •‭ demonstrate a range of generally accurate knowledge and understanding of political concepts, ideas,‬
‭institutions and processes and some awareness of significant debates and theories, including aspects of‬
‭comparative politics.‬
‭• analyse aspects of politics and political information, noting parallels, connections, similarities, and‬
‭differences within the A-level specification; present explanations and make comparisons with‬
‭reasonable clarity and coherence, using some political vocabulary; support some statements and‬
‭judgements with useful evidence; apply relevant theory where appropriate; maintain a clear focus in‬
‭the analysis.‬
‭• make a sound evaluation of aspects of politics and political information with supported arguments‬
‭and judgements, leading to reasoned conclusions that are largely consistent with the preceding‬
‭analysis.‬
‭D‬ T‭ o achieve grade D, students’ evidence will show that they have securely met all the statements within‬
‭the grade E descriptor, with stronger performance in most or all aspects of the grade E statements.‬
‭However, their evidence does not meet the minimum requirements of most of the grade C statements.‬
‭E‬ •‭ demonstrate limited knowledge and understanding of political concepts, ideas, institutions and‬
‭processes and limited awareness of significant debates and theories, including aspects of comparative‬
‭politics. Identify a limited range of supporting examples.‬
‭• offer a simplistic analysis of aspects of politics and political information, noting some parallels,‬
‭connections, similarities, and differences within the A-level specification; present explanations and‬
‭make comparisons with limited clarity and coherence using restricted political vocabulary; support‬
‭statements and judgements with limited evidence. Apply little, if any, relevant theory; maintain limited‬
‭focus in the analysis.‬
‭• make a limited evaluation of aspects of politics and political information, with simple arguments and‬
‭judgements, leading to conclusions that are not entirely consistent with the preceding analysis.‬
‭18‬‭|‬‭Page‬
‭Core Knowledge - UK‬
‭ overnment and Politics of the UK is divided into ten sections. Each has a particular focus but their‬
G
‭interrelationships must be understood to appreciate the complexities of the system. Students will‬
‭study each of the prescribed sections below.‬
‭The nature and sources of the British Constitution‬

‭Key concepts and terminology:‬
‭‬
● c‭ odified‬
‭●‬ ‭uncodified‬
‭●‬ ‭statute‬
‭●‬ ‭common law‬
‭●‬ ‭conventions‬
‭●‬ ‭authoritative opinions‬
‭●‬ ‭The royal prerogative‬
‭●‬ ‭rule of law‬
‭●‬ ‭parliamentary sovereignty‬
‭●‬ ‭individual and collective rights.‬
S‭ tudents should develop awareness of the significance of the following historical documents to the‬
‭development of rights in the UK:‬
‭‬
● ‭ agna Carta (1215)‬
M
‭●‬ ‭Bill of Rights (1689)‬
‭●‬ ‭Act of Settlement (1701)‬
‭●‬ ‭Parliaments Acts (1911 and 1949).‬
‭Students should analyse and evaluate:‬
‭‬
● t‭ he nature and sources of the British constitution‬
‭●‬ ‭contemporary legislation and current issues regarding rights‬
‭●‬ ‭issues and debates around recent constitutional changes‬
‭●‬ ‭debates about the extent of rights in the UK‬
‭●‬ ‭two examples of constitutional changes since 1997, such as the establishment of devolved‬
‭legislative bodies in constituent countries of the UK, the introduction of a Freedom of‬
‭Information Act, adoption of the Human Rights Act, changing composition of the House of‬
‭Lords‬
‭ ‬ ‭areas where individual and collective rights are in agreement and where they are in conflict.‬
●
‭The structure and role of Parliament‬

‭‬
● s‭ crutiny of executive‬
‭●‬ ‭Commons‬
‭●‬ ‭Lords‬
‭●‬ ‭MPs and peers‬
‭19‬‭|‬‭Page‬
‭‬
● ‭ elegates and trustees‬
d
‭●‬ ‭Burkean theories of representation‬
‭●‬ ‭delegate theories‬
‭●‬ ‭mandate theories‬
‭●‬ ‭trustees‬
‭●‬ ‭parliamentary privilege‬
‭●‬ ‭opposition‬
‭●‬ ‭legislation‬
‭●‬ ‭debate‬
‭●‬ ‭redress of grievances‬
‭●‬ ‭campaign‬
‭●‬ ‭referendum.‬
‭ ‬ s‭ crutiny of the executive and how effective scrutiny of the executive is in practice‬
●
‭●‬ ‭parliamentary debate and the legislative process‬
‭○‬ ‭Commons‬
‭○‬ ‭Lords‬
‭●‬ ‭theories of representation – Burkean, delegate, mandate theories‬
‭●‬ ‭the roles and influence of MPs and peers‬
‭●‬ ‭the significance of Commons and Lords:‬
‭○‬ ‭work of committees‬
‭○‬ ‭role of the opposition‬
‭○‬ ‭the extent of Parliament’s influence on government decisions:‬
‭■‬ ‭Party discipline enables the government to routinely outvote opposition‬
‭■‬ ‭government control of civil servants’ appearances before Select Committees‬
‭■‬ ‭membership of those committees is largely controlled by the Whips' offices.‬
‭●‬ ‭interactions of parliament and other branches of government.‬
‭The Prime Minister and cabinet‬

‭‬
● c‭ ore executive‬
‭●‬ ‭prime minister‬
‭●‬ ‭primus inter pares‬
‭●‬ ‭cabinet‬
‭●‬ ‭inner cabinet‬
‭●‬ ‭cabinet committee‬
‭●‬ ‭individual and collective responsibility‬
‭●‬ ‭accountability.‬
‭ ‬ h‭ ow policy is made‬
●
‭●‬ ‭the relationship between Prime Minister and cabinet‬
‭20‬‭|‬‭Page‬
‭●‬ ‭the difference between individual and collective responsibility. Examples might include:‬
‭○‬ ‭resignation of Sir Thomas Dugdale – Crichel Down (1954)‬
‭○‬ ‭resignation of Iain Duncan Smith over Welfare Reforms (2016)‬
‭●‬ ‭two examples that demonstrate the power of the Prime Minister and cabinet to dictate‬
e‭ vents and determine policy making. One example must be from 1945‒1997. The second‬
‭example must be from 1997 to the present. Examples might include:‬
‭○‬ ‭introduction of poll tax (1990)‬
‭○‬ ‭invasion of Iraq (2003)‬
‭ ‬ ‭government/parliament relations – accountability/interest.‬
●
‭The judiciary‬
‭‬
● S‭ upreme Court‬
‭●‬ ‭judicial independence and impartiality‬
‭●‬ ‭separation of powers‬
‭●‬ ‭ultra vires‬
‭●‬ ‭judicial review.‬
‭‬
● t‭ he composition of the judiciary and the appointments process‬
‭●‬ ‭the role of the Supreme Court and its impact on government, legislature and policy process‬
‭●‬ ‭judicial influence on government‬
‭●‬ ‭importance of ultra vires, judicial review and the Supreme Court's interactions with and‬
‭influence over the legislative and policy making processes.‬
‭Devolution‬
‭‬
● ‭ evolution‬
d
‭●‬ ‭The Scottish Parliament and Government‬
‭●‬ ‭The Welsh Assembly and Government‬
‭●‬ ‭The Northern Ireland Assembly and Executive.‬
‭‬
● t‭ he roles, powers and responsibilities of the different devolved bodies in the UK‬
‭●‬ ‭debate around devolution in England‬
‭●‬ ‭existing devolution in England‬
‭●‬ ‭impact of devolution on the government of the UK.‬
‭The politics of the UK‬
‭Democracy and participation‬

‭21‬‭|‬‭Page‬
‭‬
● ‭ irect democracy‬
d
‭●‬ ‭representative democracy‬
‭●‬ ‭suffrage‬
‭●‬ ‭participation‬
‭●‬ ‭partisan dealignment.‬
‭Students should develop awareness of development of the suffrage in the UK – debates and issues:‬
‭‬
● ‭ ow suffrage has changed since the Great Reform Act (1832) to the present‬
h
‭●‬ ‭debates regarding gender, class, ethnicity and age‬
‭●‬ ‭the significance of the Chartists, Suffragists and Suffragettes‬
‭●‬ ‭suffrage as a human right.‬
‭Students will be required to analyse and evaluate:‬
‭ ‬ t‭ he nature of democracy‬
●
‭●‬ ‭different types of democracy – direct democracy, representative government‬
‭●‬ ‭patterns of participation and different forms of participation.‬
‭Elections and referendums‬

‭‬
● ‭ ajoritarian and proportional electoral systems‬
m
‭●‬ ‭representative democracy‬
‭●‬ ‭suffrage‬
‭●‬ ‭participation‬
‭●‬ ‭voting behaviour‬
‭●‬ ‭manifesto‬
‭●‬ ‭campaign‬
‭●‬ ‭referendums.‬
S‭ tudents will be required to analyse and evaluate the characteristics of different systems used in‬
‭parliamentary elections and in elections to one of the devolved bodies in the UK including:‬
‭ ‬ d‭ ebates and issues around the performance of those systems‬

●
‭●‬ ‭the advantages and disadvantages of those systems‬
‭●‬ ‭three key elections since 1945 should be selected for detailed study. These should include:‬
‭○‬ ‭the 1997 general election‬
‭○‬ ‭one election from before 1997‬
‭○‬ ‭one election since 1997.‬
T‭ he study of these elections, the wider political context in which they occurred and the techniques‬
‭used by political parties in their campaigns will provide perspectives on the issues and outcomes of‬
‭each election, particularly in relation to the following:‬
‭●‬ ‭patterns of voting behaviour/changes over time – as revealed by relevant national data‬
‭sources, and explanations of how and why they varied in different elections‬
‭22‬‭|‬‭Page‬
‭‬
● t‭ he influence of the media on the outcomes‬
‭●‬ ‭the reasons for and the impact of party policies on the outcomes‬
‭●‬ ‭the reasons for and the influence of manifestos on the outcomes‬
‭●‬ ‭the impact of campaigns and leadership on the outcomes‬
‭●‬ ‭the role of elections and their influence on policy and policy making‬
‭●‬ ‭likely effects of the electoral system on the party system.‬
T‭ hese elections should be selected because they exemplify particular characteristics of the British‬
‭electoral system, electoral behaviour or electoral outcomes eg:‬
‭ ‬ a‭ n election resulting in a landslide victory for one party‬

●
‭●‬ ‭an election where results reveal a clear discrepancy between the number of votes and the‬
‭number of seats gained‬
‭●‬ ‭an election which shows how large numbers of voters are effectively disenfranchised by the‬
‭ reponderance of voters for one party in large areas of the country‬
p
‭ ‬ ‭an election the outcome of which is greatly influenced by a particular leadership style or‬
●
‭personality‬
‭Students should analyse and evaluate the nature and use of referendums in the UK and their‬
‭impact.‬
‭Political parties‬
‭‬
● i‭deology‬
‭●‬ ‭party structure‬
‭●‬ ‭party systems‬
‭●‬ ‭party funding‬
‭●‬ ‭party functions‬
‭●‬ ‭minor parties‬
‭●‬ ‭political agenda.‬
‭●‬ ‭the origins, ideas and development of the Conservative, Labour, and Liberal Democrat‬
‭ arties and how these have helped shape their current policies‬
p
‭‬
● ‭party structures and functions of Conservative, Labour and Liberal Democrat parties‬
‭●‬ ‭issues and debates around party funding‬
‭●‬ ‭relations with, and influence of, the media‬
‭●‬ ‭factors affecting electoral outcomes‬
‭●‬ ‭policies of minor parties and their impact on political debates and political agenda‬
‭●‬ ‭development towards a multi-party system in the UK and its impact on government and‬
‭policy.‬
‭Pressure groups‬
‭●‬ ‭pluralism‬
‭23‬‭|‬‭Page‬
‭ ‬ p‭ olitical agenda‬
●
‭●‬ ‭insider and outsider pressure groups‬
‭●‬ ‭promotional and interest groups.‬
‭ ‬ p‭ ressure groups and democracy – pluralism‬

●
‭●‬ ‭other influences on government and parliament:‬
‭○‬ ‭think tanks‬
‭○‬ ‭lobbyists‬
‭○‬ ‭corporations‬
‭○‬ ‭media‬
‭●‬ ‭typologies of pressure groups, including a detailed study of one insider and one outsider‬
‭group‬
‭‬ m
● ‭ ethods used by pressure groups‬
‭●‬ ‭factors likely to affect the political influence of different groups, such as membership and‬
r‭ esources‬
‭ ‬ ‭links with political parties, government and the media.‬
●
‭The European Union‬

‭●‬ ‭EU institutions‬
‭ ‬ a‭ ims of the EU and the extent to which they have been achieved‬
●
‭●‬ ‭the impact of the EU on UK politics and policy making.‬
‭24‬‭|‬‭Page‬
‭Constitution‬
‭Year‬ ‭Plan‬ ‭ ractice‬

P ‭ omplete‬
C
‭Paragraph‬ ‭question‬
E‭ xplain and analyse the significance of three sources of‬ ‭2018‬

‭the British Constitution (9 marks)‬
E‭ xplain and analyse three ways in which rights are‬ ‭2023‬

‭protected in the UK (9 marks)‬
E‭ xplain and analyse three key developments in the British‬

‭Constitution before 1900 (9 marks)‬
E‭ xplain and analyse three constitutional reforms‬

‭introduced since 1997 (9 marks)‬
E‭ xplain and analyse three constitutional reforms‬

‭introduced since 2010 (9 marks)‬
E‭ xplain and analyse three different ways in which the‬

‭British constitution upholds citizens rights (9 marks)‬
E‭ xplain and analyse three sources of the British‬

‭Constitution (9 marks)‬
E‭ xplain and analyse three ways in which any constitutional‬

‭changes since 1997 have affected the British constitution.‬
‭(9 marks)‬

P ‭ omplete‬
C
‭ nalyse and evaluate and compare the arguments in the‬

A ‭2022‬
‭above extract regarding the need for a codified‬
‭constitution in the UK (25 marks)‬‭Use extract Con1‬

P ‭ omplete‬
C
‭25‬‭|‬‭Page‬
‘‭ There have been few significant changes to the British‬ ‭2019‬
‭constitution since 1997’ Analyse and evaluate this‬
‭statement (25 marks)‬
‘‭ The ongoing process of devolution threatens the‬ ‭2021‬

‭sovereignty of the Westminster parliament’ Analyse and‬
‭evaluate this statement‬
‘‭Statute Law is the best defender of citizens’ rights in the‬

‭UK.’ Analyse and evaluate this statement. (25 marks)‬
‘‭ The British Constitution provides few safeguards against‬

‭the abuse of citizens’ rights in the UK’ Analyse and‬
‭evaluate this statement (25 marks)‬
‘‭An uncodified constitution remains appropriate in the‬

‭modern British political process’ Analyse and evaluate this‬
‘‭ The British constitution provides very weak protection for‬

‭citizens rights’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭ The British constitution has stood the test of time‬

‭extremely well and needs no major reform’ Analyse and‬
‘‭Individual and collective rights inevitably and always‬

‭conflict with each other’ Analyse and evaluate this‬
‘‭Constitutional reforms since 1997 have improved the‬

‭British political system’ Analyse and evaluate this‬
‘‭Britain should retain an uncodified constitution’ Analyse‬

‭and evaluate this statement (25 marks)‬
‘‭Constitutional reform in the UK has not gone far enough’‬

‭Analyse and evaluate this statement (25 marks)‬
‭26‬‭|‬‭Page‬
‭Extract Con 1 - Constitution‬
‭Does the does the UK need a codified constitution?‬

E‭ xtract 1‬
‭The UK is one of only a few democracies in the world which lacks a codified constitution.‬
‭The UK is unusual in not having the constitution codified in single document. This arrangement is‬
‭no longer adequate for free reasons: its lack of clarity; Its failure to properly protect fundamental‬
‭rights; And the inadequacy of the current devolution settlement. This lack of clarity has‬
‭exacerbated recent political crises in the UK. The legal status of referendums has never been‬
‭properly set out. Do referendums easily sit with the principle of parliamentary sovereignty?‬
‭Although Britain does have a Human Rights Act, that legislation does not enjoy the same status as‬
‭a list of fundamental rights in a codified constitution. The current devolution settlement cries out‬
‭for a written constitution that properly sets out the position of the devolved administration.‬
‭Extract taken from an article posted by the constitution unit, January 2020‬‭. The constitution unit‬
‭is based in the department of political science University College London and as an independent‬
‭research body on constitutional change. The author, Sionaidh Douglas- Scott is professor of law at‬
‭Queen Mary University of London.‬
‭Extract 2‬
‭Britain has no need of a codified constitution.‬
‭constitution balances and shares power. The Brexit process bought all three branches state into‬
‭play. Under our constitutional arrangements break Brexit cannot be delivered by 1 branch life.‬
‭Brexit is the question maybe for Westminster, not because the UK is overly centralised but because‬
‭our relations with the EU are reserved to Westminster. Brexit has revealed unresolved tensions,‬
‭the British constitution continues to adapt to the changing needs of the nation. Rights are‬
‭protected in multiple way. Firstly, from legislation determined by parliament and secondly, by the‬
‭common law. Quote constitutions dramatically increase the role of the courts, passing power from‬
‭the elected to the unelected. This is a profound challenge to democracy.‬
‭Extract taken from prospect magazine, a monthly current affairs publication specialising in‬
‭politics and economics published in April 2019.‬‭The‬‭author Adam Tompkins is a former‬
‭conservative member of the Scottish Parliament MSP I'm professor of public law at the University‬
‭of Glasgow.‬
‭Analyse, evaluate and compare the arguments in the above extracts regarding the need for a‬
c‭ odified constitution in the UK. (25 marks)‬
‭27‬‭|‬‭Page‬
‭Parliament‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which the official‬ ‭2022‬

‭opposition can challenge the government in the House of‬
‭Commons (9 marks)‬
E‭ xplain and analyse three influences on individual MPs‬ ‭2020‬

‭when voting in the House of Commons (9 marks)‬
E‭ xplain and analyse three ways in which backbench MPs‬ ‭2024‬

‭can influence policy within the legislative process. (9‬
‭marks)‬
E‭ xplain and analyse three stages in the parliamentary‬

‭legislation process (9 marks)‬
E‭ xplain and analyse three roles of a Member of Parliament‬

‭(9 marks)‬
E‭ xplain and analyse three ways that the Legislature of the‬

‭UK can hold the Executive to account. (9 marks)‬
E‭ xplain and analyse three ways that an MP serves their‬

‭electorate (9 marks)‬
E‭ xplain and analyse three roles of the speaker of the‬

‭House of Commons (9 marks)‬
E‭ xplain and analyse three powers of the House of Lords (9‬

‭marks)‬
E‭ xplain and analyse three limitations on the powers of the‬

‭House of Lords (9 marks)‬
E‭ xplain and analyse the importance of three types of‬

‭parliamentary committee (9 marks)‬
E‭ xplain and analyse three ways that select committees‬

‭could be seen as effective methods of executive scrutiny (9‬
‭marks)‬
E‭ xplain and analyse three stages in the legislative process‬

‭(9 marks)‬
‭28‬‭|‬‭Page‬

P ‭ omplete‬
C
‭ nalyse, evaluate and compare the arguments in the‬

A ‭2021‬
‭above extracts regarding House of Lords reform.‬
‭(25 marks)‬‭Use extract Par1‬

A ‭2023‬
‭above regarding the roles and influence of parliamentary‬
‭select committees. (25 marks)‬‭Use extract Par2‬

A
‭above article over the role of MPs and them having‬
‭additional interests outside of parliament. (25 marks)‬‭Use‬
‭extract Par 3‬

A
‭extract over the extent to which backbenchers can‬
‭influence legislation in the commons (25 marks)‬‭Use‬
‭extract par4‬

P ‭ omplete‬
C
‘‭Parliament is not an effective check on the executive’‬ ‭2019‬

‘‭Despite their weaknesses, select committees play an‬ ‭2018‬

‭increasingly central role in British politics’ Analyse and‬
‘‭ The House of Lords acts as an effective check on the‬

‭commons’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Parliament is effective in carrying out its various‬

‭functions’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Parliament fully represents the variety of people in‬

‭the UK’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭ The only purpose of backbench MPs is to support the‬

‭party leadership’ Analyse and evaluate this statement‬
‭(25 marks)‬
‭29‬‭|‬‭Page‬
‘‭Backbench MPs have few ways to influence the‬
‭government‘ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Parliamentary reforms since 1997 have gone too far’‬

‘‭Parliament is increasingly able to scrutinise and check‬

‭the government’ Analyse and evaluate this statement‬
‭(25 marks)‬
‘‭ The main role of the opposition is to try and block‬

‭government policy’ Analyse and evaluate this‬
‭statement. (25 marks)‬
‭30‬‭|‬‭Page‬
‭Extract Par1‬
E‭ xtract 1‬
‭The House of Lords needs reforming, but abolishing it is not the answer. In the past year, the‬
‭House of Lords has made almost 2,300 changes to improve legislation. Apart from daily oral‬
‭questions, peers have tabled more than 8,000 written questions and taken part in more than 160‬
‭debates. Well over 300 peers have been active members of select committees. I am opposed to‬
‭“passengers” in the Lords who make no or very little contribution. However, they are a minority.‬
‭Those who argue for the abolition of the second chamber need to say how this work would be‬
‭done. When a government has a big majority, having a second chamber to ensure legislation does‬
‭not slip through without proper debate and analysis is absolutely essential.‬
‭The Lords has agreed to take action to reduce numbers. However, the resignation honours list‬
‭beckons. It is at this point that prime ministers are tempted to reward rather than ask what‬
‭contribution a person under consideration can make.‬
E‭ xtract taken from an opinion piece by Norman Fowler in The Guardian, 3 June 2019.‬
‭Norman Fowler is Lord Speaker and was a cabinet minister with Margaret Thatcher for 11 years.‬
E‭ xtract 2‬
‭This broken House of Lords doesn’t need reform. It needs scrapping. One in nine peers, between‬
‭2017 and 2018, did not participate in any House of Lords business: yet one of these still claimed‬
‭£25,000. Some will say that the House of Lords provides an invaluable function. But here is an‬
‭institution beyond reform. It has been stuffed full of lobbyists, party donors, ex-party staffers and‬
‭well-connected businesspeople. The Lords is not brimming with specialists and experts.‬
‭Its existence is an affront to democracy. The alternative is to replace it with an elected chamber.‬
‭However, this is fraught with problems. Instead, we should look at a unicameral system.‬
E‭ xtract taken from an opinion piece in The Guardian by columnist Owen Jones, 31 May‬
‭2019. Owen Jones is a regular Guardian columnist and author of books such as The‬
‭Establishment – And How They Get Away With It.‬
‭ nalyse, evaluate and compare the arguments in the above extracts regarding House of Lords‬
A
‭reform.‬‭[25 marks]‬
‭31‬‭|‬‭Page‬
‭Extract Par2‬
‭The roles and influence of parliamentary select committees‬
‭Extract 1‬
S‭ elect committees often show a more positive side of Parliament. At a time when politics can feel‬
‭fractious and tense, select committees show a more positive side of Parliament. Select committees‬
‭are where MPs sit around a table, engaged on a joint enterprise and are at their best when party‬
‭politics is largely left to one side. Departmental committees mirror each government department,‬
‭and other committees consider wider issues across government.‬
‭Select committees hold the government and others to account, propose policy solutions to‬
‭difficult issues and listen to a range of voices to inform debate. Powerful industry leaders have‬
‭at times been called to account. Select committees can have a major impact on government policy.‬
‭There is also the Liaison Committee, which is perhaps best known for its regular evidence sessions‬
‭between the prime minister and select committee chairs.‬
E‭ xtract taken from an article in PoliticsHome, January 2019, written by Sarah Wollaston,‬
‭Chair of the Liaison Committee. Sarah Wollaston is a GP and was an MP between‬
‭2010–19. PoliticsHome is an online news source in Parliament.‬
‭Extract 2‬
‭Prime Minister accused of avoiding scrutiny after postponing select committee appearance‬
‭ oris Johnson has pulled out of a scheduled appearance before the Commons Liaison‬
B
‭Committee, saying he has to “focus on delivering Brexit”. Dr Wollaston, Chair of the Liaison‬
‭Committee, accused the PM of refusing to face detailed scrutiny from select committee chairs. It‬
‭was the third time the prime minister had cancelled. She also raised the issue in the Commons,‬
‭where she was joined by other committee chairs, including Labour MP Yvette Cooper, in accusing‬
‭him of avoiding accountability.‬
‭Conservative MP Sir Patrick McLoughlin, a member of the Liaison Committee, defended the‬
‭prime minister, saying he “is held to account in this chamber by all members of Parliament”.‬
‭Another Conservative MP, Steve Baker, said it was a “profound injustice” that some MPs were able‬
‭to keep their “high office” in the select committee system despite abandoning their party.‬
‭Extract taken from an article on the BBC News website, October 2019.‬
‭ nalyse, evaluate and compare the arguments in the above extracts regarding the roles and‬
A
‭influence of parliamentary select committees.‬‭[25‬‭marks]‬
‭32‬‭|‬‭Page‬
‭Extract Par 3‬
‭Who said being an MP was a full time job?‬
I‭t would take a crabbed heart indeed not to be impressed by the story of Douglas Ross, Conservative‬
‭MP for Moray, who on Wednesday missed a crucial vote in order to show up for his second job as a‬
‭football linesman at the Barcelona vs Olympiakos game. Here was someone who, rather than‬
‭blathering about unemployment from a comfortable seat in the Commons, led by example. To adapt‬
‭Norman Tebbit, he “got on his bike” and found a job.‬
‭ pinion divides fiercely, though, over the question of whether representing a constituency is a‬
O
‭full-time job or a part-time hobby. On the one hand are the free-market cavaliers: they argue that for‬
‭men and women of their calibre the pay is feeble, and that a ban on second jobs would discourage‬
‭the best from entering parliament. Besides, MPs who work outside the House do us all good. “Career‬
‭politicians”, who know nothing of the world of business, are far less valuable than those with a‬
‭“hinterland”, who know the cut and thrust of life on the sharp end of, say, a non-executive‬
‭directorship in a FTSE 100 company.‬
T‭ he roundheads take a more austere view. Labour’s John Mann has said: “Most MPs have two jobs‬
‭— a full-time job in their constituency and a full-time job at Westminster.” Still, parliamentary‬
‭guidance has it that members may take work outside parliament “within reasonable limits”. And so,‬
‭duly, the Commons has contained GPs, dentists, property speculators, barristers and company‬
‭executives of many stripes. Many working politicians also earn by their pens on the side, and always‬
‭have. Benjamin Disraeli was an enormously prolific popular novelist. Winston Churchill divided his‬
‭time between making history and writing it — and as prime minister, during the war, earned £2m in‬
‭today’s money from selling film rights to two of his books.‬
‭Extract adapted from an article by Sam Leith in the Financial Times, 20 October 2017‬
‭ nalyse, evaluate and compare the arguments in the above article over the role of MPs and them‬
A
‭having additional interests outside of parliament.‬
‭(25 marks).‬
‭33‬‭|‬‭Page‬
‭Extract Par4‬
‭How effectively do the backbenchers scrutinise and check government legislation?‬
‭ P's are frequently criticised because of the rows of empty seats that are often seen on BBC‬
M
‭parliament during debates on government legislation. Why are 650 MP's in the Commons‬
‭chamber not engaging in deliberation and scrutinising the government policies?‬
T‭ he government's control over the legislative process and the ability to defeat opposition‬
‭amendments in committee due to its jealousy, has led to criticisms that backbench MP's or‬
‭ineffective in making repacked or government legislation. The evidence to support this claim is for‬
‭at first compelling. For example, in 2014 – 15, 100% of government bills received royal assent,‬
‭while the percentage for private members bills was just 6%. These figures demonstrate the‬
‭government is highly successful in securing its legislation while backbench MP's attempting to‬
‭introduce bills individually are not very successful at all.‬
‭ n the other hand, backbench MP's on the government side may exert pressure early on in the‬
O
‭development of legislation, and then secure changes not captured by measurable activity on the‬
‭floor of the house. Indeed, government may shy away from introducing legislation altogether for‬
‭how its backbenchers will react.‬
I‭n addition, the threat of backbench rebellion, and of MPs voting against legislation, have become‬
‭an increasingly useful tool deployed by backbenchers in order to secure concessions on bills that‬
‭are already going through parliament. Consequently, understanding how effective backbenchers‬
‭are in terms of legislation involves looking beyond raw numbers about how many bills are passed,‬
‭and looking instead at how backbenchers skilfully use other opportunities to influence‬
‭government legislation.‬
S‭ ource adapted from Kelso A (2016) Parliament, how effective are backbench MPs? Politics‬
‭review‬
‭ nalyse, evaluate and compare the arguments in the extract over the extent to which backbenchers‬
A
‭can influence legislation in the commons (25 marks)‬
‭34‬‭|‬‭Page‬
‭Prime Minister and Core Executive‬
‭9 mark questions‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which the cabinet can‬ ‭2019‬
‭limit the power of the Prime Minister. (9 marks)‬
E‭ xplain and analyse three ways in which collective‬ ‭2021‬

‭responsibility has come pressure since 1979 (9 marks)‬
E‭ xplain and analyse three functions of the cabinet (9‬

‭marks)‬
E‭ xplain and analyse three styles of Prime Ministerial‬

‭leadership, refer to at least one Prime Minister before‬
‭1997, and at least one after. (9 marks)‬
E‭ xplain and analyse three ways that Prime Ministers have‬

‭been seen to become more Presidential (9 marks)‬
E‭ xplain and analyse three considerations when appointing‬

‭Cabinet Ministers. (9 marks)‬
E‭ xplain and analyse three ways in which collective‬

‭ministerial responsibility operates (9 marks)‬
E‭ xplain and analyse three key aspects of cabinet‬

‭committees (9 marks)‬
E‭ xplain and analyse three reasons why a cabinet minister‬

‭might be forced to resign (9 marks)‬
E‭ xplain and analyse three examples of a named cabinet‬

‭minister resigning from government (9 marks)‬
E‭ xplain and analyse three examples of resignations by‬

‭cabinet ministers (9 marks)‬
E‭ xplain and analyse three prerogative powers of the Prime‬

‭Minister (9 marks)‬
E‭ xplain and analyse three factors that explain how the‬

‭Prime Minister selects their cabinet (9 marks)‬
E‭ xplain and analyse three constraints on the power of‬

‭Prime Ministers (9 marks)‬
‭35‬‭|‬‭Page‬

P ‭ omplete‬
C

A
‭above article over the purpose of Collective Responsibility‬
‭in the UK Cabinet. (25 marks)‬‭use extract PCE1‬

A
‭extracts over the extent to which the UK Prime Minister‬
‭has become more Presidential in style and power (25‬
‭marks)‬‭use extract PCE2‬

P ‭ omplete‬
C
‘‭ There are many factors that can give the Prime Minister‬ ‭2018‬
‭power over cabinet colleagues’ Analyse and evaluate this‬
‘‭Cabinet ministers still matter as heads of department, but‬ ‭2023‬

‭the whole cabinet is no longer the centre of important‬
‭government decision making’ Analyse and evaluate this‬
‘‭ The personal involvement of the Prime Minister is the‬

‭most dominant factor in the making of policy’ Analyse and‬
‭evaluate this statement with reference to any two‬
‭examples (one pre and one post 1997) that you have‬
‭studied (25 marks)‬
‘‭Prime Ministers have become more Presidential since‬

‭1997’ Analyse and evaluate this statement (25 marks)‬
‘‭Cabinet can act as an effective check on the Prime‬

‭Minister’ Analyse and evaluate this statement (25 marks)‬
‘‭ The cabinet no longer plays a meaningful role in the UK‬

‭political system’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Prime Ministers are free to pursue the policy they want’‬

‘‭Increasingly Presidential’ Analyse and evaluate this‬

‭interpretation of the role of the Prime Minister in Modern‬
‭Britain (25 marks)‬
‭36‬‭|‬‭Page‬
‘‭Ministers mostly resign due to personal conduct’ Analyse‬
‘‭ The Modern Prime Minister has little opportunity to‬

‭dictate policy, and even fewer opportunities to guarantee‬
‭a successful outcome’ Analyse and evaluate this statement‬
‭with reference to two examples, one before and one after‬
‭1997. (25 marks)‬
‭37‬‭|‬‭Page‬
‭Extract PCE1‬
‭Theresa May Restores cabinet collective responsibility‬
T‭ heresa May has moved to strengthen her grip over Eurosceptics in her cabinet, telling them that if‬
‭they now disown the “soft-Brexit” strategy agreed at Chequers on Friday they will be sacked. Mrs‬
‭May, fresh from securing cabinet agreement for a pro-business approach to Brexit, wrote to Tory MPs‬
‭telling them that she is restoring collective responsibility, and that she would no longer allow‬
‭ministers “to express their individual views” on Brexit.‬
“‭ Agreement on this proposal marks the point where that is no longer the case and collective‬
‭responsibility is now fully restored,” the prime minister said. Mrs May faced down Eurosceptic critics,‬
‭including foreign secretary Boris Johnson, as she pushed through a new Brexit plan that would keep‬
‭Britain closely tied to the EU single market on goods and agriculture and within the EU’s customs‬
‭territory.‬
‭ ccording to those who attended the all-day meeting at the prime minister’s country residence,‬
A
‭Eurosceptic ministers “grumbled” about the proposal but recognised they could not stop it or even‬
‭change it substantially. “I think what was crucial yesterday was that we had a very good discussion, a‬
‭very detailed discussion and yes, we agreed the position that we can now all take forward as a‬
‭government, Mrs May said.‬
‭ rs May’s decision to restore cabinet responsibility on Brexit is intended to prevent Mr Johnson and‬
M
‭other colleagues disparaging the agreement after they had left the Buckinghamshire estate; any‬
‭minister who criticises the Chequers deal would be liable to be sacked.‬
E‭ xtract adapted from an article by George Parker and Jim Pickard in the Financial Times, 7 July‬
‭2018‬
‭●‬ A
‭ nalyse, evaluate and compare the arguments in the above article over the purpose of‬
‭Collective Responsibility in the UK Cabinet.‬
‭(25 marks).‬
‭38‬‭|‬‭Page‬
‭Extract PCE2‬
‭Has the UK Prime Minister become more Presidential?‬
‭ hen applied to the British Prime Minister, the notion of presidentialism usually focuses more on‬
W
‭the personal style of the officeholder, less on the institutional substance of the office itself. The Prime‬
‭Minister is the product of the British parliamentary system, and this system limits their powers.‬
‭Comparing Britain with the USA demonstrates that in executive-legislative terms that British Prime‬
‭Minister is more dominant than any U.S. President. The presidential approach fails to acknowledge‬
‭that their legislative power makes the British Prime Minister more significant than the US‬
‭presidential counterpart. When a Prime Minister is able to lead the executive, determine its key‬
‭decisions, shape its agenda, and guide the work of its ministers, they will have a more influential‬
‭actor than the president Britain does not have a presidential system so it cannot have a presidential‬
‭chief executive.‬
S‭ ource adapted from Heffernan R ’the Prime Minister cannot be a president comparing‬
‭institutional imperatives in Britain and America’. Parliamentary affairs (2005)‬
‭ iscussion and debate over the development of the British premiership has increasingly been‬
D
‭characterised by the emergence of a presidential dimension. It has been used to convey the scale‬
‭and significance of a series of changes in institutional dynamics, conventions and culture that have‬
‭had the effect of altering leadership politics in the UK. Recent studies show that the properties and‬
‭concepts associated especially with the US presidency are similar to the recent evolution of the‬
‭British premiership. Both offices can be seen to be moving along parallel lines of development.‬
‭ ritish prime ministers find that while they inhabit established institutional structures. They‬
B
‭increasingly operate in a world that is quite different from the traditional patterns of political‬
‭interaction. This leads to prime ministers having to be adept at embedding themselves in the‬
‭national consciousness, ensuring a high level of news management skills and mastering techniques of‬
‭popular communication. The premiership is undergoing change in both practise and convention and‬
‭the office is transforming in line with many aspects of presidential politics.‬
S‭ ource: written evidence submitted by Professor Michael Foley in 2011 to the Commons Select‬
‭Committee on political and constitutional reform.‬
‭ nalyse, evaluate and compare the arguments in the extracts over the extent to which the UK Prime‬
A
‭Minister has become more Presidential in style and power (25 marks)‬
‭39‬‭|‬‭Page‬
‭Theories of Democracy and Representation‬

P ‭ omplete‬
C
E‭ xplain and analyse three factors that can influence‬

‭participation in politics (9 marks)‬
E‭ xplain and analyse three ways that the UK’s democracy‬

‭can be seen to be a pluralist system (9 marks)‬
E‭ xplain and analyse three ways in which the suffragettes‬

‭were significant in the campaign to extend the franchise.‬
‭(9 marks)‬
E‭ xplain and analyse three different theories of‬

‭representation (9 marks)‬
E‭ xplain and analyse three movements and reforms that‬

‭enabled the UK to become a democratic state (9 marks)‬
E‭ xplain and analyse three features of a democracy (9‬

‭marks)‬
E‭ xplain and analyse three factors that could potentially‬

‭affect turnout (9 marks)‬

P ‭ omplete‬
C

A
‭above extract for and against the view that MP’s act‬
‭primarily as trustees when it comes to representation. (25‬
‭marks)‬‭Use extract TDR1‬

A
‭above extract over the extent to which it could be argued‬
‭that the UK suffers from a participation crisis (25 marks)‬
‭Use extract TDR2‬
‭Year‬ ‭Plan‬ ‭Practice‬ ‭Complete‬
‭40‬‭|‬‭Page‬
‘‭ The UK is suffering from a crisis in political participation’‬ ‭2023‬

‘‭Representative democracy is in crisis in the UK’ Analyse‬ ‭2022‬

‘‭ The UK is a thriving representative democracy’ Analyse‬

‭ oting at elections should only be seen as one way of‬

V
‭measuring political participation’ Analyse and evaluate‬
‭this statement (25 marks)‬
‭41‬‭|‬‭Page‬
‭Extract TDR 1 - Theories of Democracy and Representation‬
‭ lthough there are three basic theories of representation, in modern day Britain the mandate‬
A
‭model is clearly the most important. Most voters make their choice on the basis of party alone.‬
‭The character and abilities of an individual MP count for virtually nothing when it comes to voting‬
‭patterns. The party manifesto and the quality of each party’s leader are really what are up for‬
‭election and judgement very 5 years. Few MPs would ever consider themselves as bound by the‬
‭wishes of the local electorate beyond the narrow sense of party loyalty.‬
‭Yet there are occasions when MPs do act as trustees and exercise their own judgements. The‬
‭growing number of backbench rebellions is evidence of this. The same also applies to free votes in‬
‭the commons that involve matters of conscience or religious belief such as that on same-sex‬
‭marriage. In 2013, 136 Conservative MPs voted against the measure despite it being backed by‬
‭then leader and Prime Minister David Cameron. Votes on euthanasia and the Human Fertilisation‬
‭and Embryology Bill offer other occasions when MP’s have been free of the party whip. In these‬
‭cases, we can clearly see that the Burkean theory of representation is well and truly alive. MPs‬
‭have conflicting loyalties to balance but, in the end, the need to be faithful to their party’s‬
‭manifesto pledges remains the most important. Few would wish to be deselected by their local‬
‭party and then lose a subsequent election standing as an independent.‬
‭Source: AQA Revision Guide (2018)‬
‭ nalyse, evaluate and compare the arguments in the above extract for and against the view that‬
A
‭MP’s act primarily as trustees when it comes to representation. (25 marks)‬
‭42‬‭|‬‭Page‬
‭Extract TDR 2 - Theories of Democracy and Representation‬
‭How far is there a participation crisis in British politics?‬

‭ e know that the UK is suffering from a participation crisis because fewer people are getting‬
W
‭involved in politics, we can measure this by the decreasing turnouts at general elections: for‬
‭example, in 1959 there was a turnout of 79% and in 2010 there was a turnout of 65%. Due to‬
‭Britain having a two party system, this results in a very limited number of political parties creating‬
‭similar, if not the same policies. With no choice, abstaining from voting often seems like a much‬
‭more appealing option.‬
‭Although elections are a common way of measuring levels of public participation, they are not the‬
‭only way in which the public can vote or participate in politics. Some argue that almost anything,‬
‭including voting in a referendum, answering opinion polls or watching or reading the news, can be‬
‭full of political participation. If participation is the act of being active and interested in politics,‬
‭then isn't discussing current affairs over the dinner table a form of this? Sharing opinions and‬
‭voting in referendums both show that one is active in politics.‬
‭Source adapted from Ubni A (2014) How far is there a participation crisis in British politics?‬
‭Published on the Shout Out UK website which aims to promote political education and literacy,‬
‭particularly amongst the young.‬
‭ nalyse, evaluate and compare the arguments in the above extract over the extent to which it could‬
A
‭be argued that the UK suffers from a participation crisis (25 marks)‬
‭43‬‭|‬‭Page‬
‭Judiciary‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which judicial‬ ‭2020‬

‭independence is upheld in the UK. (9 marks)‬
E‭ xplain and analyse three key aspects of the UK judiciary‬

‭(9 marks)‬
E‭ xplain and analyse three criticisms of the UK Supreme‬

‭Court (9 marks)‬
E‭ xplain and analyse three functions of the UK Supreme‬

‭Court (9 marks)‬
E‭ xplain and analyse three ways in which rights are‬

‭protected in the UK (9 marks)‬
E‭ xplain and analyse three arguments in favour of replacing‬

‭the Human Rights Act with a British Bill of Rights (9 marks)‬
E‭ xplain and analyse three ways in which the UK judiciary‬

‭can exercise influence over government (9 marks)‬
E‭ xplain and analyse three criticisms of the composition of‬

‭the judiciary (9 marks)‬

P ‭ omplete‬
C

A
‭above article over the debate about the role of the‬
‭Supreme Court and its impact on the legislature of the‬
‭United Kingdom. (25 marks).‬‭Use extract Jud1‬

A
‭extracts over the extent to which the UK Supreme Court‬
‭has become too powerful in recent years. (25 marks)‬‭Use‬
‭extract Jud2‬
‭44‬‭|‬‭Page‬
‭25 mark extract essay questions‬

P ‭ omplete‬
C
‘‭ The UK judiciary has had an increasingly significant‬ ‭2022‬

‭impact on the working of the executive and parliament‬
‭since 1997’ Analyse and evaluate this statement (25‬
‭marks)‬
T‭ he UK Supreme Court has become increasingly‬

‭prominent and powerful in the political life of the nation’‬
‭Analyse and evaluate this statement.‬
‭(25 marks)‬
‘‭ There are many factors that allow the Judiciary to‬

‭influence British Politics’ Analyse and evaluate this‬
‘‭ The Human Rights Act should be replaced by a British Bill‬

‭of Rights’ Analyse and evaluate this statement. (25 marks)‬
‘‭ The British Judiciary is effective at defending the rights of‬

‭citizens from the government’ Analyse and evaluate this‬
‘‭ The Supreme Court can remain truly independent’‬

‭Analyse and evaluate this statement. (25 marks)‬
‘‭Judges rather than politicians are better able to protect‬

‭and defend rights in the UK’ Analyse and evaluate this‬
‘‭ There are many factors which undermine judicial‬

‭neutrality’ Analyse and evaluate this statement. (25‬
‭marks)‬
‘‭ The protection of rights is best left to parliament’ Analyse‬

‘‭ The British judiciary is neither independent, nor neutral’‬

‭45‬‭|‬‭Page‬
‭Extract Jud1‬
E‭ nemies of the people: Fury over 'out of touch' judges who have 'declared war on democracy' by‬
‭defying 17.4m Brexit voters and who could trigger constitutional crisis ‬
T‭ he Lord Chief Justice and two senior colleagues were accused of putting Britain on course for a‬
‭full-blown 'constitutional crisis' by saying Brexit could not be triggered without a Westminster vote.‬
T‭ he judgment by Lord Thomas – a founding member of the European Law Institute, a club of lawyers‬
‭and academics aiming to 'improve' EU law – throws into chaos Mrs May's timetable for invoking‬
‭Article 50 in March next year. ‬
S‭ enior MPs – led by an ex-justice minister – said it was an outrage that an 'unholy alliance' of judges‬
‭and embittered Remain backers could thwart the wishes of 17.4million Leave voters. ‬
T‭ hey warned that Mrs May could be forced to hold an election early next year if the courts did not‬
‭back down. Leave campaigners said the judges had 'declared war on democracy'.‬
‭Extract taken from the Daily Mail newspaper, published on 4 November 2016‬
‭ nalyse, evaluate and compare the arguments in the above article over the debate about the role of‬
A
‭the Supreme Court and its impact on the legislature of the United Kingdom. (25 marks).‬
‭46‬‭|‬‭Page‬
‭Extract Jud2‬
‭The Supreme Court as a defender of liberty?‬
‭ n Tuesday, the UK Supreme Court delivered perhaps the most important constitutional decision for‬
O
‭a generation the government cannot arbitrarily prorogue parliament. It is significant that the justices‬
‭were unanimous because it made the decision as authoritative as legally possible. However, the‬
‭court did not create a new area of law, as its US counterpart had done in establishing the precedent‬
‭of judicial review in 1803. The UK decision was instead of recession of constitutional principles that‬
‭parliamentary sovereignty be taken seriously.‬
‭Source: Green DA (2019) Supreme Court has returned power the government stole, Financial Times.‬
‭An act of judicial sabotage?‬
I‭ expected the court to rule that prime minister's decision to advise the queen to prorogue‬
‭parliament was a political step and not the business of the courts. However, the judges ruled, first,‬
‭that it was their business and, second, that sidelining of parliament at a time of national crisis was‬
‭unlawful. Johnson was therefore in the role. The order suspending parliament was a blank piece of‬
‭paper. Parliament had never been provoked. MPs were back at work the next day. The ruling has‬
‭variously been interpreted as an epoch making change in the balance of constitutional power, or one‬
‭of the further nowhere ramifications. And a part of the massive establishment fightback against the‬
‭people's vote to leave the EU. First the MP's tried to sabotage the referendum result, now the‬
‭Supreme Court.‬
S‭ ource adapted from the UK Supreme Court is veering towards the judicial system by M Dejevsky‬
‭in The Independent, September 2019‬
‭ nalyse, evaluate and compare the arguments in the extracts over the extent to which the UK‬
A
‭Supreme Court has become too powerful in recent years. (25 marks)‬
‭47‬‭|‬‭Page‬
‭Devolution‬

P ‭ omplete‬
C
‭Explain and analyse three benefits of devolution (9 marks)‬
E‭ xplain and analyse three laws passed since 1998‬

‭concerning devolution (9 marks)‬
E‭ xplain and analyse three ways that devolution has‬

‭impacted on the UK government (9 marks)‬
E‭ xplain and analyse three limitations of devolution in the‬

‭UK (9 marks)‬
E‭ xplain and analyse three powers of the Scottish‬

‭Parliament (9 marks)‬
E‭ xplain and analyse three powers of the Welsh Assembly‬

‭(9 marks)‬
E‭ xplain and analyse three powers of the Northern Ireland‬

‭assembly (9 marks)‬

‭Scottish Parliament (9 marks)‬

‭Welsh Assembly (9 marks)‬

‭Northern Ireland assembly (9 marks)‬

P ‭ omplete‬
C

A
‭above article over the debate about whether England‬
‭should have devolution. (25 marks).‬‭Use extract Dev1‬

A
‭above extract for and against the view that devolution has‬
‭worked poorly in the UK.‬‭Use extract Dev2‬
‭48‬‭|‬‭Page‬
A
‭extract over the creation of an English Parliament (25‬
‭marks)‬‭use extract dev3‬

P ‭ omplete‬
C
‘‭ The ongoing process of devolution threatens the‬ ‭2023‬

‭sovereignty of the Westminster Parliament’ Analyse and‬
‘‭Greater devolution is required across the UK political‬

‭system’ Analyse and evaluate this statement (25 marks)‬
‘‭England should have its own parliament’ Analyse and‬

‭evaluate this statement. (25 marks)‬
‘‭ The UK should become a Federal State’ Analyse and‬

‭evaluate this statement. (25 marks)‬
‘‭Devolution has had a positive impact on UK Politics’‬

‭ evolution in the UK has been a resounding success’‬

D
‘‭Devolution will inevitably lead to the break-up of the‬

‭United Kingdom’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Devolution has greatly improved representation and‬

‭democracy across the UK’ Analyse and evaluate this‬
‘‭Devolution has been most successful in Scotland’. Analyse‬

‘‭ The case against an English Parliament is overwhelming’‬

‘‭Devolution has made the UK into a Federal state’ Analyse‬

‭49‬‭|‬‭Page‬
‭Extract Dev1 – Devolution‬
‭ s we now seek to put into legislation what Gordon Brown called home rule for Scotland we will‬
A
‭need to do the same for England – and for Wales and Northern Ireland if that is their wish. Today we‬
‭have different classes of MP at Westminster. Scottish MPs are the most powerful, able to vote on all‬
‭matters relating to England, while English MPs are the least powerful as we are unable to vote on any‬
‭devolved matter for Scotland. My proposal – that we form an English parliament at Westminster to‬
‭handle all devolved matters for England – reunites the powers and duties of union MPs.‬
I‭f we start with the union parliament, all its members would have an equal voice and vote on all‬
‭union matters – the currency, banking, general economic policy, foreign policy and defence, among‬
‭others. There will then be the devolved matters. These will be handled by the Edinburgh parliament‬
‭for Scotland, and by the English parliament meeting at Westminster for England.‬
‭ e create an English parliament by letting all English Westminster MPs meet as an English‬
W
‭parliament at times when the union parliament is not meeting. This is a development of the policy of‬
‭English votes for English issues. This policy was in the last Conservative manifesto and now is the‬
‭policy of Nick Clegg and the Liberal Democrats, so it appears to have majority support.‬
‭ evolution of some powers to the English regions cannot be the answer to the present lopsided‬
D
‭devolution. If Scotland is to have the power to fix its income tax rate for the whole country, England‬
‭needs a body that can fix its income tax rate for the whole country. The north-east decisively rejected‬
‭a new layer of elected regional government when asked in a referendum. It is unlikely to be any more‬
‭popular today.‬
‭ or would more powers for some English cities do the trick. Why would only cities get devolved‬
N
‭powers, and not suburbs and country areas? Do we really want each city to have different income tax‬
‭and capital-gains tax rates? More powers for councils may well be a good idea. It is one the English‬
‭parliament could implement. It is no substitute for England having its own parliament to balance the‬
‭new federal UK. What is good enough for Scotland is good enough for England. Fairness demands no‬
‭less.‬
T‭ aken from an article written by John Redwood MP for the Guardian newspaper in September‬
‭2014.‬
‭ nalyse, evaluate and compare the arguments in the above article over the debate about whether‬
A
‭England should have devolution. (25 marks).‬
‭50‬‭|‬‭Page‬
‭Extract Dev2‬
‭ lthough introduced with high hopes of stemming the growing tide of support for‬
A
‭independence in the regions, devolution has since its introduction led to unforeseen‬
‭problems. Arguably, it has had the opposite effect and actually stimulated demands for‬
‭separation; the Scottish independence referendum is a case in point. Scotland only voted to‬
‭stay within the UK by a narrow margin and subsequent reforms have offered Scotland even‬
‭more powers, which will surely push it closer to outright independence. Fiscal powers have‬
‭also been used to create a different tax regime to that in the rest of the United Kingdom. This‬
‭has led to inequality and divergence within the UK. It could be argued, though, that this‬
‭simply reflects the different political traditions and views across the different parts of the UK.‬
‭In Northern Ireland the outcomes have also been less positive. Although the ‘peace dividend’‬
‭has been an undoubted asset, by 2018 the Northern Ireland Assembly appeared stubbornly‬
‭stuck in a standoff between the two communities. For many, direct rule by Westminster‬
‭looks like the alternative in the medium term. In addition, the Stormont government enjoys‬
‭fewer powers than its counterparts in Edinburgh and Cardiff.‬
‭The real pitfall, however, is the lack of consideration of devolution for England itself. If‬
‭devolution were ever to have worked fairly and effectively from the start, an English‬
‭parliament should have been introduced as part of a full not partial package in creating a‬
‭quasi-federal state.‬
‭Source: original material for AQA revision guide, 2018‬
A
‭devolution has worked poorly in the UK.‬
‭(25 marks)‬
‭51‬‭|‬‭Page‬
‭Extract Dev3‬
‭The debate over an English parliament‬
S‭ upporters of the English parliament initially opposed devolution, but after this was passed,‬
‭they saw establishing an English parliament as a means of achieving fairness and greater‬
‭symmetry. Conservative MP John Redwood launched a speak for England campaign in 2014‬
‭claiming that what is good enough for Scotland is good enough for England. He suggested‬
‭that labour's one sided devolution left unfinished business.‬
‭ further argument put forward by its backers is such parliament could boost English‬
A
‭identity. One MP suggested it would provide democratic self-government for all four‬
‭countries and uphold their own identities, traditions, and laws. Labour MP John Denham‬
‭suggested that a progressive and patriotic Englishness cannot develop whilst there are no‬
‭democratic forums or democratic government to provide the focus of debate.‬
‭ ut there are considerable reservations about the proposal. The central objection is that an‬
B
‭English parliament representing almost 85% of the UK's population would makes the union‬
‭unbalanced. Opponents fear that England’s political and economic dominance over Scotland,‬
‭Wales, and Northern Ireland would fuel the destabilising nationalism in those areas.‬
I‭n addition, it's opponents have frequently argued that there is insufficient public demand‬
‭for English parliament. Support from English parliament peaked at 29% in 2009 but had‬
‭fallen back to 19% by 2015 when it was overtaken by support from regional assemblies‬
‭(22%).‬
S‭ ource: Adapted from ‘options for an English parliament’ an academic research project‬
‭paper published in March 2018 by UCL’s constitution unit‬
‭ nalyse, evaluate and compare the arguments in the above extract over the creation of an English‬
A
‭Parliament.‬
‭(25 marks)‬
‭52‬‭|‬‭Page‬
‭Democracy in the UK‬

P ‭ omplete‬
C
E‭ xplain and analyse three long term factors other than‬ ‭2021‬
‭class, that can influence voting behaviour (9 marks)‬
E‭ xplain and analyse three ways in which the Suffragettes‬

‭were significant in the campaign to extend the franchise (9‬
‭marks).‬
E‭ xplain and analyse three ways in which the Suffragists‬

‭marks).‬
E‭ xplain and analyse three ways in which the Chartists‬

‭marks).‬
E‭ xplain and analyse three groups that were significant in‬

‭the campaign to extend the franchise (9 marks).‬
E‭ xplain and analyse three arguments in favour of‬

‭extending the franchise in the UK (9 marks)‬
E‭ xplain and analyse three ways in which people in the UK‬

‭can participate in politics (9 marks)‬
E‭ xplain and analyse three factors that could potentially‬

‭affect turnout (9 marks)‬

P ‭ omplete‬
C

A
‭above extract over partisan dealignment (25 marks)‬‭Use‬
‭extract DUK1‬
‭53‬‭|‬‭Page‬

P ‭ omplete‬
C
‘‭Representative democracy in the UK is in crisis’ Analyse‬ ‭2022‬

‘‭Representative democracy is significantly better than‬

‭direct democracy’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭ The UK’s democracy remains in need of improvement’‬

‘‭ The UK is a thriving representative democracy’ Analyse‬

‭and evaluate his statement (25 marks)‬
‭54‬‭|‬‭Page‬
‭Extract DUK1 - Democracy in the UK‬
I‭n recent years, that has been much discussion of the phenomenon of partisan de alignment. It was‬
‭argued that the falling membership figures of the main political parties were evidence of a long term‬
‭trend of political disengagement by the electorate. There is some truth to this, the membership‬
‭figures of the conservative party for example stood at 124,000 in 2018 a far cry from their 2.5 million‬
‭members in the 1950s.‬
‭ owever, this analysis is over simplistic. Firstly, it ignores the evidence that some smaller parties have‬
H
‭significantly increased membership. UKIP had fewer than 15,000 members in 2008 and had more‬
‭than doubled to 34,000 in 2017. From 2014 to 2016 the membership of the Scottish National Party‬
‭(SNP) more than quadrupled. Furthermore, labour has attracted more new members than any other‬
‭party, its membership soaring from fewer than 190,000 in 2013 to more than 500,000 in 2017. It is‬
‭clearly possible, then, for a major party to attract large numbers of members, which contradicts the‬
‭notion that the electorate are dealigning.‬
I‭t would be more logical to describe the state as partisan realignment, against the backdrop of class‬
‭dealignment. Age, rather than class, have become the dominant factor that predicts how people will‬
‭vote. This was the case in the 2014 Scottish independence referendum, the 2016 European Union‬
‭referendum and the 2017 general election. It is notable that the parties that have seen significant‬
‭membership gains have tended to attract support from a specific age group, young people for labour‬
‭and the SNP, older people for UKIP. 1.7% of the electorate were members of a political party in 2017‬
‭compared to just 0.8% in 2013. While these figures have yet to return to the heights of 1983 (3.8%)‬
‭the direction of travel is clear.‬
‭Source original material 2018‬
‭Analyse, evaluate and compare the arguments in the above extract over partisan dealignment (25‬
‭marks)‬
‭55‬‭|‬‭Page‬
‭Electoral Systems‬

P ‭ omplete‬
C
E‭ xplain and analyse three circumstances under which‬ ‭2020‬

‭referendums have been held in the UK (9 marks)‬
E‭ xplain and analyse three arguments in favour of‬

‭reforming the system used for Westminster elections (9‬
‭marks)‬
E‭ xplain and analyse three arguments against the greater‬

‭use of referendums in the UK (9 marks)‬
E‭ xplain and analyse three features of the First Past the‬

‭Post (FPTP) voting system. (9 marks)‬
E‭ xplain and analyse three alternatives to the First Past the‬

‭Post (FPTP) voting system. (9 marks)‬
E‭ xplain and analyse three features of the Alternative‬

‭Member (AMS) voting system. (9 marks)‬
E‭ xplain and analyse three features of the Single‬

‭Transferable vote (STV) voting system. (9 marks)‬
E‭ xplain and analyse three features of the Supplementary‬

‭vote (SV) voting system. (9 marks)‬
E‭ xplain and analyse three arguments in favour of retaining‬

‭first part the post (FPTP) system of elections to the House‬
‭of Commons (9 marks)‬
E‭ xplain and analyse three arguments against the use of‬

‭direct democracy in the UK (9 marks)‬
E‭ xplain and analyse three arguments in favour of the use‬

‭of direct democracy in the UK (9 marks)‬
‭56‬‭|‬‭Page‬

P ‭ omplete‬
C
‭ nalyse, evaluate and compare the arguments reports in‬

A ‭2019‬
‭the above extract regarding the issue of electoral reform‬
‭(25 marks)‬‭Use extract ES1‬

A ‭2024‬
‭above extracts regarding the impact of referendums upon‬
‭democracy in the UK (25 marks)‬‭Use extract ES2‬

A
‭above extract for and against the view that Britain should‬
‭make more use of referendums. (25 marks)‬‭Use extract‬
‭ES3‬

A
‭extracts for replacing the FPTP electoral system (25 marks)‬
‭Use extract ES4‬

P ‭ omplete‬
C
‘‭ The use of referendums since 1998 has strengthened UK‬

‭democracy’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭ The use of referendums in the UK since 1975 has done‬

‭little to enhance democracy’ Analyse and evaluate this‬
‘‭First past the post is fundamentally flawed and‬

‭undemocratic’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭First past the post produces stable governments and‬

‭should not be changed’ Analyse and evaluate this‬
‭57‬‭|‬‭Page‬
‭Extract ES1 - Electoral Systems‬
‭Contributions to the Westminster Debate regarding electoral reform‬
‭ aroline Lucas of the Green Party has said that “it is selfish and immoral to oppose voting reform just‬
C
‭because it has traditionally handed you power”. She was speaking in a Westminster debate that was‬
‭prompted by more than 100,000 people signing a petition calling for voting change. The government‬
‭says the 2011 AV referendum shows the public do not want to change first-past-the-post.‬
‭ nder first-past-the-post, the candidate who receives the most votes in a constituency wins a seat in‬
U
‭the House of Commons. This means the number of seats each political party wins does not‬
‭necessarily reflect its share of the vote nationally. In 2015 UKIP gained 3.9 million votes but only‬
‭won one seat. Under proportional representation, parties' seats in Parliament would be allocated in‬
‭proportion to the number of votes cast for them.‬
‭ s Lucas admitted she had a "vested interest" in the debate. “As a country, we pride ourselves on‬
M
‭our strong commitment to democracy yet the vast majority of votes cast don't make an impact on‬
‭the overall result.”‬
‭ owever, Steve Double, Conservative MP, argued “First-past-the-post has consistently produced‬
H
‭majority governments that can govern. It is easy to understand and allows a direct link between‬
‭an MP and their constituency.”‬
‭ arliamentary Secretary at the Cabinet Office, Chris Skidmore, argued that the government had no‬
P
‭plans to change the voting system in general elections. The 2011 referendum on voting reform‬
‭was an overwhelming vote for the status quo. However, the Electoral Reform Society says the‬
‭2011 referendum should not be seen as a rejection of proportional representation.‬
‭Extract adapted from an article from the BBC News website‬
‭ nalyse, evaluate and compare the arguments reports in the above extract regarding the issue of‬
A
‭electoral reform (25 marks)‬
‭58‬‭|‬‭Page‬
‭The impact of referendums upon democracy in the UK‬
‭Extract 1:‬‭Referendums bypass the procedures designed to optimise decision-making‬
‭ epresentative democracy is indirect democracy. The ignorance, self-interest and emotion, which almost‬
R
‭all of us are capable of, are filtered out by the institutions and procedures of representative democracy.‬
‭These are designed specifically for that purpose and allow mature intelligence to be focused on the‬
‭business of government.‬
‭ eferendums bypass the institutions and procedures designed to optimise decision-making, and go straight‬
R
‭for the opposite, posing a simplified question to a body of people among whom very few have given the‬
‭matter much thought. In handing decision-making over to a referendum, politicians thereby abandon‬
‭responsibility, and there is little guarantee that the outcome will be the most considered possible alternative.‬
T‭ he example of the EU referendum is likely to make future thinking about referendums more cautious‬
‭and sensible. Phrases such as 'the will of the people' do not bear scrutiny in referendums without the‬
‭safeguards of full franchises and threshold requirements.‬
E‭ xtract adapted from an article by AC Grayling for the politically independent magazine‬‭Prospect,‬
‭February 2017. AC Grayling is an academic at Northeastern University and Supernumerary Fellow of St‬
‭Anne's College‬‭,‬‭Oxford‬‭.‬
‭Extract 2:‬‭A report on the use of referendums in the United Kingdom‬
I‭n 2010, the House of Lords Constitution Committee published a report on the use of referendums in the‬
‭United Kingdom and considered arguments from witnesses. Some expressed the view that referendums‬
‭could legitimise policy decisions and help restore public faith in democracy. Referendums give the public an‬
‭opportunity to think deeply about an issue and often this improved knowledge and understanding.‬
‭ thers argued that referendums tend to be dominated by elite groups rather than being about the views‬
O
‭of the public.‬
S‭ ome believed that referendums improved public engagement with politics overall, as people could see that‬
‭their active participation had real policy implications. However, others argued that there were increasing‬
‭signs of public apathy to votes, and that low turnout in referendums could question the legitimacy of the‬
‭result.‬
T‭ here were contrasting views among the Committee's witnesses over whether referendums can settle a‬
‭policy issue.‬
E‭ xtract adapted from a House of Lords Library Briefing that was prepared in advance of a July 2018 House‬
‭of Lords debate on the impact of referendums upon parliamentary democracy‬‭.‬
‭ nalyse, evaluate and compare the arguments in the above extracts regarding the impact of‬
A
‭referendums upon democracy in the UK (25 marks)‬
‭59‬‭|‬‭Page‬
‭Referendums get a bad press – but to fix Britain, we need more of them‬
‭ oting once every five years alienates us from politics. Participatory rather than representative‬
V
‭democracy would allow us more say in how we run the country.‬
I‭f the party you voted for lost the election, you have no meaningful democratic voice for the next five‬
‭years. You can go through life, in this “representative democracy”, unrepresented in government,‬
‭while not being permitted to represent yourself.‬
E‭ ven if your party is elected, it washes its hands of you when you leave the polling booth.‬
‭Governments assert a mandate for any policy they can push through parliament. While elections‬
‭tend to hinge on one or two issues, parties will use their win to claim support for all the positions in‬
‭their manifestos, and for anything else they decide to do during their term in office.‬
T‭ he idea that any government could meet the needs of a complex, modern nation by ruling without‬
‭constant feedback, and actual rather than notional consent, is preposterous.‬
‭I recognise that this is an unpropitious time to call for more referendums. But the ‬‭Brexit‬‭vote was the‬
‭worst possible model for popular decision-making. The government threw a massive question at an‬
‭electorate that had almost no experience of direct democracy. Voters were rushed towards‬
‭judgement day on a ridiculously short timetable, with no preparation except a series of giant lies.‬
I‭n the Swiss system the people vote in about 10 or a dozen referendums a year, clustered into three‬
‭or four polling days. These plebiscites foster a ‭s‬ trong‬‭sense of political ownership‬‭.‬‭Far from causing‬
v‭ oter fatigue, the process stimulates a rich culture of engagement, debate and persuasion.‬
‭Across the year, about ‭8
‬ 0% of the electorate vote‬‭in referendums‬‭.‬
‭ hat does democracy mean, if the people are not allowed to choose their political system?‬
W
‭Taking back control? Yes, I’m all for it.‬
E‭ xtract adapted from an article written by George Monbiot in The Guardian newspaper‬
‭18‬‭th‬ ‭October 2017‬
A
‭Britain should make more use of referendums. (25 marks)‬
‭60‬‭|‬‭Page‬
‭The debate over electoral systems‬
‭Extract 1‬
‭ oris Johnson swaps already his critics with the climate that he has mandate, pointing to his walking‬
B
‭eighty seats commons majority. Yet his party won less than 44% of the 2019 vote but by 56% of the‬
‭seats, thanks to our floored anti-democratic electoral system. Likewise, labour grabbed 55% of the‬
‭seats in the 2005 general election despite winning the support of only 35% of voters.‬
‭ o party has won a majority of the vote since 1931. Even the landslide victories of Margaret‬
N
‭Thatcher and Tony Blair was secured on a minority vote. Millions vote for smaller parties but our‬
‭electoral system denies them parliamentary representation. Campaigners from the chartists to black‬
‭lives matters have shown that non-violent direct action and civil disobedience often necessary tactics‬
‭in the struggle for social justice. He causes of greater importance in the cause of the democratic‬
‭representative parliament.‬
S‭ ource adapted from an article by political campaigner Peter Tatchell which was published in‬
‭August 2020 in the independent online newspaper‬
‭Extract 2‬
‭ s a fighting system FPTP is simple to understand and the ballot papers are easy to count, making it‬
A
‭quicker for counters to declare the results from election. It tends to produce a clear overall winner,‬
‭which is helpful in the UK general election, as Westminster generally operates under a two party‬
‭system. FPTP produces one MP per constituency so there is stronger link between constituents and‬
‭MP. It can be more confusing for voters to choose whom to approach with problems if they have‬
‭multiple representatives.‬
S‭ ource adapted from an article by political journalist Lizzie Buchan which was published in‬
‭November 2018 in the independent online newspaper‬
‭ nalyse, evaluate and compare the arguments in the extracts for replacing the FPTP electoral system‬
A
‭(25 marks)‬
‭61‬‭|‬‭Page‬
‭Voting Behaviour‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which the media can‬ ‭2022‬
‭have an influence upon the outcome of elections (9‬
‭marks)‬
E‭ xplain and analyse three factors that can influence voting‬ ‭2018‬
‭behaviour (9 marks)‬
E‭ xplain and analyse three primacy factors that can‬

‭influence voting behaviour (9 marks)‬
E‭ xplain and analyse three recency factors that can‬

‭influence voting behaviour (9 marks)‬
E‭ xplain and analyse three reasons for the change in voting‬

‭behaviour in the UK since 1950 (9 marks)‬
E‭ xplain and analyse three ways in which voting behaviour‬

‭in the UK has changed since 1950 (9 marks)‬
E‭ xplain and analyse three ways in which campaigns can‬

‭have an outcome in UK General Elections. (9 marks)‬
E‭ xplain and analyse three ways in which televised debates‬

‭can have an outcome in UK General Elections. (9 marks)‬
E‭ xplain and analyse three ways in which the party leader‬

‭can have an outcome in UK General Elections. (9 marks)‬

P ‭ omplete‬
C
‘‭Party leaders are of decisive importance in the winning or‬ ‭2020‬

‭losing of general elections’ Analyse and evaluate this‬
‘‭Social class is still the main influence on voting behaviour‬ ‭2024‬

‭in the UK’ Analyse and evaluate this statement‬
‘‭ The voting behaviour of the UK public has changed‬

‭significantly since the 1950s’ Analyse and evaluate this‬
‭62‬‭|‬‭Page‬
‘‭ The Media shape public opinion and voting intentions’‬
‭63‬‭|‬‭Page‬
‭Election case studies‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which the results of‬ ‭2023‬
‭elections have an impact on the types of government‬
‭formed in the UK (9 marks)‬
E‭ xplain and analyse three reasons for the Labour victory in‬
‭the 1997 general election (9 marks)‬
E‭ xplain and analyse three reasons for Labour winning a‬

‭landslide victory in the 1997 general election (9 marks)‬
E‭ xplain and analyse three reasons for the result of a UK‬

‭General Election before 1997 (9 marks)‬
E‭ xplain and analyse three reasons for the result of a UK‬

‭General Election after 1997 (9 marks)‬
E‭ xplain and analyse the role of the media in any three‬

‭elections that you have studied. One must be 1997, one‬
‭earlier, and one later. (9 marks)‬

P ‭ omplete‬
C
‘‭Party leadership is the most important factor in‬

‭determining the outcome of UK general elections’ Analyse‬
‭and evaluate this statement with reference to one pre‬
‭1997 election, the 1997 election, and one post 1997‬
‭election. (25 marks)‬
‘‭Government lose elections more than oppositions win‬

‭elections’ Analyse and evaluate this statement with‬
‭reference to one pre 1997 election, the 1997 election, and‬
‭one post 1997 election. (25 marks)‬
‭ edia support is crucial for achieving success in a UK‬

M
‭General election’ Analyse and evaluate this statement (25‬
‭marks).‬
‭ ersonalities rather than policies determine electoral‬

P
‭outcomes in the UK. Analyse and evaluate this statement.‬
‭Your answer should contain references to three different‬
‭64‬‭|‬‭Page‬
‭ ost war elections, 1997, one previous, and one later‬
p
‭example (25 marks)‬
‭65‬‭|‬‭Page‬
‭Political Parties‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which minor parties can‬ ‭2019‬
‭have an impact upon the political agenda in the UK (9‬
‭marks)‬
E‭ xplain and analyse three ways in which UK political‬ ‭2022‬

‭parties select their leaders (9 marks)‬
E‭ xplain and analyse three ways in which Labour Party‬ ‭2024‬

‭ideology has changed under its different leaders (9 marks)‬
E‭ xplain and analyse three sources of party funding (9‬

‭marks)‬
E‭ xplain and analyse three features of party funding (9‬

‭marks)‬
E‭ xplain and analyse three criticisms made of UK political‬

‭parties (9 marks)‬
E‭ xplain and analyse three core views of the Conservative‬

‭Party (9 marks)‬
E‭ xplain and analyse three policies of the Conservative‬

‭party (9 marks)‬
E‭ xplain and analyse three core views of the Labour Party‬

‭(9 marks)‬
E‭ xplain and analyse three core views of the Scottish‬

‭National Party (9 marks)‬
E‭ xplain and analyse three core views of the Liberal‬

‭Democrat Party (9 marks)‬
E‭ xplain and analyse three factions in the Conservative‬

‭Party (9 marks)‬
E‭ xplain and analyse three factions in the Labour Party (9‬

‭marks)‬
E‭ xplain and analyse the structures and organisation of‬

‭three major political parties in the UK (9 marks)‬
E‭ xplain and analyse the methods of selecting a leader of‬

‭three major political parties in the UK (9 marks)‬
‭66‬‭|‬‭Page‬
E‭ xplain and analyse three minor parties in the UK (9‬
‭marks)‬
E‭ xplain and analyse three ways that members can play a‬

‭role in one of the mina UK political parties. (9 mark)‬
E‭ xplain and analyse three factors that can explain why‬

‭some parties do better than others in elections in the UK‬
‭(9 marks)‬

P ‭ omplete‬
C

A ‭2018‬
‭above article over a cap on individual donations to‬
‭political parties. (25 marks)‬‭use extract PP1‬

P ‭ omplete‬
C
‘‭Political Parties fulfil valuable roles and functions within‬ ‭2021‬

‭the UK political system’ Analyse and evaluate this‬
‘‭ The UK now has a multi-party system’ Analyse and‬ ‭2020‬

‘‭UK Political parties should be funded by the state’ analyse‬ ‭2024‬

‘‭ The Liberal Democrats are ideologically closer to the‬

‭Conservative party, than they are the Labour party’‬
‘‭ The Liberal Democrats are ideologically closer to the‬

‭Labour party, than they are the Conservative party’‬
‘‭Single issue parties have had little impact on the political‬

‭agenda’ Analyse and evaluate this statement. (25 marks)‬
‘‭ The Labour Party is a broad church’ Analyse and evaluate‬

‘‭Minor parties have had little impact on the political‬

‭agenda’ Analyse and evaluate this statement. (25 marks)‬
‭67‬‭|‬‭Page‬
‘‭Labour is a socialist party’ Analyse and evaluate this‬
‘‭ The two party system in the UK is finished’ analyse and‬

‘‭ The two party system in the UK is alive and well and‬

‭entrenched in the UK’ analyse and evaluate this statement‬
‭(25 marks)‬
‘‭Its membership play a minimal role in the party’ Analyse‬

‭and evaluate this statement in relation to the Conservative‬
‭party. (25 marks)‬
‘‭ The UK can never be referred to as a multiparty system’‬

‭68‬‭|‬‭Page‬
‭Extract PP1‬
‭Party funding: there is an alternative to murky donations from the super-rich‬
T‭ here are fundamental problems arising as the traditional two-party system collapses. Party‬
‭memberships are crashing – the paid-up support the Conservatives had when Cameron became‬
‭leader has declined by over half, which was itself barely one-fifth of the number when Margaret‬
‭Thatcher took over the Tories. The average age of members is almost 70.‬
T‭ he 2011 Kelly review saw the solution as more state funding, yet this would only shore up‬
‭organisations that are clearly failing. It feels often that the main parties think their history gives them‬
‭an unquestionable right to survive. If so, it’s a misguided belief, with the digital age disrupting politics‬
‭as it does so many other areas of life. Public contempt would also be fuelled if voters saw more of‬
‭their taxes going to political parties at a time of spending cuts.‬
F‭ ar more sensible would be to adopt the review’s other key suggestion of a £10,000 cap on individual‬
‭donations – then throw in a ban on funding from any other sources. For the reason most of these‬
‭businesses, unions and wealthy people hand over huge sums is to buy influence, along with baubles‬
‭and titles – all profoundly anti-democratic.‬
E‭ xtract taken from an article written by the journalist Ian Birrell in The Guardian newspaper (07‬
‭October 2016)‬
‭ nalyse, evaluate and compare the arguments in the above article over a cap on individual‬
A
‭donations to political parties. [25 marks]‬
‭69‬‭|‬‭Page‬
‭Pressure Groups‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways that pressure groups can‬ ‭2018‬
‭seek to influence government policy. (9 marks)‬
E‭ xplain and analyse three factors that can lead to some UK‬ ‭2019‬
‭Pressure Groups being more successful than others. (9‬
‭marks)‬
E‭ xplain and analyse three methods used by UK pressure‬ ‭2023‬

‭groups to achieve their aims (9 marks)‬
E‭ xplain and analyse three ways in which pressure groups‬ ‭2024‬

‭promote democracy in the UK (9 marks)‬
E‭ xplain and analyse three roles of pressure groups in the‬

‭UK (9 marks)‬
E‭ xplain and analyse three ways that pressure groups can‬

‭influence government (9 marks)‬
E‭ xplain and analyse three features of outsider groups (9‬

‭marks)‬
E‭ xplain and analyse three features of insider groups (9‬

‭marks)‬
E‭ xplain and analyse three factors that determine the‬

‭success of Pressure groups in the UK (9 marks)‬
E‭ xplain and analyse three advnatges possessed by insider‬

‭pressure groups (9 marks)‬
E‭ xplain and analyse three ways that the UK’s democracy‬

‭can be seen to be a pluralist system (9 marks)‬
E‭ xplain and analyse three methods used by pressure‬

‭groups to advance their policy objectives (9 marks)‬
E‭ xplain and analyse three factors that can lead to some UK‬
‭Pressure Groups being less successful than others. (9‬
‭marks)‬
‭70‬‭|‬‭Page‬

P ‭ omplete‬
C

A ‭2020‬
‭above extract regarding the advantages and disadvantages‬
‭of the roles played by interest groups within pluralist‬
‭democracy in the UK. (25 marks)‬‭use extract PG1‬
‭ nalyse, evaluate, and compare the arguments in the‬

A
‭extract that resources are the main factor determining the‬
‭success of pressure groups (25 marks)‬‭use extract‬‭PG2‬

P ‭ omplete‬
C
‘‭Pressure groups play a crucial role in the UK’s democratic‬

‭system’ Analyse and evaluate this statement (25 marks)‬
‘‭ The status of pressure groups is largely irrelevant in‬

‭determining their chances of success’ Analyse and‬
‘‭Pressure groups in the UK that engage in direct action are‬

‭doomed to failure’ Analyse and evaluate this statement.‬
‭(25 marks)‬
‘‭Pressure groups seriously and inevitably undermine‬

‭democracy in the UK. ‘Analyse and evaluate this statement‬
‭(25 marks)‬
‭71‬‭|‬‭Page‬
‭Extract PG1‬
‭How democratic is interest group activity in the UK?‬
‭ luralism represents the view that different groups can compete equally for power and influence.‬
P
‭Elections only give policy makers a limited idea of public opinion. Joining a pressure group‬
‭demonstrates commitment to a cause and may give the group legitimacy with politicians. Some‬
‭groups have memberships in the millions. Going on strike or marching in a demonstration‬
‭indicates a higher level of commitment still.‬
I‭nterest groups allow citizens to influence policy makers in between elections and they provide useful‬
‭and relatively reliable information to them. Parliamentary processes provide opportunities for‬
‭interest group activity. To remain influential though, groups must be non-confrontational and‬
‭express their views responsibly and legally.‬
‭ owever, there are clear inequalities in the ability of different groups to have an influence upon the‬
H
‭decision-making process. Governments have a strong record of ignoring some groups, whilst others‬
‭often have the ear of policy makers.‬
E‭ lite groups find a way to buy political power and, according to the British political journalist Robert‬
‭Peston, the voices of the super-wealthy are regularly listened to by politicians. Some groups have‬
‭access to professional lobbyists and American academic, Charles Lindblom, expressed concerns‬
‭about the privileged position of business. MPs and peers are able to accept jobs outside of‬
‭Parliament and take money from well-funded interests. This has led to a succession of scandals and‬
‭some restrictions on lobbying.‬
‭ assage adapted from a report published in the 2018 Audit of UK democracy. Democratic‬
P
‭Audit is an independent research unit based in the Government Department of the London School‬
‭of Economics. Robert Peston is the political editor for ITV. Charles Lindblom was an academic in‬
‭Economics and Politics.‬
‭ nalyse, evaluate and compare the arguments in the above extract regarding the advantages‬
A
‭and disadvantages of the roles played by interest groups within pluralist democracy in the UK.‬
‭[25 marks]‬
‭72‬‭|‬‭Page‬
‭Extract PG2‬
‭Why are some Pressure Groups are more successful than others?‬
‭ ressure groups come in all shapes and sizes, but some are far more effective than others. There are‬
P
‭several reasons for this. Above all it boils down to resources- human and financial. Successful‬
‭pressure groups, such as the RSPB and trade unions, usually have large memberships, which means‬
‭governments are more likely to listen to them than to group the represents only a relatively small‬
‭number of individuals. In addition, large membership means more money. Finance is crucial to‬
‭pressure groups both because they can afford professional lobbyists and because they could spend‬
‭large amounts on publicity to gather more support for their cause or campaign. In addition, some‬
‭unions such as unite are able to donate large amounts to the Labour Party, therefore buying‬
‭influence there.‬
Y‭ et resources are only part of the equation. First, successful pressure groups also tend to be in tune‬
‭with the national mood. This explains why environmental groups are currently quite powerful and‬
‭prominent. Many people are deeply concerned about the issues of global warming and burning fossil‬
‭fuels. Hence, groups lobbying for greener energy are virtually knocking at an open door when it‬
‭comes to influencing the government. Second, a sympathetic government can be very helpful.‬
‭Groups fighting poverty at homelessness are far more likely to receive a positive perception from a‬
‭labour government. The reverse could be said to be true for business groups such as bankers, who‬
‭tend to fare better under conservative administrations. In this sense, pressure group success is‬
‭inexorably linked to whichever party holds the keys to No 10.‬
‭Source: original material 2022‬
‭ nalyse, evaluate, and compare the arguments in the extract that resources are the main factor‬
A
‭determining the success of pressure groups (25 marks)‬
‭73‬‭|‬‭Page‬
‭The EU‬

P ‭ omplete‬
C
E‭ xplain and analyse three ways in which membership of‬ ‭2021‬

‭the EU has had an impact on British Politics (9 marks)‬
E‭ xplain and analyse three arguments in favour of the UK‬

‭leaving the European Union (9 marks)‬
E‭ xplain and analyse three ways that the EU is seen to‬

‭suffer from a democratic deficit (9 marks)‬
E‭ xplain and analyse the role and powers of three EU‬

‭institutions (9 marks)‬
E‭ xplain and analyse three treaties that have altered the‬

‭work of the European Union since 1985 (9 marks)‬
E‭ xplain and analyse three treaties that have altered the‬

‭work of the European Union (9 marks)‬
E‭ xplain and analyse three examples of exclusive EU‬

‭competences (9 marks)‬
E‭ xplain and analyse three ways that the EU has had an‬
‭impact on UK Politics (9 marks)‬
E‭ xplain and analyse three ways in which the EU could be‬

‭said to have achieved its aims (9 marks)‬
E‭ xplain and analyse three ways that the EU affected UK‬

‭policy making and politics (9 marks)‬
E‭ xplain and analyse three arguments in favour of the UK‬

‭retaining membership of the European Single Market (9‬
‭marks)‬
E‭ xplain and analyse three ways that the EU is seen to‬

‭undermine UK sovereignty (9 marks)‬
‭74‬‭|‬‭Page‬

P ‭ omplete‬
C

A
‭above passage that a democratic deficit has been created‬
‭in the European Union (25 marks)‬‭use extract EU1‬

A
‭above extract over the extent to which the EU has‬
‭achieved its aims (25 marks)‬‭use extract EU2‬

P ‭ omplete‬
C
‘‭Despite claims of a democratic deficit, the EU is a‬

‭profoundly democratic organisation’ Analyse and evaluate‬
‭ embership of the EU has greatly undermined British‬

M
‭Sovereignty’ Analyse and evaluate this statement (25‬
‭marks)‬
‘‭Economic concerns explained the result of the 2016‬

‭referendum on Britain’s membership of the European‬
‭Union’ Analyse and evaluate this statement (25 marks)‬
‘‭Membership of the EU had very little impact on UK policy‬

‭making and politics’ Analyse and evaluate this statement‬
‭(25 marks)‬
‘‭ The Institutions of the EU lack a democratic mandate’‬

‭75‬‭|‬‭Page‬
‭Extract EU1‬
T‭ HE EU’S INSTITUTIONS, built up over six decades, are not ideally suited to responding flexibly to‬
‭challenges such as the single currency, migration or foreign and security policy. The club remains‬
‭vulnerable to the charges of operating with a “democratic deficit” that alienates many voters.‬
S‭ tart with what is still the central institution, the European Commission. Headed by Jean-Claude‬
‭Juncker, a long-time prime minister of Luxembourg, it is much more than a civil service; it is the‬
‭guardian of the treaties, the originator of almost all legislation and the sole executor of the EU’s‬
‭budget. By the standards of most governments it is also small, employing only around 33,000‬
‭people—about the same as a largish local council in one of the member countries (though‬
‭commission staff command much more lavish salaries).‬
‭ S THE EUROPEAN project grew from six reasonably cohesive members to 28 more diverse and less‬
A
‭controllable ones, it was faced with two big questions. One was what to do if a country decided to‬
‭leave. The response of the United States to South Carolina’s secession in 1860 seemed excessive, so‬
‭instead the treaty was amended to include Article 50, which sets out the procedure for exit. The‬
‭hope was that it would never be used, but now Britain is invoking it. Untried though the procedure‬
‭is, one thing seems certain: it will be long-drawn-out and painful for everyone.‬
E‭ xtract adapted from two articles in the Economist magazine, 2017. ‘How to address the EU’s‬
‭democratic deficit’ And ‘Safeguarding democratic rule within the EU’‬
‭ nalyse, evaluate and compare the arguments in the above passage that a democratic deficit has‬
A
‭been created in the European Union (25 marks)‬
‭76‬‭|‬‭Page‬
‭Extract EU2‬
T‭ he EU has struggled to meet the challenges of the twenty first century. The 2004 expansion of the‬
‭EU to include less affluent Eastern European countries made freedom of movement a contentious‬
‭issue, particularly in the UK. The 2008 economic crisis pushed the Eurozone almost to breaking point,‬
‭leading to austerity measures being centrally imposed on weaker countries such as Greece and high‬
‭levels of unemployment in the most affected nations. The 2015 migration crisis led to increased‬
‭resistance to open borders in the Schengen area and the rise of populist right wing parties with ant‬
‭migrant messages. The result of the UK’s 2016 EU referendum shows the frailty of this organisation,‬
‭as one of its most powerful countries has chosen to leave. Calls for referendums in France and Italy‬
‭have intensified since the Brexit vote; leading observers to wonder if the EU will lose another‬
‭member in the future.‬
‭ owever, such a negative view of the EU may be too pessimistic. It is perhaps unsurprising that the‬
H
‭EU has struggled with the economic crisis and the migration crisis, as these are two of the biggest‬
‭challenges to face the EU in years. Crucially the EU survived both of these problems. Furthermore,‬
‭the defection of the UK could be seen as the end product of a long term process of British‬
‭disenchantment with the EU, rather than the result of broader failings. Since its creation, the EU has‬
‭enjoyed decades of peace and stability combined with economic growth and freedom for its citizens;‬
‭surely a testament to its long term success.‬
‭Source: Original material for AQA revision notes, 2018‬
‭ nalyse, evaluate and compare the arguments in the above extract over the extent to which the EU‬
A
‭has achieved its aims (25 marks)‬
‭77‬‭|‬‭Page‬
‭Model Answers‬
‭Paper 1 Section A‬
‭Explain and analyse three ways in which the cabinet can limit the power of the Prime Minister‬
‭(9 marks)‬
T‭ he cabinet is the collective decision making body that is at the heart of the government. Bagehot‬
‭referred to the cabinet as ‘the hyphen which joins, the buckle which fastens the legislative part of the‬
‭state to the executive part of the state’. One way in which the cabinet can limit the power of the‬
‭Prime Minister is through its role and being a collective decision making body. The Prime Minister is‬
‭theoretically ‘Primus Inter Pares’ (first amongst equals) with the cabinet, meaning that the Prime‬
‭Minister should work alongside the cabinet when performing the executive functions of government.‬
‭However , if the Prime Minister does not work alongside the cabinet like in the case of Prime‬
‭Minister Margaret Thatcher in 1990, then resignation of her then Chancellor, Geoffrey Howe, from‬
‭the cabinet is what ultimately led to her downfall and subsequent resignation. Thus the role of the‬
‭Prime Minister as ‘Primus Inter Pares’ limits their ability to dominate the cabinet at their pleasure.‬
‭ nother way in which the cabinet can limit the power of the Prime Minister is through the use of a‬
A
‭cabinet government model to perform the executive functions of government such as legislation. A‬
‭prime example of a Prime Minister who attempted to work with the cabinet in a collective manner‬
‭was John Major in 1993. Tensions within the cabinet due to the number of ministers (usually 15 – 25)‬
‭and conflicting ideological standpoints lead to a great amount of disagreement within Major’s‬
‭cabinet, especially the Eurosceptic senior ministers who ‘gave Major a hard time’ . Subsequently‬
‭Major suffered a massive electoral defeat at the 1997 General Election to the Labour Party.‬
‭Therefore, the use of a cabinet government model can and had significantly limited the power of the‬
‭Prime Minister.‬
‭ third way in which the cabinet can limit the power of the Prime Minister is through the notion of‬
A
‭collective ministerial responsibility. Because the cabinet de jure (in theory) is a collective decision‬
‭making body, then when policies are proposed though the government members of the cabinet, by‬
‭convention, have to back the policies or resign. This can deem to be check on the power of the Prime‬
‭Minister because if a large number of cabinet ministers are resigning due to not supporting‬
‭government policy, then it may seem like the government is pursuing unpopular controversial‬
‭policies which can harm the Prime Ministers integrity and limit their power. For example, Robin Cook‬
‭resigned as leader of the commons in 2003 due to his opposition to the Iraq War. Moreover, Clare‬
‭Short resigned in 2003 as well due to her opposition to government policy on post war Iraq. These‬
‭resignations damaged the public’s view of Tony Blair and proved over time that the Iraq war was one‬
‭of his worst mistakes as Prime Minister. Therefore cabinet collective ministerial responsibility limits‬
‭the power and influence of the Prime Minister.‬
‭Marks awarded‬‭: 9 (level 3)‬

‭●‬ ‭An appropriate length for a 9 mark question (500 words)‬
‭●‬ ‭Strong on contemporary knowledge (Thatcher, Major, Blair)‬
‭●‬ ‭Maintains a sharp focus on the question‬
‭●‬ ‭Excellent use of examples to support arguments‬
‭●‬ ‭Three ‘ways’ are clearly discernible with separate paragraphs and good opening sentences‬
‭●‬ ‭Balance between A01 and AO2.‬
‭●‬ ‭Although there is some confusion over terms such as individual ministerial responsibility the‬
‭reasons and analysis clearly comes through in each paragraph.‬
‭Explain and analyse three ways in which the cabinet can limit the power of the Prime Minister‬
‭78‬‭|‬‭Page‬
‭(9 marks)‬
‭There are several ways in which the Cabinet can limit the power of the Prime Minister.‬
F‭ irstly there is the fact that when choosing her cabinet the Prime Minister must take into account‬
‭other members of parties that are too big to leave out, who also may hold aspirations such as taking‬
‭her job. This means that the Prime Minister may find her proposals undermined, or argued and‬
‭therefore abandoned. An example of this would be Boris Johnson under Theresa May in 2017/18, he‬
‭had previously opposed during the Brexit referendum and then intended to run against her in the‬
‭leadership competition. This meant that when it came to her appointing a cabinet she had to include‬
‭him as he was too high profile for her to leave out thereby limiting her power to choose her own‬
‭cabinet. This is significant as these 'big beasts’ can massively weaken her position within the party‬
‭and therefore her position in the government and parliament and her power as she has to include‬
‭them limiting her choice. This took place during Brexit discussions when Johnson released his‬
‭personal plan for Brexit in the‬‭Telegraph‬‭before May‬‭released her Chequers proposal, thus‬
‭weakening her position and weakening her power as PMs must appear strong in front of their party‬
‭in order to ensure loyalty as well as limiting her ability to select her own cabinet members and pass‬
‭legislation that the PM has chosen.‬
T‭ he second way that the prime minister’s power is weakened by the cabinet is due to the presence‬
‭of other factions. This weakens the PM's power because they may be faced with large amounts of‬
‭opposition when putting forward proposals as a large chunk of the cabinet may oppose it and‬
‭therefore it may be dropped. This could be seen within David Cameron’s cabinet, whose hand was‬
‭forced to call a referendum partly due to the large number of senior Conservative Brexiteers within‬
‭his Cabinet such as Micheal Gove. Despite being a remainer Cameron would eventually hold a‬
‭referendum due to pressure from his party and this therefore limits the PMs power as it means that‬
‭he is once again no longer in control of major decisions within the party as well as also weakening his‬
‭ability to choose his own factions as he may have lost support of the party if he didn't include certain‬
‭f‬‭i‭g‬ ures within it.‬
T‭ he third way that the PM’s power can be limited is through defying collective responsibility within‬
‭the Cabinet. This has once again become a clear issue under Theresa May as several of her ministers‬
‭were able to defy the whip against her Brexit proposal and abstain, most notably Amber Rudd, who‬
‭was Minister for Work and Pensions. Furthermore due to her lack / of dominance within the party‬
‭and cabinet she was not able to force her to leave the cabinet despite defying the official cabinet‬
‭position, as several ministers have such as Robin Cook and Iraq. This limits the PM’s power to sack‬
‭her ministers at will without any other authority, one of the key powers when it comes to a reshuffle,‬
‭and therefore limits one of the PM’s major powers.‬
‭Marks awarded‬‭: 9 (Level 3)‬
‭79‬‭|‬‭Page‬
E‭ xplain and analyse three ways in which minor parties can have an impact upon the political‬
‭agenda in the UK‬ ‭(9 marks)‬
‭ ne way minor parties can have an impact upon the politically agenda is the formation of coalition‬
O
‭governments. The 2010 election saw the conservative government lacking a majority, this led to the‬
‭conservative government having to form a coalition with the liberal democrats. This is significant as‬
‭this led to the Liberal Democrats having an influence on the creation of certain legislation and‬
‭leading to the conservatives having to come to a compromise. This led to the formation of the fixed‬
‭term parliament act in 2011 and the alternative‬‭v‬‭ote‬‭referendum.‬
‭ nother way minor parties can have an influence on political agenda is influencing the electorate‬
A
‭thus placing pressure on the government to enact legislation. This was seen with the UKIP party,‬
‭despite only gaining 1 seat in the 2015 election with 12.5% of the popular vote; the continued‬
‭pressure from the party led to David Cameron promising to hold the Brexit referendum if his party‬
‭won a the 2015 election. This can be seen as significant as despite having only 1 seat; UKIP were‬
‭able to influence the government and achieve their aim of UK independence.‬
F‭ inally, another way that minor parties can have influence on the political agenda is by winning a‬
‭large amount of seats during a general election. This was seen in 2015 with the Scottish National‬
‭Party who was able to 56‬‭/‬‭59 Scottish seats in the‬‭2015 election despite having less votes than UKIP.‬
‭As a result, David Cameron and the conservatives only had a small majority which led to losses in‬
‭parliament such as the relaxation of Sunday trading hours law in 2016, which the SNP had help to‬
‭defeat. By winning a large amount of seats, a minor party is able to stop legislation passing thus‬
‭being significant in influencing the political agenda.‬
‭Marks Awarded:‬‭8 (Level 3)‬
E‭ xplain and analyse three ways in which minor parties can have an impact upon the political‬
‭agenda in the UK‬ ‭(9 marks)‬
T‭ here are three ways that Minor parties can play an important role in politics. Firstly is the fact that‬
‭many smaller parties can achieve their aims by other parties co-opting their policies, one of the key‬
‭examples of this would be when the Labour party co-opted the Beveridge report from the Liberal‬
‭party in 1943. This was due to the massive popularity of the policy in the nation and therefore while‬
‭initially Labour didn't support their election in 1945 would see the implementation of the Welfare‬
‭state and therefore the implementation of Liberal Policy. Co-opting is positive for smaller parties as it‬
‭means that they are able to influence government policy even if they are not part of the government‬
‭however it may also have a negative effect, as when a larger party adopts the policy voters instead‬
‭chose to vote for the other party.‬
T‭ he second way that minor parties can have an impact on the political agenda in the UK is through‬
‭coalitions or demand and supply deals. In the case of a minority government a larger party may‬
‭choose to form a coalition with a smaller party in order to achieve a majority. A coalition has only‬
‭happened once since 1945 when in 2010 David Cameron required Nick Cleg‬‭g ’‬‭s Liberal Democrat MPs‬
‭to come to power. This meant that they were able to implement manifesto promises such as a vote‬
‭on electoral reform for a proportional vote system. This had a smaller affect due to the fact that very‬
‭few people actually wanted reform but the Liberal Democrats were also able to pass the fixed term‬
‭parliament act which was a constitutional reform which meant that the Conservatives couldn't‬
‭threaten them with a snap election and limited the PM’s power to call a snap election.‬
‭80‬‭|‬‭Page‬
T‭ he third way that minor parties are able to further their political agenda is through the devolved‬
‭assemblies. Devolved assemblies give smaller parties an opportunity to raise awareness of their‬
‭policies on a national scale as well as implementing their policies more locally. The SNP has been‬
‭able to achieve this very successfully within the Scottish Parliament when a SNP landslide meant that‬
‭they achieved an independence referendum in 2014 and while they did not win they have been able‬
‭to grow their influence through devolved politics and further their aims such as increasing tax (by 1%‬
‭on the top tax bracket) and are able to control home affairs such as introducing an alcohol minimum‬
‭price. Similar success has been experienced by Plaid Cymru in Wales where they have gained more‬
‭implementation of the welsh language. This has all meant that smaller are able to further their‬
‭political agenda despite not being in government.‬
E‭ xplain and analyse three ways in which the results of elections have an impact on the types of‬
‭government formed in the UK. [9 marks]‬
‭ ne way in which the results of the lections have an impact on the types of government formed is‬
O
‭the creation of a strong government with a strong public mandate. This occurs following a‬
‭government winning a large majority. this can most clearly be seen through the example of Tony‬
‭Blair's New Labour government which won a majority of 418 seats well above the 326 seats needed‬
‭to win a general election. This gave Blair a strong public mandate to implement policies, particularly‬
‭around devolution and reform, such as the 1999 House of Lords reform which reduced the number‬
‭of hereditary peers to 92.‬
‭ second way in which the results of elections can have an impact on the types of government‬
A
‭formed is the creation of a coalition government when two parties govern. This occurred following‬
‭the 2010 general election in which the Liberal Democrats and conservatives formed a coalition‬
‭governments after a hung parliament was predicted. This example highlights how results of general‬
‭elections can impact the type of government formed as it can result in a coalition government which‬
‭may struggle to pass its policies more than a majority government will.‬
‭ third way in which election results can have an impact on the types of government forms is by‬
A
‭creating a government with a strong presidential PM. This can cause the government to be largely‬
‭relying on the PM for decision making rather than the cabinet. For example after gaining a large‬
‭majority in 1979, Margaret Thatcher, like Blair, had a strong public mandate and was dominant in her‬
‭cabinet. This example highlights how election results can cause a PM with a presidential style to‬
‭come into power.‬
‭Marks awarded:‬‭6 (Level 2)‬
‭Explain and analyse three ways in which rights are protected in the UK. (9 marks)‬
‭ ne key way in which rights are protected in the UK is the Supreme Court which can be seen as a key‬
O
‭defender of human rights. One way in which Supreme Court upholds rights is through declarations of‬
‭incompatibility. This rules acts of parliament null and void if they go against the ECHR. For example,‬
‭this occurred in the Reilly versus secretary of state case in which the supreme court used the ECHR‬
‭rule in favour of Reiley arguing the department for work and pensions had acted ultra virus. Not only‬
‭does this scrutinise the legislature but it allows for civil liberties of UK citizens to be protected by‬
‭ensuring the state does not take away their rights. However, a point of analysis often used to criticise‬
‭this is the fact that they may affect parliamentary sovereignty.‬
‭81‬‭|‬‭Page‬
‭ further way in which rights are protected in the UK is from pressure groups which can lobby‬
A
‭governments on a variety of issues and attempt to influence political agendas, including human‬
‭rights. For example, the largest pressure for human rights and civil liberties is the National‬
‭Association of civil liberties. This group is not affiliated with any government party and can aid‬
‭individuals who feel their rights have been taken away through giving free advice and financial help‬
‭with legal proceedings and cases. This was certainly done by the Christian institute which funded the‬
‭Ashers versus Lees bakery case arguing that it was the bakery's right not to provide their service to a‬
‭gay couple based on religious reasons, with the Supreme Court ruling in favour. However, the extent‬
‭to which pressure groups can successfully protect rights in the UK is debatable as they can be ignored‬
‭by the government as well as the BMA during the 2016 doctors strike.‬
‭ third way in which rights are protected in the UK is through acts of parliament this is evident in‬
A
‭Human Rights Act 1998 which clearly set out the rights granted to UK citizens. Acts of parliament are‬
‭a significant protection of rights as they clearly set out rights available to UK citizens which can then‬
‭be used in legal cases. Since the HRA was passed there was an eightfold increase of cases involving‬
‭human rights brought to the High Court.‬
‭Marks awarded:‬‭7 (level 3)‬
‭Explain and analyse three methods used by UK pressure groups to achieve their aims. [9 marks]‬
‭ ne key way in which a group chief their aims is through the lobbying of government. This can be‬
O
‭done through petitions, going to the Houses of Parliament or just using their insider status to‬
‭influence decisions. A key example of this is the insider group the BMA who successfully lobbied the‬
‭labour government to introduce smoking ban in 2007 which meant that they had to treat their aim.‬
‭However, it is important to note that this method is not always successful as the government may‬
‭ignore pressure groups such as when they ignored the BMA's request for a pay rise during their 2016‬
‭doctor's strike. This can be said to be especially true if the pressure groups use inappropriate‬
‭methods telepathy such as civil disobedience. For example, the group extinction rebellion is often‬
‭criticised for their methods of mass arrests to lobby the government.‬
T‭ he message that may be used by pressure groups is the use of helping citizens with legal‬
‭proceedings and cases. This is often done for supplying lawyers or funding court cases in their area.‬
‭For example, the sexual group the Christian institute some days the ashes versus least bakery case in‬
‭which the court ruled in favour of the pressure group arguing they had the right to reject service to a‬
‭gay couple due to their religious beliefs with the Christian institute playing a key role in achieving‬
‭this. This is a significant method as it can late to the implementation of common law by the Supreme‬
‭Court and sets a precedent for future cases in the pressure groups policy area.‬
‭ further method used by pressure groups to achieve their aims is through giving the government‬
A
‭advice on policy. Whilst this is only used by insider groups such as NICE and that the BMA this can be‬
‭extremely significant in achieving a pressure groups’ aims. For example, NICE were able to‬
‭implement changes to the 2011 health and social care bill. Pressure groups, especially insider ones,‬
‭are also able to provide advice to citizens.‬
‭82‬‭|‬‭Page‬
E‭ xplain and analyse three ways in which the official opposition can challenge the government in‬
‭the House of Commons (9 marks)‬
F‭ irstly, and arguably the most significant way the opposition can challenge the governing party in the‬
‭House of Commons is through the use of PMQs. These are weekly questions to the Prime Minister‬
‭and are broadcast to millions of voters across the UK. They can have a positive effect on the‬
‭opposition party as they are allowed to ask the PM 6 tricky questions in a 30 minute period, painting‬
‭their party in a good light if the governing party can’t answer effectively. For example, Tony Blair‬
‭famously known due to calling the current PM John Major “Weak, weak, weak” during PMQs giving‬
‭him a significant boost in popularity. However, the effectiveness of PMQs is limited as it can become‬
‭dominated by the elaborate theatricals and an undignified shouting match as politicians use it as a‬
‭way to butter up the PM, rather than scrutinise the effectiveness of government. Overall PMQs are a‬
‭good way for the opposition to challenge the government party and gain popularity with views but it‬
‭can become dominated by petty point scoring.‬
F‭ urthermore, the opposition can also challenge the governing party through select committees.‬
‭Select committees act as scrutinising bodies which pick apart government legislation and provide‬
‭advice to the government. They are often chaired by opposition members EG the Public Accounts‬
‭Committee is chaired by Meg Hillier, a labour MP. This means that effective scrutiny can take place as‬
‭the governing party can't dominate committees and push through bills without scrutiny. But the‬
‭opposition party can provide reports that can be used by the government to amend legislation.‬
‭However, only 40% of Select Committee reports have been accepted, highlighting how this form of‬
‭scrutiny could be amended. Overall, the opposition can effectively scrutiny the government by being‬
‭the heads of committees ensuring legislation is pulled apart before it is enforced.‬
F‭ inally, the opposition can challenge the governing party by pursuing a vote of confidence in the‬
‭House of Commons. This is considered a nuclear option and is used if the majority of MP's argue that‬
‭the current prime minister's party is not capable of running the country. This can be used affectively‬
‭by the opposition party as they can pursue the party in triggering a vote of no confidence and they‬
‭will likely win at the next election due to voters viewing the government policy as weak. This was‬
‭effectively shown when James Callaghan lost his vote of no confidence by one vote for (311- 310)‬
‭and Thatcher took over at the next election. However, this form of scrutiny by opposition is rare and‬
‭hardly ever happens due to dominating parties ensuring MPs vote along party lines. This form of‬
‭scrutiny is the least significant but can be used in desperate times if the current government are not‬
‭governing in the best interests of the people.‬
‭Marks awarded:‬‭9 (level 3).‬
T‭ hree ways addressed. Clear structure. Relevant examples provided and a sustained focus upon‬
‭the official opposition throughout.‬
E‭ xplain and analyse three ways in which the official opposition can challenge the government in‬
‭the House of Commons (9 marks)‬
‭ ne way in which the official opposition can challenge the government in the Commons is in Prime‬
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‭Minister's Questions. For example, in 2022, when Boris Johnson was repeatedly questioned about his‬
‭parties during the COVID-19 pandemic. This is a significant form of scrutiny from the opposition as it‬
‭can expose ministers’ weaknesses. However, some weaknesses with PMQs is that it is seen as just 30‬
‭minutes of theatrics and rowdiness which explains why in 2014 the then speaker of the house John‬
‭Bercow wrote party leaders asking them to control party behaviour in PMQ's.‬
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S‭ econdly, the opposition can change the government with the votes of no confidence clear auction‬
‭for so this can be seen when Thatcher triggered such a vote against Callaghan in 1979 and was only‬
‭successful by one vote. this is a significant form of scrutiny as it shows to the electorate how weak‬
‭the government Is though, some may argue it is ineffective as it is used so rarely and very rarely‬
‭succeeds. For example, the last vote of no confidence was in 2019 against May and wasn't successful.‬
T‭ wo ways addressed. This limited the response to Level 2. Two clearly identifiable ways addressed‬
‭with a focus on the official opposition. Relevant examples provided with analysis, which could be‬
‭developed further to reach the top of the level.‬
E‭ xplain and analyse three factors that can lead to some UK pressure groups being more successful‬
‭than others. (9 marks)‬
T‭ here are several factors that affect the success of pressure groups in the UK. The first of these is‬
‭status. Insider status means that the pressure group will have more contact with the government‬
‭and therefore is able to attempt to influence legislation, furthermore this may mean that they are‬
‭consulted by the government when it comes to matters that affect the group they represent and‬
‭therefore they are also able to implement policy this way. They may be consulted on green or white‬
‭papers, or invited to present evidence at the UKSC or at Public Bill Committees that could go on to‬
‭affect amendments or rulings in the court. The British Medical Association has long been a sectional‬
‭group that the government will turn to for advice when it comes to the NHS - showing that they are‬
‭successful in achieving their aims - though recently due to austerity cuts this relationship is not as‬
‭good.‬
‭ nother way that pressure groups are able to be more successful is through their size. The larger size‬
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‭they are the more they are able to influence legislation using pressure from the public or show their‬
‭discontent for certain legislation that has been passed. For example, the AA has a membership of 14‬
‭million people and therefore has succeeded in implementing policy such as mandatory seat belts as‬
‭well as a ban on smoking in cars. Due to the fact that they represent such a large section of the‬
‭population (all road users) and have a large membership they have been able to influence safety‬
‭matters s‬‭i‬‭gnificantly therefore making them more successful.‬ ‭Another pressure group that was‬
‭successful due to its size which managed to raise awareness for endangered birds using and having‬
‭over 1.4 million members thereby better achieving its aims.‬
T‭ he last way that some pressure groups are more successful than others is due to celebrity‬
‭endorsements. A celebrity endorsement can increase the appeal of the pressure groups as well as‬
‭attract more media attention. This in turn will highlight the aims of the groups to the government‬
‭and could lead to pressure from the media and press as well as the public and could lead to‬
‭legislation being passed. Therefore, a high profile celebrity endorsement can be extremely‬
‭beneficial. For example, Joanna Lumley endorsed ensuring the Ghurkhas would obtain UK citizenship,‬
‭placing pressure on the government and eventually leading to a change in legislation meaning that‬
‭overall celebrity endorsements can be extremely beneficial.‬
E‭ xplain and analyse three factors that can lead to some UK pressure groups being more successful‬
‭than others. (9 marks)‬
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‭ ne method used by pressure groups to achieve its aims is civil disobedience. Civil disobedience‬
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‭includes being a public nuisance, potentially in illegal ways, to bring attention to their cause, and is‬
‭normally used by outside pressure groups that doesn't have the ear of the government. For example‬
‭in 2023 just stop oil were vandalising offices of oil companies, or throwing paint on snooker tables,‬
‭being broadcast countrywide. This may be an ineffective technique to use due to it's alienation and‬
‭disturbance of the public, causing many people to feel negative towards their cause. However, direct‬
‭action gains a lot of media attention, which effectively helps such pressure groups achieve their aims,‬
‭as it is given publicity people become aware of the issues they may have been unaware of before.‬
‭Therefore, direct action may still remain a successful method for pressure groups to achieve their‬
‭aims.‬
‭ nother method used by pressure groups to achieve their aims is lobbying. This involves giving‬
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‭information to ministers and MPs about their cause, potentially persuading them for endorsements‬
‭or to introduce a private members bill for their cause. It is widely it is by insider pressure groups, who‬
‭have the ear of the government. For example, the British banking association lobbied for cuts to‬
‭corporation tax, as they are an insider a group with the ear of the government. This is an effective‬
‭method used by pressure groups as it is legal and is potentially more likely to lead to policy being‬
‭created for their aims. However, if government’s policies don't align with the pressure groups aims, it‬
‭is unlikely they will listen and the next policy, such as the BBA lobbying the labour government for‬
‭cuts to corporation tax. Therefore, lobbying is a successful method of pressure groups, but it is only if‬
‭the aims of the groups and the policies of the government align.‬
F‭ inally, another method used by pressure groups to achieve their aims is protests and rallies.‬
‭Peaceful protests and rallies are an important way to show commitment to a course and large‬
‭collective desire for the aims of the pressure it to be met, for example extinction rebellion has‬
‭organised protests for climate change action and among other aims they gain publicity and therefore‬
‭awareness of a pressure group aims, however these are limited by the 2023 police crime and‬
‭sentencing bill, which criminalises one person protests and allow further police action if protests‬
‭become noisy. This could limit the effectiveness process as a method if only are shut down by the‬
‭police if this bill becomes lower affecting the pressure groups success in achieving its aims.‬
‭Marks awarded‬‭: 8 (level 3)‬
‭Three ways addressed. Clear structure. Relevant examples provided and a sustained focus.‬
E‭ xplain and Analyse Three Factors That Lead To Some UK Pressure Groups Being More Successful‬
‭Than Others (9 Marks)‬
‭ ne factor that could lead to the success of UK Pressure Groups more than others is whether‬
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‭it is an insider or an outsider pressure group. This is due to how close the government works‬
‭with the group in order to achieve the groups main objectives and aids its cause. For example,‬
‭The British Medical Association is an insider pressure group and works closely with‬
‭government and have implemented various policies, such as the existence of the NHS. The‬
‭BMA’s close government connection allows them to make a positive impact. However,‬
‭Fathers4Justice is an outside group, fighting for paternal rights. They had little government‬
‭support which caused them to be less successful. Overall, insider groups are more likely to‬
‭be more successful as they are closer to legislation and the legislative process, which allows‬
‭greater success.‬
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‭ nother factor that could lead to the success of certain UK pressure groups concerns celebrity‬
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‭endorsement. This is where a celebrity will support and encourage the cause of a pressure‬
‭group in the effort of making a much-needed positive change. An example would be how‬
‭Marcus Rashford supported the FareShare pressure group for the concept of free school‬
‭meals to support children and working-class parents that are struggling to provide their‬
‭children with lunches for school. This resulted in Rashford collecting approximately £20m of‬
‭donations. Therefore, celebrity endorsement benefits a pressure group with its success via a‬
‭celebrity’s large platform, media attention, influence and fan support. This allows greater‬
‭exposure to the public and an increased chance of donations.‬
‭ final factor which would allow some UK pressure groups to be more successful than others‬
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‭involves how small or large their membership is. A large membership, like Greenpeace, whom‬
‭have a membership of over 3.5 million members are much harder to ignore rather than a‬
‭smaller pressure group, like People and Planet, whom have only 2000 members. To conclude,‬
‭the more members the more attention to the cause thus becoming more successful.‬
‭Marks awarded:‬‭6 marks‬
E‭ xaminers comments: Lots of good examples throughout and some analysis in paragraphs 1 and 2,‬
‭but lacks AO2 in the final paragraph, and AO2 is weak in the second paragraph.‬
‭Explain and Analyse Three Features of Devolution in the UK [9 Marks]‬
‭ evolution can be defined as the act of giving powers to regional governments under the‬
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‭control of a central government, unlike federalism these devolved parliaments are entirely‬
‭beheld to the central government and their power can be revoked at any time. The government‬
‭of the UK instituted devolution in 1998 for Scotland, Wales and Northern Ireland and London.‬
T‭ he first feature of devolution is that it is a process not a law. Devolving parliaments takes time‬
‭it is not simply a one-time decision. Devolved parliaments slowly gain or lose powers over time‬
‭at the whim of the central government. The first acts of devolution simply state that there is a‬
‭parliament for these countries and a precedent for picking their own laws. At first the only‬
‭difference between a devolved region and a standard council is that they have a leader; a‬
‭mayor for cities or a first minister for larger regions. That does not sit in parliament at‬
‭Westminster.‬
T‭ he second feature of Devolution is that it is not equal. Unlike in a federal system where each‬
‭state is allocated a government and they all have equal unchangeable power over the‬
‭institutions in that area, as laid out by a constitution devolved governments only have the‬
‭power over what has been granted to them by the central government. Northern Ireland has‬
‭its own security service unlike Scotland and Wales, Wales has power over their own‬
‭agriculture, Scotland and Ireland do not. Scotland has by far the most devolved power, due to‬
‭their desire to leave the UK they were granted a unique level of power over their own legislation‬
‭to curb nationalism.‬
T‭ he third feature of Devolution is parliament has supreme control and it is revocable at any‬
‭time. In the US and other countries using a federal system for their regional governments, the‬
‭region holds complete control over all legislation that is not constitutionally binding. Some‬
‭rights and laws are required to be upheld but beyond this the regional government is supreme‬
‭and their powers are irrevocable. In a devolved system the parliaments of these regions exist‬
‭at the whim of government. Westminster could revoke the power from all devolved parliaments‬
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c‭ ompletely legally, there is no guaranteed power for devolved regions all power they have has‬
‭been granted by central government and is not considered a right. Although Westminster‬
‭would likely never do this as it would be a PR nightmare and would undoubtedly stir‬
‭nationalism, the power is there and there is nothing stopping them.‬
‭Marks awarded:‬‭5‬
I‭ ntroductions are not required, although it sets the scene well, no AO1 in paragraph 1, and‬
‭therefore no AO2. Second paragraph scores 2 AO1 marks, but no AO2. Final paragraph is better‬
‭with AO1 and 2 present.‬
‭Paper 1 Section B‬
A
‭influence of parliamentary select committees. [25 marks]‬‭use extract Par2‬
‭ hilst brief extracts views contain flaws and merits it is clear that extract 2’s view that parliamentary‬
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‭select committees contain very little influence carries far more weight. However, before discussing‬
‭the arguments made by both extracts it is important to first consider that provenance Extract one,‬
‭for example, is written by Sarah Wollaston, the chair of the parliamentary select committee liaison‬
‭committee. This suggests that was she may have specific and extensive knowledge on committees‬
‭and the variety of roles they play, although she may have vested interests in this topic, additionally‬
‭the fact the extract is taken from an online source in parliament suggests that the extract is both‬
‭likely to show select committees in a positive light and have insider knowledge. In comparison,‬
‭extract 2 is taken from the BBC which is likely to remain relatively unbiased and neutral.‬
E‭ xtract 1 also makes insertion that select committees can have major impact on government policy.‬
‭This was certainly the case and can be seen in the example of the 2011 health committee which‬
‭helped the government make amendments to its health and social characters, arguing it did not‬
‭properly take considerations of the needs of disabled individuals, it is important to note that this is‬
‭not always the case. To use the earlier example of the Sport, Cultural and Media Select Committee, it‬
‭is clear this is not always the case as the committee was unable to hold the government attitude to‬
‭account and unable to implement laws of phone hacking due to insufficient evidence found during its‬
‭investigation. This highlights how extract 2’s argument that MP's were able to keep their high office is‬
‭valid as Select Committee efficiency can vary greatly.‬
‭ dditionally, the argument can be made that whilst committees are across government and parties‬
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‭as suggested by extract 1, the majority in parliament returns a majority in select committees which‬
‭greatly impacts their results and can lead to the profound injustice mentioned in extract 2. For‬
‭example, Tony Blair's majority of 418 seats in 1997 election‬‭on meant labour MP's were a majority in‬
‭all select committees in the comments.‬
‭ ne convincing argument put forward by extract 2 is the reference to the facts that select‬
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‭committees are unable to force witnesses to be interviewed for their investigations. For example, the‬
‭extracts references how Boris Johnson pulled out of a scheduled appearance. This is a significant‬
‭example as it not only highlights how the PM refused to face detailed scrutiny, but it reveals massive‬
‭limitations on the powers of select committees. This is further supported by the fact that even when‬
‭called to an interview Boris Johnson, when in Mays cabinet as foreign minister, was accused of‬
‭87‬‭|‬‭Page‬
‭ affling by the committee chair. In comparison, extract 1 argues select committees can propose‬
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‭solutions to difficult issues and listen to a range of voices. Whilst this can be seen as true, especially‬
‭given the fact that the culture and media committee called experts both in and out of parliament‬
‭during its investigation in the phone hacking scandal, it is clear these arguments carry less weight‬
‭than those made in extract 2. This is because the ability of those interviewed severely diminishes the‬
‭ability of committees to fulfil their role of scrutiny, regardless of how well it is filled during interviews.‬
T‭ o conclude, despite both extracts retaining their flaws and merits, it is clear that overall extract 2‬
‭carries far more weight as select committees are unable to fulfil their roles of scrutinising an‬
‭investigation of the government.‬
‭Marks Awarded:‬‭15 (band 3)‬
A
‭influence of parliamentary select committees. [25 marks]‬‭use extract Par2‬
‭ key point of contention between the two extracts is the view on select committees impact on‬
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‭government. Extract 1 outlines that select committees can have a major impact on government‬
‭policy which is an attractive line of arguments regarding the role of select committees. The value of‬
‭this point is shown for key examples like the 2011 sugar tax. This act originated from a damning‬
‭health select committee report on child obesity from which the government responded within one‬
‭month with the sugar tax. Whilst this does show a clear influence of select committees, the example,‬
‭like many others, can be traced back to the influence of pressure groups as opposed to select‬
‭committees themselves. Three BMA encouraged key health committee reports, including the 2007‬
‭smoking ban and childhood obesity report in 2018. This shows that when select committees may‬
‭exert influence, this influence is limited to the resources of the pressure groups they consult. This‬
‭criticism is reinforced in extract two which states that it is a profound injustice MP's can hold high‬
‭office on select committees despite abandoning their party. An example of this is Robert Goodwill, a‬
‭tory MP with expertise in family and the environment who encourages green initiatives in the Select‬
‭Committee he chairs, agriculture and environment, despite the majority of his party being sceptical‬
‭of green issues. This criticism of extract one is effective and substantially correct and has in‬
‭explaining the role of select committees.‬
T‭ he matter of executive accountability is also disputed between the two extracts. For example,‬
‭extract 2 posts the PM can simply avoid accountability in rescheduling and avoiding meetings with‬
‭select committees. Whilst this point does carry weight in the case of Boris Johnson, generally it can‬
‭be disputed effectively. Since 2018 the public amounts accounts committee has consistently‬
‭produced negative reports on the financial impact of HS2 resulting in both spending cuts and‬
‭changes to the environmental impact. This clearly shows that the PM and executive is held to‬
‭account successfully by select committees and thus extract 2 is limited. Additionally extract 1 argues‬
‭in favour of the functions of committees stating that select committees hold the government and‬
‭others to account. Again, this can be exemplified by the Public Accounts Committee and their reports‬
‭on Johnson's COVID PPE contracts. This also shows how select committees hold others to account as‬
‭wealthy recipients of those contracts were made to answer questions in front of the committee. This‬
‭shows how, overall, select committees do effectively hold the government to account extract two’s‬
‭sceptical approach to their role is limited.‬
‭ owever, the provenance of both these extracts limits them somewhat. Extract one originates from a‬
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‭neutral source however the author chaired the liaison committee, so it is likely to argue in favour of‬
‭their role. This is exemplified in the tone, utilising language for the impact of that Select Committee‬
‭88‬‭|‬‭Page‬
a‭ nd show a positive side to politics. This does not limit the extract greatly, though does show a‬
‭slightly biassed argument. Extract two is equally from a neutral source but evidently provides‬
‭arguments from MPs against the effectiveness and role of select committees. Yet, overall, extract 2‬
‭provides an insight into what political professionals feel about their role which is particularly‬
‭important as they are the ones who legislate. To conclude, the argument in extract 1 provides a‬
‭broader and more effective argument regarding the role and influence of select committees extract‬
‭to provide some relevance and valuable insight, yet is limited by its criticisms and evidence contrary.‬
‭Marks awarded:‬‭23 (band 5)‬
T‭ his student was awarded a level 5 mark. The response has detailed and accurate knowledge and‬
‭understanding. The provenance of extract 2 could be slightly developed more.‬
‭ nalyse and evaluate and compare the arguments in the above extract regarding the need for a‬
A
‭codified constitution in the UK (25 marks) Use extract Con1‬
T‭ he British constitution's uncodified nature can lead to criticisms over a lack of clarity and‬
‭fundamental rights, but overall, it works well because of its adaptability and minimal power of the‬
‭judiciary.‬
T‭ he provenance of extract 1 improves its credibility as it is an independent piece written by a‬

‭professor meaning it is likely well researched and intended to inform rather than persuade. Similarly,‬
‭extract 2 is likely to be well researched as it is by a professor but the author being a conservative may‬
‭lead him to praise aspects of the constitution which benefits the conservatives.‬
E‭ xtract one is right to highlight the problem with the UK's uncodified constitution as being is lack of‬
‭clarity, as this was evident during the Brexit process. The referendum in 2016 was not legally binding‬
‭due to parliamentary sovereignty and this led to some calls for parliament not to go through with‬
‭Brexit, especially in the latter stages of the process when a no deal exit seemed possible. The Miller‬
‭versus Secretary of State for exiting the EU (2017) case highlighted the unclear balance of power‬
‭both between parliament and the executive in triggering article 50, but also between the judiciary‬
‭and parliament in its role of regulating parliamentary affairs. This represents a significant weakness‬
‭of the uncodified constitution as the relationship between different branches of government can be‬
‭uncertain, meaning that it is not obvious to the public where political power lies and therefore how‬
‭to go about initiating change, which stands as a barrier to the democratic process in the UK.‬
‭ owever, extracts ones criticism of the lack of a codified constitutional settlement is misplaced as the‬
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‭UK constitution mainly makes for a flexible devolution settlement. Although powers to be devolved‬
‭bodies such as the Scottish Parliament have been increasing since 1997, the uncodified constitution‬
‭is still clear on parliamentary sovereignty, and this is saying in the fact that attempts to secure a‬
‭second Scottish independence referendum are directed at Westminster rather than Holyrood. The‬
‭judiciary also plays a key role in upholding the devolution settlement, striking down the Scottish‬
‭continuity bill in 2018 and the attempt to enshrine the UN rights of the child into Scottish law in 2021‬
‭as these measures went beyond the power of the Scottish Parliament. Therefore, whilst extract one‬
‭is right to highlight the lack of clarity of an uncodified constitution, it is wrong to apply this to the‬
‭devolution settlement as the constitution has been rigid in its defence of the power balance between‬
‭Westminster and devolved institutions.‬
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E‭ xtract 2 is right to highlight the adaptability of the uncodified constitution and it is allowed changes‬
‭such as Brexit and devolution in recent years. Parliamentary sovereignty in the UK, as opposed to‬
‭constitutional sovereignty were it codified has allowed the UK to easily amend the constitution in‬
‭order to make necessary changes. The growth of national identities in Scotland and Wales have been‬
‭accompanied by a gradual increase in devolution from the Scotland act in 1998 to the Scotland act‬
‭2016 and the Wales act 2017 which accounts for the large supports of devo Max in Scotland and‬
‭Wales. Similarly, the constitution has been flexible in changing the UK's relationship with the‬
‭European Union, allowing for the people to settle the membership question in a referendum in 2016.‬
‭Whilst there was some interference in Brexit from the judiciary in the Miller cases, the matter was‬
‭resolved by elected representatives in parliament with the European Union withdrawal act 2018 and‬
‭the European Union withdrawal agreement act 2020 which has remained the central institution for‬
‭the UK's political system at the request of the people. Therefore, both Brexit and devolution shows‬
‭the UK's constitution being flexible for a changing country, allowing the UK to redefine its‬
‭relationship with the EU and Scotland and Wales to redefine their relationship with Westminster‬
‭according to the wishes of the people. Therefore, the argument in extract two that the UK's‬
‭constitution is flexible is stronger than the argument over a lack of clarity in extract one's the lack of‬
‭clarity rarely prevent progress from being made while the uncodified nature of the constitution is‬
‭allowed is designed to allow it.‬
E‭ xtract 2 is also correct to identify the lack of judicial power as a strength the UK's uncodified‬
‭constitution, although this has been under threat recently. The key advantage of an uncodified‬
‭constitution is the right are determined by elected representatives in parliament, rather than by an‬
‭unelected bodies interpretation of an out of date document which would occur with a codified‬
‭constitution. The strength of this was seen in the case of the job seekers act 2013 which was deemed‬
‭by the supreme court to be incompatible with the ECHR, but the sovereignty of elected‬
‭representatives in parliament that meant that legislation remained until there was a democratic will‬
‭to amend it in 2020. The claim in extract that the lack of judicial power undermines rights is‬
‭misguided, as the supreme court still has influence, seen in the incompatibility of the data protection‬
‭investigating powers act 2014 with the ECHR, which led to its replacement with the investigatory‬
‭powers act 2016. However, the crucial benefit of the uncodified constitution is that the power to‬
‭change the law lies only with parliament whose power is highly concentrated in the hands of elected‬
‭representatives. Therefore, extract two highlights a key benefit of the uncodified constitution in the‬
‭supremacy of elected representatives in parliament over the judiciary, as this prevents judicial‬
‭overreach. Although the influence of the courts has been increasing such as in the case of Miller‬
‭versus the Prime Minister which declared the propagation of parliament illegal, the placement of a‬
‭clause in the new dissolution and calling of parliament act 2022 should help to reduce the impacts of‬
‭the courts and place power back with parliament. Therefore, extract two make strong arguments in‬
‭favour of the uncodified constitution as the fact that political power is held by an elected parliament‬
‭is crucial to the democratic process in the UK.‬
‭ verall, it is clear that the argument in extract two the UK does not need a codified constitution are‬
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‭the more convincing as it gives power to elected representatives to uphold rights and make much‬
‭needed changes to the political system. Whilst it is true that the balance of power can be unclear,‬
‭although less so with regards to devolution, this problem could be addressed through legislation in‬
‭an uncodified constitution as with the constitutional reform and government acts 2010 which‬
‭cemented the role of parliament in ratifying treaties. Therefore, the arguments of adaptability and‬
‭democracy from extracts are correct to show that the UK does not need a codified constitution.‬
‭A comprehensive, organised, and focussed response. Both extracts are used to competently‬
‭90‬‭|‬‭Page‬
a‭ nalyse and evaluate the relative strengths of the arguments. A range of sophisticated and relevant‬
‭examples are developed for analysis throughout.‬
‭Paper 1 Section C‬
‘‭ Cabinet ministers still matter as heads of department, but the whole cabinet is no longer at the‬
‭centre of important government decision making.' Analyse and evaluate this statement. [25 marks]‬
‭ hilst both the argument that the cabinet is no longer at the centre of important government‬
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‭decision making, and the argument that it is still, both contain their respected flaws and merits, it is‬
‭clear overall the former carries more weight. This can be said to be true due to the‬
‭presidentialisation of the PM which is drastically reduced the role of the cabinet.‬
‭ ne reason as to why it can be said that cabinet retains little role in the decision making is the fact‬
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‭that it is the PM, not the cabinet who chairs cabinet. This means that with the cabinet the Prime‬
‭Minister is able to have a direct decision on the agenda for cabinet as well as the timetable for‬
‭cabinet. For example, Tony Blair was said to leave little decision making to cabinet has he had few‬
‭cabinet meetings set up as part of his sofa government with cabinet meeting for only half an hour‬
‭per session. This meant the cabinet was unable to gain any influence on decision making as there‬
‭was little room for debate. However, it is still important to consider that the use of bilaterals can be‬
‭seen to support the view the cabinet is at the centre of important government decision making as‬
‭ministers, especially in Tony Blair's cabinet, were able to influence the policy agenda. Whilst this may‬
‭at first appear to support the opposing view, it is important to consider that even if particular‬
‭ministers were involved in bilaterals this does not include the whole of cabinet. For example, few‬
‭ministers were informed of Blair's decision to support President Bush in the invasion of Iraq, cabinet‬
‭was not officially told until three days prior to the invasion, suggesting Blair was able to control the‬
‭cabinet agenda. This highlights how the PM's powers as cabinet chair have the direct impact on‬
‭cabinet and the extent to which they are even informed of policies and decisions, let alone involved‬
‭in the process of implementing decisions.‬
‭ dditionally, it may be argued that cabinet is no longer at the centre of important government‬
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‭decisions due to the principle of Primus inter pares or first among equals which means the PM has‬
‭control over final decisions made by cabinet. This alongside the fact that ministers have to abide by‬
‭decisions as part of collective responsibility, suggests they do not have control over decisions. On the‬
‭other hand, it may certainly be argued that the principle of Primus Inter Pares can be used in favour‬
‭of opposing the argument as it is first among equals suggesting the PM and cabinet both have‬
‭influence over decisions. Despite this, it is clear that when looking at the actions made by a PM‬
‭whose style is more presidential that this is the case. For example, Thatcher was seen as a strong‬
‭presence in her cabinet to extent she was nicknamed the Iron Lady. Comparison, David Cameron was‬
‭said to have a collegial style of government, similar to John major's cabinet, in which cabinet was‬
‭involved heavily in decision making, upholding the principle of Primus inter pares due to the need for‬
‭agreement in the coalition government. Therefore, it can be said that when a strong PM is in power,‬
‭the influence of cabinet in decision making is limited this is not the case for week appearance such as‬
‭John Major and David Cameron suggesting it is likely an elastic band like Michael Foley suggested.‬
‭ espite this, it may be argued the cabinet is still at the centre decision making as they can control‬
D
‭policy in their departments. For example, the secretary of state can control policies within their own‬
‭governmental departments as they have access to their own special advisers to help them direct‬
‭policy however it can still be said that cabinet ministers are not at the centre of decision making as‬
‭they are restricted by both collective and individual ministerial responsibility which holds them to‬
‭91‬‭|‬‭Page‬
a‭ ccount, preventing them from making decisions as head of their departments. For example,‬
‭mistakes in their departments and policy failings mainly ministers have to resign as both cabinet‬
‭ministers and heads of their departments. For example, following the 2011 marking scheme scandal‬
‭the secretary of education was urged to quit similar to the secretary of agriculture following the‬
‭crichel down affair. These examples highlight that not only are cabinet ministers restricted in their‬
‭decision making influence in cabinet, but also their own department suggesting that the whole‬
‭cabinet is no longer at the centre of decision making.‬
I‭n conclusion, it is clear that the whole cabinet no longer has significant role nor is in the centre of‬
‭decision making as they are restricted by both the departments and ministerial responsibility and in‬
‭their position as cabinet ministers, by the presence of the PM as chair of the cabinet, especially with‬
‭PMs with strong majorities and presidential styles of governing. Whilst there are certainly‬
‭agreements to support the opposing view that ministers are still able to influence government‬
‭decision making, these are easily refutable suggesting the view in opposition to the statement carries‬
‭little validity. For example, whilst this is certainly true that cabinet is supposed to follow the principle‬
‭of primus inter pares it is clear that in recent years the PM has retained a strong control of‬
‭government decision making, especially when they hold strong majorities. Therefore, it is clear‬
‭overall that despite being heads of their respective departments, cabinet ministers are no longer at‬
‭the centre of government decision making.‬
‭Marks Awarded:‬‭19 (band 4)‬
‘‭ The UK judiciary has had an increasingly significant impact upon the working of the executive and‬
‭parliament since 1997’ Analyse and evaluate this statement (25 marks)‬
‭ hilst it can be argued that the UK judiciary has had an increasingly significant impact on the‬
W
‭working of the executive and parliament since 1997 due to its application of the ECHR and‬
‭judgement on ultra virus cases, these impacts have been fairly minor and parliamentary sovereignty‬
‭continues to guarantee the inferior status of the judiciary.‬
T‭ here is credibility in the argument that the UK judiciary has had an increasingly significant impact on‬
‭the workings of the executive and parliament since 1997 due to the application of the ECHR as per‬
‭the Human Rights Act 1998. Placing the ECHR into British law has allowed a number of judicial‬
‭reviews to be made by the Supreme Court (UKSC), there are now thousands of judicial reviews each‬
‭year compared to the hundreds in the 1970s. Judgments made under the ECHR such as the repealing‬
‭Reilly versus Secretary of State for work and pensions (2019) which dictated that the government‬
‭must calculate housing benefit before the deduction of bedroom tax from the start, shows that the‬
‭UKSC is having an increasing role in UK politics for its application of the ECHR. The effects of this is‬
‭seen in parliament in the joint committee on human rights which raised questions over in the legality‬
‭of the police crime sentencing and courts bill in 2021, showing the impact of the judiciary in the‬
‭workings of parliament therefore a case can be made that judicial influence has increased as‬
‭legislation now has to be much more careful to abide with the ECHR in order to avoid interference‬
‭from the judiciary.‬
‭ espite this the impacts of the judiciary is lesser given how minor its rulings are in the context of UK‬
D
‭politics. Whilst the UKSC has gained influence under the ECRL seeing in the aforementioned ruling on‬
‭housing benefit, these decisions are of negligible importance to the UK political system when the‬
‭wider picture is considered. The calculation of housing benefits is far less significant than areas of‬
‭public policy such as taxation and healthcare, and in these more important areas the influence of the‬
‭judiciary is minimal. Nevertheless, the power of the UKSC in judicial review looks set to decrease‬
‭92‬‭|‬‭Page‬
a‭ nyway, amid plans to allow ministers to overrule judicial review, and the insertion of an outlier‬
‭clause into the dissolution and calling of parliaments act 2022 confirms that the judiciary will have‬
‭will continue to have influence in the future. Therefore, whilst there has been increased judicial‬
‭impact over parliament and the executive since 1997 under the ECHR, this effects only minor areas of‬
‭government policy and the influence is set decrease in future.‬
‭ different area where the judiciary has certainly had greater impact since 1997 is in ultra virus cases,‬
A
‭regarding the government in Westminster and the devolved governments. The intervention of the‬
‭UKSC in the Brexit process in both Miller versus secretary state for exit in the European Union (2017)‬
‭and Miller versus the Prime Minister (2019) showed drastically increased influence over parliament‬
‭and the executive as the judiciary became highly involved in the relationship between the branches‬
‭of government. Unlike the application of the ECHR, this has had a profound impact on the UK‬
‭political system with the 2017 decision forcing a vote in parliament to trigger article 50, and the 2019‬
‭decision leading to the calling of the general election to resolve Brexit. On top of the Westminster‬
‭government, the UKSC has intervened to check the powers of the Scottish Executive and parliament‬
‭in striking down the continuity bill in 2018 and attempts to enshrine the UN declaration of the rights‬
‭of the child in law during 2021 deeming the Scottish government went beyond its powers,‬
‭representing a significant influence in did the balance of power between the devolved and the‬
‭national parliament in Scotland. Therefore, interventions from UKSC in the Brexit process and in the‬
‭balance of power with regards to devolution show that judiciary has had increasing influence over‬
‭the national parliament since the devolution programme announced in 1997 has forced actions such‬
‭as a general election and positioning to Westminster for a second independence referendum where‬
‭the decisions was otherwise have been taken elsewhere.‬
‭ owever, despite the gaining influence of the judiciary on the executive and parliament, it remains‬
H
‭clear that parliament is sovereign, and the influence of the judiciary has not grown to a point where‬
‭this can be challenged. Despite high profile interventions in the Brexit process, the UKSC was‬
‭powerless to uphold laws such as the fixed term parliament Act 2011 in calling the 2019 general‬
‭election, parliamentary sovereignty meant that the UKSC cannot simply strike down an act of‬
‭parliament. This lack of influence was seen in regard to the job seekers Act 2013 which the UKSC‬
‭declared incompatible with the ECHR, although the legislation remained active until it was amended‬
‭in 2020 due to the UKSC's lack of ability to force parliament to comply with the ECHR. This is‬
‭significant as it shows that even if the impact of the judiciary in the workings of the executive and‬
‭parliament has increased its 1997, these changes are not enough to challenge the principle of‬
‭parliamentary sovereignty which is central in the UK political system. Therefore, it is important that‬
‭the increased impact of the judiciary is not overstated due to a lack of major change to the UK's‬
‭constitutional arrangement.‬
‭ verall, while it is clear that the UK’s judiciary has had an increasingly significant impact upon the‬
O
‭workings of the executive and parliament since 1997, it is important to consider that the change in‬
‭its influence has been minor. Regarding the Human Rights Act 1998, devolution and the creation of‬
‭independent Supreme Court have allowed for the influence of the judiciary to increase, seen in the‬
‭application of the ECHR and ultra virus decisions, the impact of this have been relatively minor. These‬
‭changes have done little to undermine parliamentary sovereignty as a key principle of the UK‬
‭constitution, and the ECHR judgments involve minor decisions. Therefore, the increase in judicial‬
‭influence has been relatively minor, and its influence is set to fall in future now that restrictions on‬
‭the power of judicial review meaning that the increased impact we have seen has led to no major‬
‭reconfiguration of the British political system.‬
‭Marks Awarded:‬‭23 marks (level 5)‬
‭93‬‭|‬‭Page‬
‭ comprehensive response. Clearly focussed on the question and evaluation sustained throughout.‬
A
‭Excellent and relevant range of supporting examples.‬
‘‭ The UK is experiencing a crisis in political participation.’ Analyse and evaluate this‬

‭statement. [25 marks]‬
I‭ would argue that in some areas of politics within the UK, political participation levels are severely‬
‭lower than where they should be, with a steady decline in general election participation since the‬
‭early 2000s. There is however still hope in some other areas in my opinion, for example in pressure‬
‭groups and online.‬
I‭n 2016 the UK voted 52 percent 48% to leave the European Union, a referendum that saw a 69%‬
‭turn out in members of the population who are eligible to vote. In my opinion, for such a major‬
‭decision that would impact tens of millions across the country, to have 30% of people not casting a‬
‭vote doesn't display a crisis in participation, but is an issue nonetheless. In contrast, in the Scottish‬
‭independence vote members of Scottish public who were eligible to vote and did was at 85% a‬
‭considerable increase in comparison to Brexit. Say perhaps the question maybe, is there a‬
‭participation crisis in England and Wales rather than the UK. With Scotland’s turnout figures being‬
‭significantly greater than the UK as a whole.‬
I‭n terms of voter turn out in the UK things may not be looking brilliant, as seen by the 2012 PCC‬
‭elections which had just a 14% votes turn out, but political participation comes in multiple different‬
‭forms. The number of people in pressure groups in the UK had increased in more recent times, with‬
‭worldwide pressure group Greenpeace now having over 110,000 members within the UK and trade‬
‭union numbers also rising, with the British nurses association now having more than 60,000‬
‭members including doctors, nurses and medical professionals. Despite the generally poor voter‬
‭turnout across the UK people are finding other ways to participate in politics which is important in‬
‭terms of more people having a say in what takes place within a democracy.‬
‭ n top of this, other forms of political participation are also prevalent within the UK, from social‬
O
‭media platforms to the classroom. Thousands of people each day in the UK interact with each other‬
‭in political debates on Twitter sharing thoughts and feelings on the vast array of topics. Twitter pages‬
‭politics for you which keeps followers updated on its UK politics gained over 600,000 followers within‬
‭two years of being on the platform, suggesting that, in fact, participation in the UK is alive and right.‬
‭ verall, I feel that despite poor voter turnout in recent times across many areas of the UK,‬
O
‭participation within politics is not in a crisis and a small rise in turn out worse, in fact, per political‬
‭participation within UK in a very healthy place.‬
T‭ he student was awarded band 3, at the bottom of the level. Some sound knowledge and‬
‭understanding. Further development required in places to progress out of the level, particularly in‬
‭terms of focus of the question ‘a participation crisis’.‬
‭‘ The UK is experiencing a crisis in political participation.’ Analyse and evaluate this‬
‭94‬‭|‬‭Page‬
‭statement. [25 marks]‬
T‭ he term participation crisis connotes a number of factors in the democratic process failing or being‬
‭undermined by a lack of public interest. In regard to the UK, this implies low electoral turnouts and‬
‭membership of parties, all a rise in slacktavism and limited public interest. This essay shall examine‬
‭the debate that the UK is experiencing a crisis in political participation, addressing arguments like the‬
‭falling turn out, falling membership and the use of direct democracy, the media and online methods.‬
T‭ he most important indicator of a crisis in participation is general election turn out. Since the 1950s‬
‭when turn out averaged 80%, the UK has faced a somewhat steady decline. The 2001 election saw‬
‭the lowest in recent UK history at 54%, though this can be somewhat explained by the success of‬
‭Blair's government and the predictions from opinion polls pointing towards a labour landslide. Since‬
‭2001, turn out has increased to around 65% in 2010 and peaking after Brexit vote in 2016 at 68%.‬
‭This suggests that the UK is suffering from a minor participation crisis due to the fall in turn out.‬
‭However, this argument is limited in scope, other democratic nations face similar or even lower turn‬
‭out than the UK, implying that lower turn out is in fact a feature of modern democracies. For‬
‭example, in 2014 Switzerland’s turnout was 45%, and US elections generally average 60 to 70%.‬
‭Overall, the turn out in the UK is rising despite its decline in recent years, and compared to other‬
‭democratic nations the UK meets expected averages. Therefore, the statement is incorrect in its‬
‭postulation, and the UK is not suffering from a crisis in participation.‬
‭ nother crucial indicator in a crisis of participation is the membership of political parties and‬
A
‭organisations. In the 1950s, the conservative party boasted over 3 million members which has‬
‭substantially fallen, including a large drop of 500,000 members in the 1990s, to under 200,000 in‬
‭2019. Similarly, the Labour Party has seen a drop in members since the 50s but saw a large increase‬
‭in 2015 of 200,000 to 300,000 members, putting them at 500,000 members under Corbyn. In 2017‬
‭and 2019 only 1% of the electorate was a member of conservative, labour or the Lib Dems which‬
‭understandably implies a huge drop in participation, particularly when considering membership in‬
‭the 1950s. A lack of members gave parties a smaller talent pool to pick candidates from and an‬
‭increased reliance on large donors from the wealthy, of which the Tories received £19 million in‬
‭2019. A fall in membership undermining core principles of democracy, though the new machines of‬
‭parties and does imply a crisis in participation. However, one can criticise this through the increased‬
‭membership of other political organisations like pressure groups. The National Trust currently has 5‬
‭million members making it largest pressure group in Britain. Additionally in history pressure groups‬
‭like the chartists have seen more engagement than current parties, for example receiving 1.8 million‬
‭signatures in 1842. Though membership of, for example, the National Trust can be explained through‬
‭chequebook members who signed up only for benefits, the membership of pressure groups does‬
‭show an imbalance interest in political matters and points to a lack of interest in parties rather than a‬
‭participation crisis.‬
‭ clear example contrary to the statement is the turnout of referendums and role of the media and‬
A
‭online methods. The 2014 Scottish independence vote saw turnout of 84%, also allowing 16 and 17‬
‭year olds to vote of which 75% did, and off that 75%, 97% said they would again. This immediately‬
‭points to a more valuable argument contrary to the statement and is more successful interlaced with‬
‭aforementioned stats on increasing general election turn out. The 2016 Brexit referendum also saw a‬
‭generally higher turnout than most general elections at around 72%. Other online methods also‬
‭show a high participation, for example E-petitions. In 2016 an E-petition to revoke article 50 and‬
‭remain in the EU received over 6,000,000 signatures., showing how the modern methods still‬
‭provide areas for large amounts of participation. One can criticise this with the role of the media for‬
‭example the Brexit referendum saw a sharp increase in fake news. The high turnout of the Brexit‬
‭referendum may be due to vote leave's £300 million per week NHS campaign encouraging a response‬
‭95‬‭|‬‭Page‬
f‭ rom taxpayers. Though inevitably this criticism is flawed, and evidence suggests contrary to the‬
‭statement.‬
T‭ o conclude, though election turnout has not consistently stayed high, through other examples like‬
‭referendums, E-petitions, and pressure groups it is clear that the UK is not facing a crisis in‬
‭participation. There is some value in arguing that the low turnout connotes the crisis, however this is‬
‭limited in scope.‬
T‭ his student was awarded a level 5, with full marks. The response has detailed and accurate‬
‭knowledge. Analysis is balanced and confidently developed.‬
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‭AQA Politics‬

‭9 mark questions require more knowledge and explanation, giving, and‬

T‭ he extract presents two different viewpoints regarding ………….‬

‭ n argument presented by the extract is that…………….‬

T‭ his argument is less convincing because ……………….‬

T‭ his argument is less convincing because ……………….‬

T‭ his argument is less convincing because ……………….‬

‭Level‬ ‭Mark‬ ‭Descriptors‬

‭2‬ ‭4-6‬ ‭●‬ G ‭ enerally sound knowledge of political concepts, institutions‬

‭1‬ ‭1-3‬ ‭●‬ L‭ imited knowledge of political concepts, institutions and‬

‭Level‬ ‭Mark‬ ‭Descriptors‬

‭2‬ ‭6 - 10‬ ‭●‬ S‭ ome knowledge and understanding of relevant political‬

‭1‬ ‭1 - 5‬ ‭●‬ L‭ imited knowledge and understanding of relevant political‬

‭Level‬ ‭Mark‬ ‭Descriptors‬

‭2‬ ‭6 - 10‬ ‭●‬ S‭ ome knowledge and understanding of relevant political‬

‭1‬ ‭1 - 5‬ ‭●‬ L‭ imited knowledge and understanding of relevant political‬

‭A*‬ ‭183/231‬ ‭171/231‬ ‭165/231‬

‭A‬ ‭158/231‬ ‭145/231‬ ‭139/231‬

‭B‬ ‭132/231‬ ‭121/231‬ ‭114/231‬

‭C‬ ‭106/231‬ ‭97/231‬ ‭89/231‬

‭D‬ ‭81/231‬ ‭73/231‬ ‭65/231‬

‭E‬ ‭56/231‬ ‭50/231‬ ‭41/231‬

‭2022*‬ ‭2023‬ ‭2024‬

‭A*‬ ‭167/231‬ ‭176/231‬ ‭/231‬

‭A‬ ‭140/231‬ ‭150/231‬ ‭/231‬

‭B‬ ‭95/231‬ ‭123/231‬ ‭/231‬

‭C‬ ‭71/231‬ ‭96/231‬ ‭/231‬

‭D‬ ‭47/231‬ ‭69/231‬ ‭/231‬

‭E‬ ‭23/231‬ ‭42/231‬ ‭/231‬

‭* the covid years; these had amended grade boundaries‬

‭B‬ ‭ haracteristics that differentiate a grade B from a grade A:‬

‭The nature and sources of the British Constitution‬

‭Students should analyse and evaluate:‬

‭The structure and role of Parliament‬

‭Students should analyse and evaluate:‬

‭The Prime Minister and cabinet‬

‭Students should analyse and evaluate:‬

‭Students should analyse and evaluate:‬

‭Students should analyse and evaluate:‬

‭The politics of the UK‬

‭Democracy and participation‬

‭Students will be required to analyse and evaluate:‬

‭Elections and referendums‬

‭ ‬ d‭ ebates and issues around the performance of those systems‬

‭ ‬ a‭ n election resulting in a landslide victory for one party‬

‭Students should analyse and evaluate:‬

‭Students should analyse and evaluate:‬

‭ ‬ p‭ ressure groups and democracy – pluralism‬

‭The European Union‬

‭●‬ ‭EU institutions‬

‭Students should analyse and evaluate:‬

‭Year‬ ‭Plan‬ ‭ ractice‬

E‭ xplain and analyse the significance of three sources of‬ ‭2018‬

E‭ xplain and analyse three ways in which rights are‬ ‭2023‬

E‭ xplain and analyse three key developments in the British‬

E‭ xplain and analyse three constitutional reforms‬

E‭ xplain and analyse three constitutional reforms‬

E‭ xplain and analyse three different ways in which the‬

E‭ xplain and analyse three sources of the British‬