AS Politics 2017 Revision Guide Easter revision guide

www.alevelpolitics.com/UKrevision

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Unit 1 Topic Guide Democracy and Participation

• Definition of democracy

• Difference between direct and representative democracy

• Nature of direct democracy — principles and features, eg direct popular participation; Athenian democracy; referendums.

• Nature of representative democracy — principles and features (link between representation and democracy, liberal democracy etc).

• Advantages of direct democracy — eg freedom, participation, personal development.

• Advantages of representative democracy — eg practicable, expertise, stability.

• Nature and features of UK democratic system — eg democratic franchise, electoral democracy, party competition, parliamentary democracy (advantages and disadvantages), devolved assemblies.

• Democratic deficit in the UK — eg non-elected posts, electoral system, ‘participation crisis’, ineffectiveness of Parliament, whips, European Parliament.

• Participation - Crisis of participation, turnouts (2015 and 2016 elections)

• Enhancing democracy — referendums (when/why used, advantages and disadvantages); other reforms (eg compulsory voting, fixed–term parliament, e-democracy, recalls, PCC)

Elections

• Definition of elections (distinguish from referendums).

• Functions of elections — eg formation of governments, representation of public opinion.

• Link between elections and democracy — how elections promote democracy; nature of electoral representation; electoral mandates and their viability.

• Features of the ‘first-part-the-post’ (FPTP), or simple plurality electoral system.

• Features of the other electoral systems used in the UK — additional member system (AMS); single transferable vote (STV); regional party list; supplementary vote; where and how they operate.

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• Reasons for the wider use of proportional representation (PR) electoral systems since 1997.

• Impact of FPTP and PR on party representation and political systems generally (with reference to recent UK examples), emphasising the difference between majoritarian representation and proportional representation.

• Electoral reform debate — drawbacks of PR and strengths of FPTP including the tendency towards strong and stable government, mandate democracy and the containment of political extremism; drawbacks of FPTP and strengths of PR including fairer representation, more legitimate government and stronger emphasis on consensus building.

• Alternative Vote (AV) and the recent referendum

Party Policies and Ideas

• Definition of political party — distinguish from and identify overlaps with pressure groups; differences between major and minor parties (eg Labour, Conservative, Liberal Democrats and nationalist parties).

• Functions of political parties — eg representation, goal formation, political recruitment, organisation of government.

• The Political Spectrum, left, right and centre ideas.

• Ideological tradition of Labour Party — socialism; Keynesian social democracy; Blairism and modernisation; beyond Blairism and New Labour - Ed Milliband.

• Ideological tradition of Conservative Party — Conservatism; One Nationism; Thatcherism; beyond Thatcherism? ‘Cameronism’, Big Society, localism, deficit reduction, austerity.

• Ideological tradition of the Liberal Democrats — modern liberalism; constitutionalism; pro- Europeanism, Clegg’s coalition calculation, electoral reform, decline and revival?

• Ideological and policy differences within major parties. Left and right within parties.

• Ideological and policy similarities and differences between major parties (consensus and adversary politics).

• Smaller parties, Green Party, SNP, UKIP etc. and their roles.

• The policies of Cameron in government - localism, austerity, health, education, constitutional reform

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• The May government - Brexit and and Article 50, return to One Nation? State intervention, education reforms.

Pressure Groups

• Definition of pressure group — distinguish from and identify overlaps with political parties.

• Types of pressure group — sectional (interest) and promotional (cause) groups; ‘insider’ and ‘outsider’ groups.

• Pressure groups’ methods and strategies — eg links to executive, lobbying, links to political parties, public opinion campaigns.

• Factors that influence the success or failure of groups — why are some groups more successful than others (eg economic power, financial strengths, membership base, public support)?

• Changing importance of pressure groups — why have they become more important (eg proliferation of groups, membership growth)?

• Relationship between pressure groups and democracy — functional representation; pluralism and pluralist democracy; elitism; criticisms of pressure groups.

• New pressure groups - UKUNCUT, Wikileaks and the use of social media

• The role of lobby groups and finance in determining pressure group success.

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Unit 2 Topic Guide The Constitution

• Definition of a constitution.

• Features of written/codified constitution — single source, two-tier legal system, entrenchment

• Features of unwritten/uncodified constitutions — variety of sources, flexibility.

• Sources of UK constitution — statute law, common law, conventions, works of constitutional authority, EU law and treaties.

• Location of sovereignty within UK system — nature of sovereignty, parliamentary sovereignty, implications of EU membership, ‘pooled’ sovereignty, devolution and regional assemblies

• Strengths of UK’s uncodified constitution — organic and adaptable, responsiveness to public opinion.

• Drawbacks of uncodified constitution — elective dictatorship, weak checks and balances, weak protection for individual rights.

• Constitutional reform since 1997 — e.g. devolution, PR electoral systems, referendums, HoL reform, CRA and HRA.

• Constitutional reform since 2010 - ‘Wright reforms’ to the Commons, fixed term parliaments, EU Referendum Act, attempts at redrafting boundaries, AV referendum, House of Lords reform, EVEL.

• Brexit, Henry VIII powers, Article 50 and Sovereignty

Parliament

• Composition, role and powers of House of Commons.

• Composition, role and powers of House of Lords.

• Features of parliamentary government — eg fusion of powers, interlocking relationship between legislature and executive.

• Features of presidential government — eg separation of powers.

• Functions of Parliament — eg legitimation, representation, legislation, scrutiny/accountability.

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• Mechanisms by which the executive is made accountable to Parliament, eg question time, select committees.

• Effectiveness of House of Commons — eg factors affecting effectiveness (party system, patronage, size of government majority).

• Effectiveness of House of Lords — eg factors affecting effectiveness (Acts of Parliament, lack of democratic credentials).

• Reforming the House of Commons — eg modernising reforms, Wright reforms and impact on e.g. select committees, recall powers and impact.

• Reforming the House of Lords — reform process to date; advantages and disadvantages of fully elected second chamber, why reform process has stalled.

• Government proposals to reform parliament - failed House of Lords reform, Fixed term parliaments and impact, West Lothian question and EVEL

The Prime Minister and Cabinet

• Structure of executive branch of government — Prime Minister; Cabinet; junior ministers; civil service, SPADs.

• Theories of executive power — cabinet government model; presidential government model; core executive model, prime-ministerial government .

• Collective responsibility — theory and practice.

• Individual responsibility — theory and practice.

• Role of the Prime Minister — contrast with president; styles of prime ministerial leadership.

• Powers of the Prime Minister — eg patronage, party leadership, management of cabinet, influence over the mass media.

• The presidentialism thesis — basis of thesis; similarities and difference between prime ministers and presidents.

• Limitations of prime ministerial power — eg the role of the Cabinet, Parliament, party and mass media in checking prime ministerial power.

• Role and influence of the Cabinet — eg power base of individual ministers, departmental resources, party cohesion.

• Use of informal powers - Thatcher, Major, Blair, Brown and Cameron (with examples).

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Judges and Civil Liberties

• Judges and the judiciary — eg role of judiciary (adjudicating the meaning of law, presiding over the courts, sitting on government bodies).

• Relationship between the UK judiciary, the European courts and EU law.

• The rule of law — eg features of the rule of law, benefits of rule-based governance.

• Principle of judicial independence and how it is maintained (including limitations)

• Principle of judicial neutrality and how it is maintained (including limitations).

• Influence of judges — eg relationship between judiciary and Parliament and the executive, uncodified constitutional structure and its implications, scope for judicial review.

• Civil liberties and individual rights in the UK.

• The Human Rights Act — implications for civil liberties, implications for judiciary. Arguments to repeal it.

• Strengthening civil liberties — reforms of the judiciary or court system, (CRA) including the introduction of a supreme court and a proposed constitutional bill of rights.

• Civil Liberties under New Labour - authoritarianism, DNA database, Anti-Terror laws etc

• Coalition reforms, Freedom Bill, reversing 28 days, green paper on ‘secret courts’, internet ‘snooping’ and the Counter Terrorism Act 2015

• Conservative reforms, legal aid cuts, internet surveillance and extending secret courts

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Exam Technique How to answer Unit 1 and Unit 2 questions

You will sit two exams, they will be:

Each worth 50% of your overall AS grade

and 25% of your overall A-Level grade

Worth 80 marks in total each

1 hour 20 minutes long

The unit 1 exam 5 mark question:

• 5 Minutes to answer the question.

• Focus is on facts not opinion or analysis.

• Write in sentences not bullet points, one long paragraph is enough (or two short paragraphs).

• Unless a number of points is stated in the question, make 2 factual points with explanation and examples. You get 3 marks for additional explanation.

• Use an example.

The following example shows a clear structure. The student does not overwrite the answer (a danger with 5 markers) and is able to use examples well.

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10 mark question:

• 7 marks AO1 (factual recall and knowledge).

• 3 marks AO2 (Evaluation).

• Make 3 points in 3 paragraphs. (Separate your paragraphs)

• Do not include an introduction or conclusion.

• In each paragraph explain your points and example them.

• End each paragraph with a short evaluation. Without evaluation you will only obtain a maximum of 7 marks.

• Evaluation can be a line giving a ‘limiting factor’ or another perspective, it may read, ‘however it can be said…’ .

The following example of a first paragraph is a good example of paragraphing. The student starts with a clear point, examples well and then evaluates with a ‘however…’.

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25 mark question

• Questions may be 1 sided (assess the advantages...) or balanced (to what extent).

• Include a short introduction thats not going to repeat what you will write but rather ‘sets the scene’.

• IMPORTANT: If 1 sided - 4 -distinct one sided points and a conclusion. However always analyse and evaluate your point within the paragraph. So balance should be integrated within each paragraph.

• If balanced (eg. to what extent…) then included 2 points on either side and a conclusion. So a balanced essay of two sides.

• Make sure you start paragraphs with your point, then explain the point (with examples), evaluate and link back to the question.

• Conclusions must give your view. Avoid ‘I’. Try to show why you have come to this conclusion. Don't sit on the fence, as it breaks.

Take a look at this students introduction, it ‘sets the scene well’

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This is a good example of how to start your first point.

The level of explanation in the next paragraph and detail is a good example of getting to the point quickly.

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The unit 2 exam • Unit 2 is structured differently. There are two sections.

• The first section is a source based question, with the option of answering 1 question out of 2. This will have a 5, 10 and 25 mark component.

• The second section is assessment by a 40 mark extended essay, you have to choose 1 from a choice of 2.

• All 4 topics will come up and can appear in any section. So you have to revise all 4 topics to maximise your ability to answer the paper well.

5 mark question:

• 5 minutes to answer the question.

• The question will ask you to read the source and ‘describe’ or ‘outline’ the points, advantages or criticisms mentioned in the source. (usually 2 points).

• This question asks you to outline ‘three types of committees’

• Always read the question first. Underscore what the question wants you to focus on before reading the source.

• Then work through the source line by line, underline every instance of the question focus. In the above example once you have found ‘three types of committees’ stop reading.

• If the question specifies a number of points (in the question above it states ‘three’, then give the point and ‘briefly’ explain the point with a possible example.

• You do not have to quote the source, but it is a good idea to.

Take a look at this example as a good way to make a point followed by a quick explanation and example. Note how they quote only the relevant part of the source.

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10 mark question:

• 10 minutes to answer the question.

• Requires a mixture of the source and your own knowledge.

• Include 2 points from the source and 1 point from your own knowledge or 1 source and 2 from your own own knowledge. You should not only rely on the source or your own knowledge but a mixture.

• Quote the source and make it obvious that you are.

• Suggested structure:

• Para1: According to the source, ‘The prime minister has the power to….’ Then explain the point in your own words using your own examples.

• Para 2: Furthermore, the source says ‘The prime minister can often…’

• Para 3: In addition to the source,… [here make sure you mention a point not mentioned in the source]

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• To get a level 3 answer, you have to use the source and your own knowledge

• Leave a gap between paragraphs, to clearly separate your points.

• You still get 3 marks for evaluation. You may want to have a final ‘evaluative conclusion’ at the end or have a sentence after each paragraph.

Look how this student paragraphs

Their second paragraph

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And then their ‘own knowledge’ paragraph

25 mark question:

• 25 mark question identical to unit 1 - you do not need to quote from sources or use the sources, but you may as part of your explanation/evidence.

• Can be 1 sided (assess the advantages...) or balanced (to what extent).

• If 1 sided - 4 distinct points and a conclusion.

• If balanced - 2 points on either side and a conclusion.

• Make sure you start paragraphs with your point, then explain the point (with examples), evaluate and link back to the question.

• Have a conclusion that makes your evaluation (answer the question directly). Remember don't stand in the middle of the river, as you may drown.

40 mark depth question:

You need to spend 40 minutes on this.

• MAKE a PLAN - even if that take a few minutes.

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• Build a structure - need around 5 well made points altogether (but can be more).

• 4 points can get you a high level answer, if fully explained, you are judged on the depth of your answer so bring in a lot of analysis.

• You must show a balance of factors.

• You must have an introduction - show appreciation of topic and the political context, in other words why are they asking this question?

• Pay attention to key words in the question.

• Your paragraphs should be full of examples and analysis.

• You gain marks for ‘communication’ so try to use sophisticated terminology and use contemporary examples.

• Have a conclusion where you answer the question according to your own opinion. Don't sit in the middle of the road, as that may be detrimental to your health and general well being (unless Oxford Street becomes a pedestrian only zone, then it will only make you look a little odd).

Take a look at this introduction, it clearly explains ‘why’ the question is being asked and sets a context.

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You are awarded for ‘contemporary’ political knowledge. This student is able to show impressive knowledge of current policy,

Clearly state your view in the conclusion, for example

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Links to past papers, examiners reports, mark schemes, good past scripts and revision material available on

Alevelpolitics.com/UKrevision

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