Mark Rutherford
Upper School
Government and Politics
Handbook
Introduction
Time
Find a place to study
Taking notes
Writing Essays
Revision
Examinations
Sitting the Examination
Why study government and politics
What can I study with GP
What do I study
How do I study
How am I assessed
What do students do afterwards
Scheme of Work
Suggested Reading
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Being a Sixth Form Student
Introduction
In the Sixth Form students are expected to be more independent. They should not expect staff to blindly dictate
notes to fill files. Students are expected to provide detailed notes to assist understanding. Often tutors may just
discuss a topic and expect students to jot down key elements during a lesson. Similarly assignments will be set
and students are expected to meet submission dates. Students should not need to be reminded constantly of
dates and to have to be repeatedly requested to hand in material. The responsibility rests with the student and
he or she should rise to the challenge. This challenge is preparing students for work and higher study.
Time
Students should organise time carefully. The week should be planned. At the start of the week students need to
decide when to do academic work, paid work, undertake a fitness regime and have recreation time. Decisions
must be taken on when academic tasks need to be done and when. Students should build up a routine and keep
to it. This could be as prescriptive as laying down strict times for each activity. There should be some slack just
in case a problem occurs. It is often best to allocate time rather than work through a ‘jobs list’.
Find a Place to Work
The next step for students is to organise a learning environment. Students need a space at home to work in.
Some people like total silence, some like a background noise. Similarly at school, students should decide
whether they can work best in the Library (silently), 028 (quietly) or in the Common Room (noisy). There are
also study areas available where a moderate level of noise is allowed. Sixth Formers must make sure that they
have a file or files clearly labelled and any study aids provided by departments. Also they should have
appropriate stationery and neat and tidy notes.
Taking Notes
Subject tutors and personal tutors will provide guidance on notes. A general principle is for students to
understand what is expected of the notes. If answering a specific question then irrelevant material must be
avoided; if looking for background knowledge students need to avoid being bogged down. Students need to
experiment to find the best way forward. In all cases students need to write down where the notes came from.
When reading for notes students will need to decide what they want to know; find a book or article and then use
the title pages, contents, index, publishers blurb or chapter conclusions to decide its relevance. Next it is best to
try to skim the section of text to assess if the book is useful. If satisfied then a re-read in more detail is best with
the students noting key points whilst reading the whole piece. Alternatively some prefer to read and then jot
down the important bits. Next it is good to review and then lay out the notes in a preferred way. This could be
a list or diagram or pictures or any visual way that helps.
In class note-taking can be more difficult. Students need to decide tutors' styles and methods. Is it all talk or is
it talk and chalk on the board? How does the tutor emphasis key points and when does this happen? Students
should look for the central ideas. This may be written or stated at the start of the lesson. Remember to return
to class notes; they are not the finished product.
Students need to make sure that notes contain the key points, concepts, terms and names which are relevant to
the task.
Writing Essays
Essay writing needs to be practised and practised, especially if there is a time limit. Firstly students must
deconstruct the question: look for the key words, the question words and the concepts. Next, read around the
subject and make notes. Plan the essay and construct the answer. The essay needs an introduction. This should
include an assessment of the topic, a line of argument and then a transition to the start of the arguments. In all
this may only be a handful of sentences. Next create the bulk of the essay. This may be six or so points. Each
point needs to be explained and then supported with an example (use PEE to remind you). Do not forget to
put in quotes and references. Finally write a conclusion. This needs to clearly state the main ideas and show
how and why the argument differs from, or qualifies, the title. Do not forget to relate it to the introduction.
Satisfy the question. At the end include your references, e.g. the Harvard method:
Munn, P. and Drever, E. (1990) Using Questionnaires in Small Scale Research. A Teachers’ Guide. Edinburgh: Scottish
Council for Research in Education.
Revision
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Students need to plan revision time and include breaks, sleep and food. Always help others by respecting their
plan. Take notes and make them clearer. Try to break them down into easy chunks. Check that notes answer
key questions and cover the specification (syllabus). Be active and critical in revision. Try to recall the
information. Find ways of jogging the memory. There are no short cuts: it is hard work.
Examinations
Mr C. Young is in charge of examinations assisted by Mrs A. Stuart. Prior to examinations students must check
their entry sheet and see Mr Young if there are problems. Results are available in August for summer
examinations and March for January sittings. Certificates arrive in the Christmas term and arrangements to
distribute are announced. Students should be available to collect these especially if going to university that year.
Students are allowed to resit modules following consultation with the department. It is important to remember
that the school will only pay for the original entry and not for any subsequent retakes. These will need to be
paid for by students prior to entries going to the board.
Sitting the Examination
Know when the examinations are and where they will happen. Students should give this information to
someone else at home. Do not forget to attend. The school will ring if there is an opportunity but the
responsibility rests with the student. Eat and go to the toilet prior to the examination. Students need to double
check that they have revised the correct material.
In the room students should sit comfortably and be at the correct desk with the number on it. Remember to
abide by the dress code. Examination rules are quite explicit and are there to avoid people cheating. 'Hoodies',
for example, are not to be worn. Make sure that clothing is not too tight, too warm or too cold. A drink and
unwrapped sweets are permitted. All pens and equipment should be in a clear bag. Calculators, if allowed,
should conform to the rules, with lids left at the front of the examination hall. Mobiles phones should also be at
the front, switched off.
When the examination paper is given out, students need to ensure that it is the correct one. Read the rubric.
Make sure that the correct answer booklet has been provided and any other materials provided with the
examination. Be aware and have planned for the time allowed to answer not only the whole examination but any
subsections. Keep to this. Plan answers and build in time to recap what has been done. Keep calm by using
breathing techniques, visualisation of something good or whatever!
At the end of the examination, remain silent; others may be working. Leave the area and try to avoid discussing
the answers. Have a treat and certainly a break if you have further tests that day.
What is Government and Politics
Why study Government and Politics?
GP is useful for all those who want to know how the country is run and how to influence decisions. It is also
useful for those who want to enter careers in industry, business, law and public service. The final reason to
study GP is that for many students it is a new subject and goes well with other subjects.
What can I study with GP?
Virtually any subject goes with GP but usually students are studying other humanities subjects such as History.
What do I study?
Y13 students study Edexcel Government and Politics (8067 and 9069) for 2008-2009. Details can be found at
www.edexcel.org.uk.
During the first year (AS), students study British politics. There are three units. The first looks at how
individual people or groups can influence decisions. The second unit investigates how decisions are made and
who has power. Reforms to the political system are considered in the final unit.
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US government and politics is studied in the second (A2) year. Two units cover how American people sway the
politics and government of the country. A final unit compares the US and British systems.
Further details are included in the appendix.
How do I study?
Lessons involve research, presentations, discussions, note taking, debating and decision making. Students also
complete assignments based upon the demands of the examination. Keeping up to date with events and doing
additional reading is important.
How am I assessed?
AS Units
Unit 1 (People and Politics)
Unit 2 (Governing the UK)
Unit 3 (The Changing UK System)
A2 Units
Unit 4c (Representation in the
USA)
Unit 5c (Governing the USA)
Unit 6c (Comparative UK and US
Politics)
Method
Written – 2 structured questions
from a choice of 4
Written – 2 structured questions
from a choice of 4
Written – 1 stimulus question from
2 broken into stepped parts
Examination Length
1 hour
Written – 2 short questions from 4
plus 1 question from a choice of 3
essays
Written – 2 short questions from 4
plus 1 question from a choice of 3
essays
Written – 2 questions from a
choice of 4 essays
1 hour 15 minutes
1 hour
1 hour
1 hour 15 minutes
1 hour 30 minutes
What do students do afterwards?
Many students use GP to gain a place at university, whilst others go directly into employment. Of those who go
to university, politics or associated courses are popular. Students have studied at universities such as Oxford,
Warwick, York and the LSE.
AS Scheme of Work (British Government and Politics)
Unit
Key Question
Introduction
Detail
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U2 /
U3
U2 /
U3
What is politics?
What is a constitution?
What type of government
do we have in the UK?
What key political terms
can be used to describe
the UK?
U2
The Constitution
How has the constitution
developed?
U1
What is democracy?
U2 /
U3
U3
Is a Bill of Rights
necessary?
Are further reforms of
the UK constitution
required?
U2 /
U3
U1
U1
U2
U2
U2 /
U3
U3
U2
Elections
What is the purpose of
elected assemblies?
What are the advantages
and disadvantages of
various electoral
systems?
What is the difference
between direct and
indirect democracy?
Parliament (Lords)
How did Parliament
develop?
What is the composition
of the House of Lords?
How did the unreformed
Lords work?
In what way can the
Lords be reformed?
Parliament
(Commons)
Who can sit as a MP?
U1 /
U2
U2 /
U3
What is the social
background of MPs?
What are the strengths
and weaknesses of the
current legislative
system?
U2
What is the role of the
Whips? Do they hinder
democracy?
Discussion of the meaning of terms, politics, constitution
and the structure of British government. Terms include:
politics, constitution, rigid, flexible, written, unwritten,
codified and uncodified.
Discussion of the meaning of terms including: Parliamentary
Sovereignty, consensus, power, authority, state, referendum,
nation, rule of law, separation of powers, morality,
convention, common law, statute, judicial review / case law,
European Law, International Law, learned tomes,
decentralisation, devolution, unitary and federal.
Discussion of the context of UK politics. Key ideas include:
independence, homogeneity, religion, Butskellism and
nationalism.
Students to read information about Antigua. British style
Parliamentary democracy with a monopoly of power with
the Bird family.
Students to read article ‘US Bill of Wrongs’.
Students to read article on constitutional change under New
Labour. Requires revisiting.
Consideration of representation as election or xrepresentation of society and Parliament as a means to gain
an executive or scrutinise.
Discussion of majoritarian versus proportional systems.
Reference made to Simple Majority (First Past the Post),
Alternative Vote, Supplementary Vote, STV, List (Closed and
Open), AMS and AV+.
Discussion of representative versus direct democracy (refer
to Burke). Read article on Athenian democracy.
Information on historical development of Parliament.
Discussion of different types of peers i.e. Hereditary, Life,
Spiritual, Temporal, Working and Law.
Video: Cutting Edge, ‘The Lords’ (EP18)
Discussion of Wakeham and personal preference for change.
Deduction exercise to consider qualifications to be a MP.
Discussion and questioning of different potential candidates.
Investigation into the social, economic and gender
background of MPs and attempts to widen participation.
A review of readings, committees, the chamber and
Westminster Hall. Post ’97 reforms to be included. Some
comparison to the USA. Select and Standing Committees;
Private Members Bills, Private Bills, Public Bills and Hybred
Bills to be covered.
Lecture on Whips, 3 Line Whips, 2 line Whips and 1 line
Whips.
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U2
U2 /
U3
U1
U1
How can the executive be
scrutinised?
Reading about work of Select and Standing Committees.
Consideration of QT, media and informal scrutiny.
Knowledge of Westminster Model and ‘hamburger’.
Is the House of Commons Understanding of Bagehot (dignified and efficient),
now dignified?
definition of purpose and assessment of achieving purpose.
Political Parties
How did the party system
develop and how is it
developing?
What are the values and
beliefs of political
parties?
U1
What is the role of
political parties?
U1 /
U3
Does effective
government require
effective opposition?
U2
U2
U2
U2
U2
U2
U2
U2
U2
U1
U1
The Executive (PM
and Cabinet)
How did the Cabinet and
Prime Minister develop?
How do parties select
their leaders?
How powerful is the PM?
What does a Cabinet
Minister do? What is the
function of the Cabinet?
Why do Ministers resign?
Knowledge of terms: Whig, Tory, Conservative, Labour,
Liberal, Liberal Democrat, Socialist, Thatcherite, Free
market, left and right etc
Use of political compass website and party sites. Terms
such as; Ideology, conservative, radical, nationalist, left
wing, right wing, equality, liberty, authority, power, human
nature, social engineering to be covered.
Representative, governing, participative, consenting an
scrutinising roles to be considered. Government and
Opposition to be re-clarified.
Terms above.
Terms to be considered to include, Prime Minister, Cabinet,
Primus inter Pares, Collective Responsibility, Individual
Responsibility and Presidential.
Conservative, Liberal Democrat and Labour contests to be
considered.
Consideration of de facto powers and the limits on the PM.
Workload and responsibilities / accountability of Ministers
to be considered. Definition of Minister and Cabinet
‘Minister’ (Sec. of State etc).
Reasons given such as policy disagreement, age, health,
family, scandal etc.
Do we now have
Presidential government?
The Civil Service
How did the CS develop?
What has been the
impact of recent reforms
of the CS?
What are the
characteristics of a Civil
Servant? Have these
changed? Has the CS
changed?
Pressure Groups
What are Pressure
Groups, how they
campaign and how can
they be defined?
Are Pressure Groups
important? Do pressure
groups promote
democracy?
Reforms such as Northcote, Fulton, Next Steps etc, etc.
Next Steps, Executive Agencies, ‘Spin Doctors’,
privatisation, public-private partnerships to be covered.
Focus on relationship between Minister, CS and Parliament
re accountability
Permanence, Impartiality, Neutrality and Anonymity to be
considered.
Insider, Outsider, Cause or Issue, Sectional or Promotional
groups
Country Guardian, Bernard Ingham
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U3
U3
U3
Sub-national
Government and
Local Government
How has local
government developed
What are the benefits of
devolution?
The EU
How did the EU develop?
U3
How has the EU affected
UK politics?
U3
How has the EU affected
UK political parties?
U2
U2
The Courts
How are judges political?
Are the courts more
political?
Various tiers of LG, Elected Mayors, centralisation.
Decentralisation, Deconcentration, Democratisation
Treaties of Rome, Maastricht, Amsterdam, Nice, a US of
Europe
Nature of sovereignty, reduction in sovereignty, the British
role in the world, US / UK special relationship,
constitutional challenges
Conservative Party splits, Liberal Democrat acceptance and
Labour changes.
Appointment and social position.
Impact of EU, recent cases
A2 Scheme of Work (US and Comparative Politics)
Unit Key Question
Constitution
5c
What is the historical
background to the US
constitution?
5c
How was the new state
established?
5c
What are the main
elements of the
constitution?
Assessment
4c
4c
4c
4c
4c
Elections
Which positions are
elected in the USA? What
is the chronology of
elections?
What happens in a
Caucus? What happened
in Iowa (1996)?
What happens in a
Primary election? How is
Louisiana different?
What is split ticket
voting?
Is there a need to curb
election expenditure?
Detail
Understanding of how the history of the US has
influenced the development of the constitution.
Terms include colony, imperial, revolution, civil war,
independence, federalism and democracy.
Discussion of the notions of State, Federalism,
Checks and Balances, Separation of Powers, Branches
of Government, Bill of Rights and the debate in
establishing the USA.
Consideration of the detail of the constitution. Terms
include those above.
Discussion of Congressmen, Senators, President,
Judges, Sheriff, Governors, State Assembly, Mayors,
Councillors etc. Chronology to include Primaries,
Caucus’, Super Tuesday, Electoral College and
National Convention. Consideration of propositions.
Definition of Caucus and Primary. Knowledge of the
events of the Iowa Caucus.
Reinforcement of Primary Election. Knowledge of
events in Louisianna.
Understanding of split ticket voting and the impact of
federalism and other factors in voting behaviour.
Understanding of controls including McCain.
Knowledge of PACs, 531s and Issue ads.
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4c
What is the role of the
National Convention?
4c
What is the role of the
Electoral College?
Assessment
5c
5c
5c
5c
5c
4c
4c
4c
4c
5c
5c
5c
Congress
What are the powers,
functions and officers of
Congress?
Why is Congress
composed as it is? Is this
adequate?
How are laws made and
who has power in this
process?
What happened in the
104th Congress? What
has happened in recent
Congresses?
How effective is
Congress?
Parties
How have US parties
developed?
What are the ideologies
and beliefs of the two
parties?
Why does the US have a
two party system?
Understanding of the role of NC to select VP and
launch campaign. Other roles include policy and
party reinforcement.
Consideration of the function of the EC as a selector
for the Presidency.
Understanding of the constitutional role of Congress
and key officers (Speaker, Majority Leader, Minority
Leader, Parliamentarian etc. Students also to
understand relationship of Senate and House.
Consideration of the qualifications required and the
+/- of these. Consideration of representative role.
Discussion of legislative process and key actors.
Particular focus upon Committees and Chairmen.
Consideration of relationship with President.
Consideration of factors affecting voting.
Investigation into the relationship of Congress and
President. Investigation into effectiveness of
Congress? Focus on role of Chairs etc.
Assessment
A summary of the historical development of parties.
Particular focus upon recent changes. Key concepts
include ‘Two Party System’, Federalists, Left and
Right, Conservative, Liberal, Democrats and
Republicans.
Discussion of left and right, liberal and conservative.
Consideration of tendencies and conflicts within
parties.
Discussion of two party dominance and the role of
third parties. Consideration of party engagement
with voters.
Assessment
The Presidency
What are the formal and
informal powers of the
President? Has the
position grown?
How does the President
lead on legislation?
What were Zippergate,
Watergate, Enron and
Iran-Contra?
Investigation into constitutional power and the
power derived from position. Powers to be
considered include Ch. Exec, Ch. Legislator, Ch.
Diplomat, C. in C. Notions of Imperial and
Imperilled to be introduced.
Consideration of need to negotiate and the use of the
veto.
Consideration of Zippergate, Watergate, Enron and
Iran-Contra? Illustrations of power or weakness?
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5c
5c
5c
4c
4c
4c
4c
5c
5c
5c
5c
What are the limits on the Consideration of separation of powers and formal
US President?
limits. Consideration of informal limits. Discussion
of ‘war on terrorism’ as illustrator.
Federal Bureaucracy
How is the bureaucracy
organised?
What are the powers of
and controls on the
bureaucracy?
Assessment
Pressure Groups
What types of Pressure
Groups are there?
How do pressure groups
pressurise?
Which groups are
successful?
Assessment
Racial and Ethnic
Politics
What are the issues
affecting minorities?
The Supreme Court
What is the importance
and role of the Supreme
Court?
Is the Supreme Court too
powerful?
Assessment
Federalism
How do the Federal and
State governments work
together?
Is US federalism under
stress?
Comparative
What are the similarities
and differences between
the UK and US
constitutions?
What are constitutions
for?
Are judges political?
Consideration of structure including spoils system,
executive agencies, Executive Office, Nat. Sec.
Council, Off. Of Management and Budget, Council of
Econ. Advisors, Off. Of Political Dev., Cabinet.
Relate to separation of powers, federalism,
Presidency and Congress.
Define Public Interest, Private Interest, Lobbying,
Sectional / Promotional and Cause / Issue.
Discussion of resources, tactics, and impact. Focus
on Iron Triangles.
Investigation of various groups.
Discussion of civil rights, multiculturalism,
multiracialism, representation and activism.
Discussion of position within constitution and thus
public policy. Review the impact of the Warren,
Burger and Rehnquist Courts by exploring key
decisions. Define judicial activism, rational test and
strict scrutiny views.
As above
Review the changing shape of the relationship
including theories.
Discussion of the problems of US federalism.
Comparison of background, sources and procedures
to alter constitutions.
Consideration of position within political system.
Role of UK and US judges. Landmark cases.
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What are the roles of
assemblies?
How representative are
the US and UK
institutions of
government?
What are the powers of
executives? What are the
limits?
What are the powers and
limits of the bureaucracy?
How are elections
organised in the UK and
USA?
What are the beliefs of US
and UK parties?
How do pressure groups
influence? Do these
support democracy?
Devolution versus
Federalism: Are there
differences?
Why devolve power?
Discussion of representative, scrutinising and
government making roles.
As above
Presidential v PM systems. Rise of leader centred
politics.
Consideration of powers and roles of civil servants.
Electoral systems, reform of and control of.
Gerrymandering.
Ideologies and changes .. fisher parties
How do these influence / types of
Federalism, unitary government etc.
As above
Suggested Reading
1.
2.
3.
4.
5.
6.
7.
The Economist
Politics Review
Broadsheet newspapers
The BBC website
Houses of Parliament website
Question Time (BBC 1)
Newsnight (BBC 2)
It would be useful to visit the library and the web to find useful and interesting books. Biographies are
useful. Recent books cover the careers of Mo Mowlam, John Major, Edward Heath, Margaret Thatcher,
Robin Cook and Tony Benn. There are also textbooks which may be of use. Now that Labour has been reelected new ones will be available.
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