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
Suggested Reading
Scheme of Work
Being a Sixth Form Student
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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?
For AS two modules are studied on British politics. Unit 1 People and Politics (6GP01) introduces students to
the key channels of communication between government and the people. It encourages them to evaluate the
adequacy of existing arrangements for ensuring representative democracy and participation. Unit 2 Governing
the UK (6GP02) introduces students to the major governmental processes within the UK. It encourages them to
develop a critical understanding of the role and effectiveness of key institutions, and of the relationship amongst
them in the context of multi-level governance. For A2 it is intended to study the United States. Units 3
Representative Processes in the USA (6GP03) tackles key themes in democracy whilst Unit 4 Governing the
USA (6GP04) looks at an extended theme in political analysis.
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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)
A2 Units
Unit 3 (Representative Processes in
the USA)
Unit 4 (Governing the USA)
Method
Written examination: Students will
be required to answer two
structured questions from a choice
of four. Each question will have a
mark tariff of 5, 10 and 25 marks.
Written examination: Students will
be required to answer one stimulus
based question from a choice of
two. These questions will be
structured with a mark tariff of 5,
10 and 25 marks.
Students will then be required to
answer one extended question from
a choice of two (40 marks).
Examination Length and Marks
1 hour 20 minutes
80 marks
Written examination: Students are
required to answer three short
answer questions from a choice of
five (15 marks each). Students are
then required to answer one essay
question from a choice of three (45
marks).
Written examination: Students are
required to answer three short
answer questions from a choice of
five (15 marks each). Students are
then required to answer one essay
question from a choice of three (45
marks).
1 hour 30 minutes
90 marks
1 hour 20 minutes
80 marks
1 hour 30 minutes
90 marks
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.
Suggested Reading and Resources
The Economist, Politics Review, Broadsheet newspapers, The BBC website, Houses of Parliament website,
Question Time (BBC 1) and 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 re-elected new ones
will be available.
Unit 1: People and Politics
Democracy and Political Participation
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democracy
legitimacy
representation
direct democracy
representative democracy
liberal democracy
parliamentary democracy
political participation
referendum
Nature of democracy — a knowledge and understanding of the idea of democracy, of the forms that democratic
governance has taken, particularly the difference between direct and representative forms of democracy and their
strengths and weaknesses, and the nature of liberal democracy. Democracy in the UK — a knowledge and
understanding of the main features of democracy in the UK; an awareness of both the strengths of the UK
democratic system and why it has been criticised, including reasons for and the extent of the
‘participation/legitimacy crisis’ in UK politics; how far the UK system conforms to liberal democratic principles;
and the implications of developments such as devolution and EU membership. Enhancing democracy — a
knowledge and understanding of reforms of the UK democratic system that would extend participation and
strengthen accountability, such as the wider use of referendums, lowering the voting age, compulsory voting and
digital democracy and an assessment of their implications and possible benefits.
Party Policies and Ideas
political party
left/right
liberalism
conservatism
socialism
factionalism
consensus politics
adversary politics
Nature of political parties — a knowledge and understanding of political parties, of their distinctive features and
of their key functions within the political system. Traditions and policies of parties — a knowledge and
understanding of the central ideas, traditions and policies of the major UK political parties, and the development
of party policies in recent years and of factors that influence ideological and policy development, including policy
and ideological differences within parties. (Although extended questions will not be set solely on political traditions, they may
be set on sub-traditions such as ‘new’ Labour or Thatcherism’.) Comparing party policies and ideas — a knowledge and
understanding of similarities and contrasts between the ideas and policies of the major parties and of the
ideological relationship between and amongst them.
Elections
election
majoritarian
representation
mandate
proportional
representation
electoral reform
party system
strong government
stable government
Elections and democracy — a knowledge and understanding of how and why elections promote democracy, and
of the limitations of this democratic role. Elections in the UK — a knowledge and understanding of the
workings of the voting systems used for elections to the House of Commons, to devolved bodies and local
authorities, and to the European Parliament, and an awareness of their implications for party representation and
government. Debating electoral systems — a knowledge and understanding of the advantages and disadvantages
of the UK electoral systems and, in particular, of the benefits or otherwise of changing the Westminster electoral
system. (Extended questions will not be set on particular electoral systems, except for the simple plurality system.)
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Pressure Groups
pressure group
sectional / promotional groups
insider/outsider groups
pluralism
elitism
functional
representation
pluralist democracy
Nature of pressure groups — a knowledge and understanding of the features and functions of pressure groups;
of how and the extent to which they differ from political parties; and an awareness of the different kinds of
pressure groups. Pressure group power — a knowledge and understanding of how pressure groups exert
influence and of the extent of their influence, and an awareness of the distribution of power amongst pressure
groups, including the factors that influence this. Pressure groups and democracy — a knowledge and
understanding of the relationship between pressure groups and democracy and, in particular, of the extent to
which they promote political participation and responsive government.
Unit 2: Governing the UK
The Constitution
constitution
constitutionalism
codified/uncodified
constitution
unitary/federal
constitution
parliamentary
sovereignty
pooled sovereignty
devolution
quasi-federalism
elective dictatorship
Nature of the constitution — a knowledge and understanding of the features of a constitution and of the
benefits of constitutional government, including the differences between codified and uncodified constitutions,
and an understanding of the nature, sources and key features of the UK constitution.
Sovereignty and the constitution — a knowledge and understanding of debates about the location of sovereignty
within the UK constitutional system, particularly in relation to the significance of European Union membership
and devolution. Reforming the constitution — a knowledge and understanding of key reforms to the
constitution since 1997, such as devolution and Lords reform, and an awareness of their advantages and
disadvantages; and an understanding of ongoing debate about constitutional reform, including the possible
introduction of a ‘written’ constitution.
Parliament
Parliament
Westminster model
Representative and responsible government
Parliamentary government
Presidential government
fusion/separation of powers
bicameralism
accountability
Legislatures and executives — a knowledge and understanding of the different relationships between legislatures
and executives in parliamentary and presidential systems of government, and an awareness of the advantages and
disadvantages of each. Role of Parliament — a knowledge and understanding of the composition, role and
powers of the House of Commons and the House of Lords, and an awareness of the functions of Parliament
and how effectively it discharges them, including an awareness of the relationship of Parliament to the European
Union and devolved assemblies. (A detailed knowledge of the workings of Parliament is not necessary.) Reforming
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Parliament — a knowledge and understanding of recent and proposed reforms of Parliament, including an
awareness of their implications and alleged benefits or drawbacks.
The Prime Minister and Cabinet
cabinet government
core executive
prime ministerial
government
presidentialism
political leadership
collective responsibility
individual responsibility
Role of the Prime Minister and Cabinet — a knowledge and understanding of the role of the Prime Minister and
Cabinet within the context of the core executive and the conventions of collective and individual responsibility.
(Separate questions will not be set on the civil service.) Powers of the Prime Minister — a knowledge and understanding
of the sources of prime ministerial power and of key constraints on the Prime Minister, including external
factors that affect executive policy making. Prime ministerial leadership — a knowledge and understanding of
the leadership style adopted by Prime Ministers and of the changing relationship between Prime Ministers and
their parties, cabinet and Parliament, including debates about the presidentialisation of UK politics.
Judges and Civil Liberties
judiciary
judicial independence
judicial neutrality
civil liberty/civil liberties
rule of law
Role of the judiciary — a knowledge and understanding of the role and significance of the judiciary in promoting
rule-based governance. Power and influence of judges — a knowledge and understanding of the relationship
between the judiciary and other branches of government, and of the extent to which judges can check the power
of the executive and the legislature. Civil liberties and individual rights — a knowledge and understanding of
the impact of the courts on the issues of civil liberties and individual rights including the implications of the
Human Rights Act and possible reforms such as the introduction of a supreme court and a constitutional bill of
rights, and of the relationship between the judiciary, the European courts and EU law.
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