AQA-GOVP2-W-MS-Jun12

18 Pages·2012·0.09 MB·English

General Certificate of Education
June 2012

GOVP2
Government and Politics

Governing Modern Britain

Unit 2

Mark Scheme
Mark schemes are prepared by the Principal Examiner and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at
the standardisation meeting attended by all examiners and is the scheme which was used by them
in this examination. The standardisation meeting ensures that the mark scheme covers the
students’ responses to questions and that every examiner understands and applies it in the same
correct way. As preparation for the standardisation meeting each examiner analyses a number of
students’ scripts: alternative answers not already covered by the mark scheme are discussed at
the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which
have not been discussed at the meeting they are required to refer these to the Principal Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed
and expanded on the basis of students’ reactions to a particular paper. Assumptions about future
mark schemes on the basis of one year’s document should be avoided; whilst the guiding
principles of assessment remain constant, details will change, depending on the content of a
particular examination paper.

Further copies of this Mark Scheme are available to download from the AQA Website: www.aqa.org.uk

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

CRITERIA FOR MARKING AS/A2 GOVERNMENT AND POLITICS

Introduction

AQA’s revised Government and Politics specification has been designed to be objectives-led in
that questions are set which address the assessment objectives published in the specification.
The assessment objectives for A Level and AS are the same, but the weightings are different at
AS and A2. Details of the weightings are given in Section 4.2 of the specification.

The schemes of marking reflect these objectives. The mark scheme which follows is of the
levels-of-response type showing that students are expected to demonstrate their mastery of the
skills required in the context of their knowledge and understanding of Government and Politics.
Mark schemes provide the necessary framework for examiners but they cannot cover all
eventualities. Students should be given credit for partially complete answers. Where
appropriate, students should be given credit for referring to recent and contemporary
developments in Government and Politics.

Consistency of marking is of the essence in all public examinations. It is therefore of vital
importance that assistant examiners apply the mark scheme as directed by the Principal
Examiner in order to facilitate comparability with the marking of other options.

Before scrutinising and applying the detail of the specific mark scheme which follows, assistant
examiners are required to familiarise themselves with the general principles of the mark scheme
as contained in the Assessment Matrix.

There are no limits to the areas of knowledge that students may feel able bring to the
discussion. Therefore the specification of requirements outlined in the mark schemes can only
be indicative. Students are not expected to include all the material presented in order to access
the full range of available marks. At the same time they may successfully include material from
their particular studies which is not indicated in the scheme.

Using a levels-of-response mark scheme

Good examining is about the consistent application of judgement. Mark schemes provide a
framework within which examiners exercise their judgement. This is especially so in subjects
like Government and Politics, which in part rely upon analysis, evaluation, argument and
explanation. With this in mind, examiners should use the Assessment Matrix alongside the
detailed mark scheme for each question. The Assessment Matrix provides a framework
ensuring a consistent, generic source from which the detailed mark schemes are derived. This
supporting framework ensures a consistent approach within which students’ responses are
marked according to the level of demand and context of each question.

Examiners should initially make a decision about which Level any given response should be
placed in. Having determined the appropriate Level the examiners must then choose the
precise mark to be given within that Level. In making a decision about a specific mark to award,
it is vitally important to think first of the mid-range within the Level, where that Level covers more
than two marks. Comparison with other students’ responses to the same question might then
suggest whether the middle mark is unduly generous or severe.

In making decisions away from the middle of the Level, examiners should ask themselves
questions relating to student attainment, including the quality of language. The more positive
the answers, the higher should be the mark awarded. We want to avoid ‘bunching’ of marks.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

Levels mark schemes can produce regression to the mean, which should be avoided.
A student’s script should be considered by asking ‘Is it:

 precise in its use of factual information?
 appropriately detailed?
 factually accurate?
 appropriately balanced or markedly better in some areas than others?
 generally coherent in expression and cogent in development (as appropriate to the
level awarded)?
 well presented as to general quality of language?’

The overall aim is to mark positively, giving credit for what students know, understand and
can do.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

AS GOVERNMENT AND POLITICS

GENERIC MARK SCHEME for questions with a total of 5 marks

Knowledge and Understanding:
Recall, Select & Deploy
AO1
Level 4
(5 marks)
The student successfully demonstrates excellent
knowledge and understanding of political data,
concept(s) or term(s).

Where appropriate, the student is able to illustrate
his/her answer with relevant evidence/example(s).
Level 3
(4 marks)
The student successfully demonstrates good
knowledge and understanding of political data,
concept(s) or term(s).

Where appropriate, the student is able to illustrate
his/her answer with relevant evidence/example(s).
Level 2
(2–3 marks)
The student demonstrates limited knowledge and
understanding of political data, concept(s) or term(s).

The student may illustrate his/her answer with
evidence/example(s) of limited relevance.
Level 1
(1 mark)
The student demonstrates little knowledge and
understanding of political data, concept(s) or term(s).

The student may illustrate his/her answer with
evidence/example(s) of little relevance.
0 marks
No relevant response.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

AS GOVERNMENT AND POLITICS

GENERIC MARK SCHEME for questions with a total of 10 marks

Knowledge and Skills: Communication
Understanding: Analysis &
Recall, Select & Deploy Evaluation
AO1 AO2 AO3
Level 4 Level 4 Levels 3–4
(4 marks) (4 marks) (2 marks)
The student demonstrates an The student The student communicates
excellent knowledge and applies an clearly and effectively, in a
understanding of political excellent range of structured and sustained
concepts/theories/institutions developed manner, making excellent or
and processes. concepts and uses good use of appropriate political
appropriate vocabulary.
The student deploys relevant
political theory to
knowledge and understanding There are few, if any, errors of
construct a clear
to fully address the spelling, punctuation and
and cogent
requirements of the question grammar and the response
explanation or
and produces accurate and/or should be legible.
argument.
relevant examples to illustrate
The answer has a clear sense
points made.
of direction, is focused on the
Level 3 Level 3 question and, where
(3 marks) (3 marks) appropriate, has a conclusion
The student demonstrates good The student which flows from the discussion.
knowledge and understanding applies a good
of political range of developed
concepts/theories/institutions concepts and uses
and processes. appropriate
political theory to
The student addresses the
construct a clear
requirements of the question
and cogent
and produces examples and/or
explanation or
evidence to illustrate points
argument.
made.
Level 2 Level 2 Levels 1–2
(2 marks) (2 marks) (1 mark)
The student demonstrates The student The student communicates
limited knowledge and applies a limited explanations or arguments with
understanding of political range of concepts limited clarity and effectiveness,
concepts/theories/institutions and makes limited using limited political
and processes. use of political vocabulary. The answer may
theory or ideas in lack either a clear focus on the
The student makes a limited
developing an question or a sense of direction.
attempt to address the
explanation or
requirements of the question There are frequent errors of
argument.
and produces few or inaccurate spelling, punctuation and
examples and/or limited grammar and legibility may be a
evidence to illustrate points problem.
made.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

GENERIC MARK SCHEME for questions with a total of 10 marks (continued)

Knowledge and Skills: Communication
Understanding: Analysis & Evaluation
Recall, Select & Deploy
AO1 AO2 AO3
Level 1 Level 1 Levels 1–2 (continued)
(1 mark) (1 mark) (1 mark)
The student demonstrates little The student applies few A conclusion, where
knowledge and understanding concepts and makes little appropriate, may be
of political concepts/theories/ use of political theory or offered but its
institutions and processes. ideas in developing an relationship to the
The student makes little explanation or argument. preceding discussion is
attempt to address the modest or implicit.
requirements of the question
and produces few examples
and/or little evidence to
illustrate points made.
0 marks 0 marks 0 marks
No relevant response. No relevant response. No relevant response.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

AS GOVERNMENT AND POLITICS

GENERIC MARK SCHEME for questions with a total of 25 marks

Knowledge and Skills: Communication
Understanding: Analysis & Evaluation
Recall, Select & Deploy
AO1 AO2 AO3
Level 4 Level 4 Level 4
(10–11 marks) (7–8 marks) (5–6 marks)
The student successfully The student evaluates The student
demonstrates accurate political institutions, communicates clear,
knowledge and understanding of processes and behaviour, structured and sustained
political concepts/theories/ applying appropriate arguments and
institutions and processes and concepts and theories. explanations, making
the relationships between them, excellent use of
producing an answer that The student provides appropriate political
deploys relevant knowledge and analysis which displays vocabulary.
understanding to address the sound awareness of differing
requirements of the question viewpoints and a clear The response should be
and demonstrates significant recognition of issues. legible with few, if any,
contextual awareness. Parallels and connections errors of spelling,
are identified, together with punctuation and grammar.
The student’s answer includes valid and precise
relevant evidence and/or comparisons. The answer The student produces
examples to substantiate and includes relevant and answers with a clear
illustrate points made. convincing interpretations or sense of direction leading
explanations. towards a coherent
conclusion.
Level 3 Level 3 Level 3
(7–9 marks) (5–6 marks) (3–4 marks)
The student demonstrates The student evaluates The student
generally accurate knowledge political institutions, communicates arguments
and understanding of political processes and behaviour, and explanations, making
concepts/theories/institutions applying some concepts or good use of appropriate
and processes and the theories. political vocabulary.
relationships between them,
producing an answer that The student provides clear The response should be
addresses the requirements of arguments and explanations legible but there may be
the question and demonstrates and demonstrates occasional errors of
adequate contextual awareness. awareness of differing spelling, punctuation and
viewpoints and recognition of grammar.
The answer provides evidence issues. Parallels and
backed up by clear examples to connections are identified, A conclusion is linked to
illustrate points made. together with some sound the preceding discussion.
comparison.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

GENERIC MARK SCHEME for questions with a total of 25 marks (continued)
Knowledge and Skills: Communication
Understanding: Analysis & Evaluation
Recall, Select & Deploy
AO1 AO2 AO3
Level 2 Level 2 Level 2
(4–6 marks) (3–4 marks) (2 marks)
The student demonstrates The student offers a limited The student attempts to
basic knowledge and evaluation of political develop an argument
understanding of political institutions, processes and using basic political
concepts/theories/institutions behaviour and begins to vocabulary.
and processes and some construct arguments which
There are frequent
awareness of the relationships contain basic explanations.
errors of spelling,
between them, making a
The student shows some punctuation and
limited attempt to address the
awareness of differing grammar and legibility
requirements of the question.
viewpoints. There is may be a problem.

The student may demonstrate recognition of basic
Where a conclusion is
contextual awareness covering parallels or limited
offered, its relationship
part of the question, and may comparisons.
to the preceding
produce limited evidence
discussion may be
and/or few examples.
modest or implicit.
Level 1 Level 1 Level 1
(1–3 marks) (1–2 marks) (1 mark)
The student demonstrates The student makes a The answer relies upon
slight and/or incomplete partial attempt to evaluate narrative which is not
knowledge and understanding political institutions, fully coherent and which
of political concepts/theories/ processes and behaviour. is expressed without
institutions and processes and Arguments offered are using political
limited awareness of the superficial or simplistic. vocabulary.
relationships between them. There is very limited
Errors in spelling,
awareness of parallels or
The student makes a very punctuation and
comparisons.
limited attempt to address the grammar may be
requirements of the question. intrusive and the
Only superficial awareness of response may not be
the context of the question is legible.
evident and the few examples
A conclusion is either
cited are often inaccurately
not offered or it is not
reported or inappropriately
related to the preceding
used.
material.
0 marks 0 marks 0 marks
No relevant response. No relevant response. No relevant response.

NB: whilst there is no requirement for students to make reference to the extract or passage
provided when answering questions with a total of 25 marks, the use of such material can be
credited on AO1 and AO2, where it is relevant to the question posed. Students may also be
given credit for using relevant material drawn from the extracts or passages which accompany
other questions on the paper.

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Government and Politics GOVP2 – AQA GCE Mark Scheme 2012 June series

Topic 1 The British Constitution Total for this topic: 40 marks

(01) Explain the term entrenched provisions used in the extract. (5 marks)

Students should explain that entrenched provisions are those constitutional provisions that
cannot be changed by the normal legislative process. They must be subject to a complex
amendment process. Students may point out that the British constitution does not contain
entrenched provisions. Stronger students may explain that such provisions are placed in
constitutions in order to make then immune to political manipulation by the government of the
day. Some students may include comment on the significance of the rule of law. Higher-level
students may illustrate with examples of constitutions with entrenched provision such as those
of the USA or France.

(02) Using your own knowledge as well as the extract, identify and explain two sources of the
British constitution. (10 marks)

With respect to AO1, students should draw from the extract the information that ‘the British
Constitution differs from most in that it is not drawn up in a single codified document’. They
should explain that it is often described as ‘unwritten’. However, students should explain that it
is more correct to say that it is uncodified, with much of it found in ‘written’ form in a number of
sources (the royal prerogative, statutes, common law, conventions and authoritative opinion).
Students may identify two of these and offer examples.

For AO2 students must address the ‘explain’ requirement of the question. They may discuss
the origins of the sources they have identified and note limitations and problems associated with
them. Strong students may look beyond these traditional sources to consider the constitutional
effects of treaties, international conventions and membership of the EU.

(03) ‘The case for Britain retaining its uncodified constitution remains extremely strong.’
Discuss. (25 marks)

In terms of AO1, students will need to demonstrate knowledge and understanding of the debate
over Britain’s uncodified (or unwritten) constitution. They should recognise that, in the
contemporary world, such a constitution is relatively unusual. They may also be aware of the
views of a range of constitutional reformers, such as the Liberal Democrats and groups such as
Unlock Democracy (formerly Charter 88).

Higher-level students may also show knowledge and understanding of the essential functions of
a constitution. This will offer the opportunity to move on to AO2 discussion by evaluating
Britain’s uncodified constitution against these criteria. Strong students may also display
knowledge of the particular circumstances that have led to the British constitution being the way
it is. Advanced students may also show knowledge of moves towards a written constitution
such as the incorporation of the ECHR, the Coalition Agreement of May 2010, and the ‘Cabinet
Manual’ produced by Cabinet Secretary Sir Gus O’Donnell in January 2011. Some may
introduce the notions of the ‘dignified’ and ‘efficient’ elements in a constitution.

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