They should then find out how each element of the constitution works in the UK. UK constitution 3.1.1.1: nature and sources issues and debates around recent constitutional change. Students should complete a table showing: clear definitions of each source evidence that source is increasingly important evidence that source is not increasingly important. Students should understand whether constitutional change since 1997 has affected the importance of the various sources. Chapter 3 in UK Government and Politics for AS/A Level 2 UK constitution 3.1.1.1: nature and sources issues and debates about recent constitutional changes. Short answer question: explain and analyse the significance of three sources of the British constitution. (9 marks) UK constitution 3.1.1.1: issues and debates about recent constitutional changes debates about the extent of rights in the UK areas where individual and collective rights are in agreement and where they are in conflict. Students should note the key constitutional changes since 1997, and categorise them according to how they affect rights, decentralisation of power, elections, parliament, judiciary and participation. Essay: ‘the British constitution has been transformed in recent years’. Analyse and evaluate this statement. (25 marks) ‘Constitutional Reform: Unfinished business?’ by Kay Moxon in Politics Review Vol.23, 2013-14, No.3, Feb. ‘Coalition government: a new era of constitutional reform?’ by Philip Norton in Politics Review Vol. 21, 2011-12, No.2, Nov. Chapter 3 in UK Government and Politics for AS/A Level
3 UK constitution 3.1.1.1: debates about the extent of rights in the UK areas where individual and collective rights are in agreement and where they are in conflict. Debate: should the UK scrap the Human Rights Act? Chapters 3 and 7 in UK Government and Politics for AS/A , The Telegraph, May 2015 by Keir Starmer, The Guardian, May 2016 UK and devolution 3.1.1.5: the powers and responsibilities of the different devolved bodies in the UK. Students should produce profiles of the various devolved assemblies, focusing on the respective powers that each Chapter 4 in UK Government and Politics for AS/A Level 4 UK and devolution 3.1.1.5: debate around devolution in England existing devolution in England impact of devolution on government of the UK. Short answer question: explain and analyse the impact of devolution in the UK (9 marks) Students should be that devolution is ‘unfinished’ and remains an ongoing process. ‘Sovereignty and devolution: by Vernon Bogdanor in Politics Review, Vol. 19, No. 3, Feb. UK – European Union 3.1.2.5: EU institutions. Students should research the membership and powers of the various institutions of the EU. Students should produce a diagram/flowchart showing how policy gets made in the EU. Chapter 8 in UK Government and Politics for AS/A Level ‘The European Parliament: does it matter?’ by Richard Whitaker in Politics Review, Vol. 23, 2013-14, No. 3, Feb.
5 UK – European Union 3.1.2.5: aims of the EU and the extent to which they have been achieved. Students should prepare to debate the question: Has the EU failed? Chapter 8 in UK Government and Politics for AS/A Level The Economist, March 2017 UK – European Union 3.1.2.5: the impact of the EU on UK politics and policy making. Students should make a table showing examples of where the EU has affected the UK executive, legislature and judiciary. Chapter 8 in UK Government and Politics for AS/A Level 6 UK – European Union 3.1.2.5: the impact of the EU on UK politics and policy making. Students should make a table showing examples of where the EU has affected UK parties and elections. ‘the EU undermined democracy in the UK’. Analyse and evaluate this statement. (25 marks) Chapter 8 in UK Government and Politics for AS/A Level The wide range of media coverage of the EU referendum. UK Parliament 3.1.1.2: the roles and influence of MPs and peers. Students should produce a mock-up diary of a week in the life of an MP. Chapter 5 in UK Government and Politics for AS/A Level BBC documentaries ‘Inside the Commons’ and ‘Meet the Lords’ 7 UK Parliament 3.1.1.2: parliamentary debate the legislative process. Students should produce a flow-chart representing the passage of a bill. Students should develop their own idea for a bill and test its ‘The of Commons: a pit of partisan jeering?’ by Peter Riddell in Politics Review, Vol.21, 2011-12, No.4, Apr.
passage through the various stages. UK Parliament 3.1.1.2: theories of representation: Burkean delegate mandate theories. Students should split into different political parties and vote on different issues according to the different models of representation. Chapter 5 in UK Government and Politics for AS/A Level 8 UK Parliament 3.1.1.2: scrutiny of the executive and how effective scrutiny of the executive is in practice work of committees role of the opposition parliamentary debate and the legislative process. Students should compile notes on each power available to Parliament to scrutinise the executive. Each power should have examples of when it has been used. Chapter 5 in UK Government and Politics for AS/A Level ‘Parliament: an effective check on coalition government?’ by Alexandra Kelso in Politics Review, Vol. 22, 2012-13, No.2, Nov. UK Parliament 3.1.1.2: scrutiny of the executive and its effectiveness, in practice work of committees role of the opposition parliamentary debate and the legislative process. Students should construct profiles of various committees, including Public Accounts Committee, Liaison Committee, another select committee and a public bill committee. Chapter 5 in UK Government and Politics for AS/A Level ‘AS focus on The Backbench Business Committee’ in Politics Review, Vol. 24, 2014-15, No. 4, Apr. ‘AS on Departmental Select Committees’, Vol. 22, 2012-13, No. 4, Apr.
9 UK Parliament 3.1.1.2: the extent of Parliament’s influence on government decisions. Essay: ‘the UK Parliament is ineffective in holding the government to account’. Analyse and evaluate this statement. (25 marks) As UK Prime Minister/cabinet 3.1.1.3: how policy is made. Students should produce a spider diagram showing the roles of prime minister, cabinet and civil service in Chapter 6 in UK Government and Politics for AS/A 10 UK Prime Minister/cabinet 3.1.1.3: the relationship between Minister and cabinet. Students should compare the main successes and failures of recent prime ministers. Debate: who was the most successful prime minister from Chapter 6 in UK Government and Politics for AS/A Level ‘Cameron as prime minister: a verdict’ by Neil McNaughton and Eric Magee in Politics Review, Vol. 26, 2016-17, No. 4, Apr. ‘Gordon Brown: a failed prime minister’ by Richard Heffernan in Politics Review, Vol. 20, 2010-11, No. 1, Sept. UK Prime Minister/cabinet 3.1.1.3: the relationship between Minister and cabinet. Students should assess the role of cabinet in recent administrations. answer question: explain and analyse the significance of the UK cabinet. (9 marks) Chapter 6 in UK Government and Politics for AS/A Level ‘Is cabinet government back’ by Ian Richards in Politics Review, Vol.21, 2011-12, No. 4, Apr.
‘Do ministers matter?’ by Martin Smith in Politics Review, Vol. 20, 2010-11, No. 3, Feb. 11 UK Prime Minister/cabinet 3.1.1.3: the difference between individual and collective ministerial responsibility. Students should produce a table showing definitions of CR and IMR, an explanation of why both are important to the UK system of government, with examples of both being applied and ignored. Chapter 6 in UK Government and Politics for AS/A Level ‘The cabinet: is there still collective cabinet responsibility?’ by Mark Bennister in Politics Review, Vol. 26, 2016-17, No.4, Apr. UK Prime Minister/cabinet 3.1.1.3: the difference between individual and collective ministerial responsibility. Students should produce a table showing definitions of CR and IMR, an explanation of why both are important to the UK system of government, with examples of both being applied and ignored. Essay: ‘the principles of collective responsibility and individual ministerial responsibility are no longer important’. Analyse and evaluate (25 marks) Chapter 6 in UK Government and Politics for AS/A Level 12 UK Prime Minister/cabinet 3.1.1.3: the power of the Prime Minister and cabinet. Students should assess the range of factors that determine prime ministerial power. ‘Prime ministerial power: has it changed since 1997?’ by Richard
Heffernan in Politics Review, Vol. 23, 2013-14, No. 2, Nov. UK Prime Minister/cabinet 3.1.1.3: the power of the Prime Minister and cabinet. Essay: ‘there are many factors that give the prime minister power over cabinet colleagues.’ Analyse and evaluate this statement. (25 marks) Chapter 6 in UK Government and Politics for AS/A Level Year 1: Spring term Week Specification content Activities Resources 1 UK democracy 3.1.2.1: the nature of democracy. Students outline the key features of a democratic society and consider the criteria that should be used to measure whether a country is democratic. Debate: what makes a nation democratic? Chapters 1, 2 and 9 in UK Government and Politics for AS/A by Philip Lynch, Paul Fairclough and Toby Cooper (2017, 5th ed.) UK democracy 3.1.2.1: different of democracy: direct democracy representative government. Students should produce a diagram showing the similarities and differences between direct and representative democracy. Chapter 9 in UK Government and Politics for AS/A Level. 2 UK democracy 3.1.2.1: patterns of participation different forms of participation. Students should produce a spider diagram showing different of participation in the UK, with examples of the extent of participation in each. Participation might include voting, membership of political parties and any sort of pressure group activity. ‘Democracy and participation: is there a participation crisis in the UK?’ by Paul Whitehead in Politics Review, Vol. 19, 2009-10, No. 1, Sept.
features outlined in the specification. 4 UK elections 3.1.2.2: impact on the outcome of elections of: media policy manifestos campaigns leadership. Students work in three groups researching the key events of one general election each. Students should debate which factors determined the result in each. The research should be developed into a presentation, focused on what happened and why. Chapter 11 in UK Government and Politics for AS/A Level UK elections 3.1.2.2: impact on the outcome of election of: media policy manifestos campaigns leadership. Students work in three groups researching the key events of one general election each. Students should debate which factors determined the result in each. The research should be developed into a presentation, focused on what happened and why. Chapter 11 in UK Government and Politics for AS/A Level 5 UK elections 3.1.2.2: impact on the outcome of elections of: media policy manifestos Essay: ‘The campaign is the most important factor in determining general election results in the UK’. Analyse and evaluate this statement. (25 marks)
campaigns leadership. UK referendums 3.1.2.2 Students should produce a table showing the results of all referendums held in the UK. Chapter 10 in UK Government and Politics for AS/A Level 6 UK referendums 3.1.2.2 Debate: why did the UK vote to leave the EU in 2016? ‘The EU referendum: the result explained’ by John Curtice in Politics Review, Vol. 26, 2016-17, No. 1, Sept. UK referendums 3.1.2.2 Essay plan: ‘referendums are good for democracy’. Analyse and evaluate this view. ‘Referendums: without a consensus, the answer is ‘no’’ by Anthony Batchelor in Politics Review, Vol. 21, 2011-12, No. 3, Feb. ‘Referendums in the UK’ by Matt Qvortrup in Politics Review, Vol. 18, 2008-09, No. 2, Nov. 7 UK political parties 3.1.2.3: the origins, ideas and development of the Conservative, Labour and Liberal Democrat parties and how these have helped shape their current policies. Students should research and produce presentations on each of the three main parties. Chapter 12 in UK Government and Politics for AS/A UK political parties 3.1.2.3: Students should produce a timeline of policies from the Chapter 12 in UK Government and Politics for AS/A Level
the origins, ideas and development of the Conservative, Labour and Liberal Democrat parties and how these have helped shape their current policies. three parties located on the left/right spectrum. 8 UK political parties 3.1.2.3: party structures and functions. Students should produce a grid showing how the three main parties elect their leaders, select candidates and make policy. Chapter 12 in UK Government and Politics for AS/A Level conferences: what’s the point?’ by James Hobson in Politics Review, Vol. 24, 2014-15, No. 3, Feb. UK political parties 3.1.2.3: issues and debates around party funding Students should note the existing rules on party funding and the proposals for reform. Students should research one party funding ‘scandal’ each. Chapter 12 in UK Government and Politics for AS/A 9 UK political parties 3.1.2.3: issues and debates around party funding. Extract question: analyse, evaluate and compare the arguments in the article over a cap on individual donations to political parties. (25 marks) ‘Debate: should political parties be funded by the state?’ in Politics Review, Vol. 24, 2014-15, No. 3, Feb. UK political parties 3.1.2.3: policies of minor parties and their impact on political debates and political agenda. Students should produce profiles of the minor parties. Minor parties should include UKIP, the Green Party, the SNP, Plaid Cymru, Sinn Fein and the DUP. Websites of the parties.
‘Pressure groups: what them successful?’ by Paul Fairclough in Politics Review, Vol. 23, 2013-14, No. 1, Sept. 12 UK pressure groups 3.1.2.4: other influences on government and Parliament. Profiles of the impact of at one of each of the following: think tanks lobbyists corporations Chapter 5 in AS UK Government and Politics by Philip Lynch and Paul Fairclough (2013, 4th ed.) UK pressure groups 3.1.2.4: pressure groups and democracy – pluralism. Essay: ‘pressure groups in the UK are good for democracy’. Analyse and evaluate this statement. (25 marks) Chapter 5 in AS UK Government and Politics by Philip Lynch and Paul Fairclough (2013, 4th ed.) ‘Pressure groups: do promotional groups strengthen democracy?’ by Richard Heffernan in Politics Review, Vol. 22, 2012-13, No. 1. Sept. Year 1: Summer term Week Specification content Activities Notes Resources
Year 1: Autumn term Week Teacher Specification content Activities Resources 1 A UK democracy 3.1.2.1: the nature of democracy. Students outline the key features of a democratic society and consider the criteria that should be used to measure whether a country is democratic. Debate: what a nation democratic? Chapters 1, 2 and 9 in UK Government and Politics for AS/A Level by Philip Lynch, Paul Fairclough and Toby Cooper (2017, 5th ed.) 1 B UK constitution 3.1.1.1 What is a constitution? Students should design their own constitution, looking at how they would set up an executive, legislature, judiciary, rights, elections and multilevel governance. They should then find out each element of the constitution works in the UK. Various chapters in UK Government and Politics for AS/A Level by Philip Lynch, Paul Fairclough and Toby Cooper (2017, 5th ed.) – students should use the contents and index to research. University College London’s Constitution Unit at 2 A UK democracy 3.1.2.1: different types of democracy: direct democracy representative government. Students should produce a diagram showing the similarities and differences between direct and representative democracy. Chapter 9 in UK Government and Politics for AS/A
2 B UK constitution 3.1.1.1: nature and sources issues and debates around recent constitutional change. Students should complete a table showing: clear definitions of each source evidence that source is increasingly important evidence it is not increasingly important. Students should understand whether constitutional change since 1997 has affected the importance of the various sources. Chapter 3 in UK Government and Politics for AS/A 3 A UK democracy 3.1.2.1: patterns of participation different forms of participation. Students should produce a spider diagram showing different modes of participation in the UK, with examples of the extent of participation in each. Short answer question: explain and analyse three ways in which citizens can participate in the democratic process in the UK. (9 marks) Participation might include voting, membership of political parties and any sort of pressure group activity. ‘Democracy and participation: is there a participation crisis in the UK?’ by Paul Whitehead in Politics Review, Vol. 19, 2009-10, No. 1, Sept. 3 B UK constitution 3.1.1.1: nature and sources issues and debates about recent constitutional changes. Short answer question: explain and analyse the significance of three sources of the British constitution. (9 marks) 4 A UK elections 3.1.2.2: electoral systems. Students should produce clear notes on the workings and advantages and disadvantages of the Students should be familiar with the full range of electoral systems used in
electoral systems used in UK elections. regional and national assemblies. 4 B UK constitution 3.1.1.1: issues and debates about recent constitutional changes: debates about the extent of rights in the UK areas where individual and collective rights are in agreement and where they are in conflict. Students should note the key constitutional changes since 1997, and categorise them according to how they affect rights, decentralisation of power, elections, parliament, judiciary and participation. Essay: ‘the British constitution has been transformed in recent years’. Analyse and evaluate this statement. (25 marks) ‘Constitutional Reform: Unfinished business?’ by Kay Moxon in Politics Review Vol.23, No.3, Feb. ‘Coalition government: a new era of constitutional reform?’ by Philip Norton in Politics Review Vol. 21, 2011-12, No.2, Nov. Chapter 3 in UK Government and Politics for AS/A Level 5 A UK elections 3.1.2.2: electoral systems and the party system. ‘first-past-the-post should no longer be used for general elections in the UK’. Analyse and evaluate this statement. (25 marks) Chapter 10 in UK Government and Politics for AS/A Level ‘Assessing the UK’s electoral systems: revalidated?’ by Richard Kelly in Politics Review, Vol.
25, 2015-16, No. 1, Sept. ‘Which electoral systems are best for Westminster?’ by Ron Johnston in Politics Review, Vol. 21, 2011-12, No. 2, Nov. 5 B UK constitution 3.1.1.1: debates about the extent of rights in the UK areas where individual and collective rights are in agreement and where they are in conflict. Debate: should the UK scrap the Human Rights Act? Chapters 3 and 7 in UK Government and Politics for AS/A Level , The Telegraph, May 2015 by Keir Starmer, The Guardian, May 2016 6 A UK elections 3.1.2.2: voting behaviour. Students should look at the breakdown of voting behaviour in three general elections, including 1997, one before and one after, producing a profile of each election. The specification states that students should have knowledge of the 1997 election, one before that and one since then. The elections should be chosen because they displayed the features outlined in the specification. Chapter 11 in UK Government and Politics for AS/A
6 B UK and devolution 3.1.1.5: the roles, powers and responsibilities of the different devolved bodies in the UK. Students should produce profiles of the various devolved assemblies, focusing on their respective powers. Chapter 4 in UK Government and Politics for AS/A Level 7 A UK elections 3.1.2.2: Impact on the outcome of elections of: media policy manifestos campaigns leadership. Students work in three groups, researching the key events of one general election each. Students should debate which factors determined the result in each. The research should be developed into a presentation, focused on what happened and why. Chapter 11 in UK Government and Politics for AS/A Level 7 B UK and devolution 3.1.1.5: debate around devolution in England existing devolution in England impact of devolution on government of the UK. Short answer question: explain and analyse the impact of devolution in the UK. (9 marks) Students should be aware that devolution is ‘unfinished’ and remains an ongoing process. ‘Sovereignty and devolution: by Vernon Bogdanor in Politics Review, Vol. 19, 2009-2010, No. 3, Feb 8 A UK elections 3.1.2.2: Impact on the outcome of elections of: media Students work in three groups, with each group researching the key events of one general election. Chapter 11 in UK Government and Politics for AS/A Level
policy manifestos campaigns leadership. Students should debate which factors determined the result in each. The research should be developed into a presentation, focused on what happened and why. 8 B UK – European Union 3.1.2.5: EU institutions. Students should research the membership and powers of the various institutions of the EU. Students should produce a diagram/flowchart showing how policy gets made in the EU. Chapter 8 in UK Government and Politics for AS/A Level ‘The European Parliament: does it matter?’ by Richard Whitaker in Politics Review, Vol. 23, 2013-14, No. 3, Feb. 9 A UK elections 3.1.2.2: impact on the outcome of elections of: media policy manifestos campaigns leadership. ‘the campaign is the most important factor in determining general election results in the UK’. Analyse and evaluate this statement. (25 marks)
9 B UK – European Union 3.1.2.5: aims of the EU and the extent to which they have been achieved. Students should prepare to debate the question: has the EU failed? Chapter 8 in UK Government and Politics for AS/A The Economist, March 2017 10 A UK referendums 3.1.2.2 Students should produce a table showing the results of all referendums held in the UK. Chapter 10 in UK Government and Politics for AS/A Level 10 B UK – European Union 3.1.2.5: the impact of the EU on UK politics and policy making. Students should make a table showing examples of where the EU has affected the UK executive, legislature and judiciary. Chapter 8 in UK Government and Politics for AS/A Level 11 A UK referendums 3.1.2.2 Debate: why did the UK vote to leave the EU in 2016? ‘The EU referendum: the result explained’ by John Curtice in Politics Review, Vol. 26, 2016-17, No. 1, Sept. 11 B UK – European Union 3.1.2.5: the impact of the EU on UK politics and policy making. Students should make a table showing examples of where the EU has affected UK parties and elections. Chapter 8 in UK Government and Politics for AS/A
Essay: ‘the EU undermined democracy in the UK’. Analyse and evaluate this statement. (25 marks) The wide range of media coverage of the EU referendum. 12 A UK referendums 3.1.2.2 plan: ‘referendums are good for democracy’. Analyse and evaluate this view. ‘Referendums: without a consensus, the answer is ‘no’’ by Anthony Batchelor in Politics Review, Vol. 21, 2011-12, No. 3, Feb. ‘Referendums in the UK’ by Matt Qvortrup in Politics Review, Vol. 18, 2008-09, No. 2, Nov 12 B UK Parliament 3.1.1.2: the roles and influence of MPs and peers. Students should produce a mock-up diary of a week in the life of an MP. Chapter 5 in UK Government and Politics for AS/A BBC documentaries ‘Inside the Commons’ and ‘Meet the Year 1: Spring term Week Teacher Specification content Activities Notes Resources
1 A UK political parties 3.1.2.3: the origins, and development of the Conservative, Labour and Liberal Democrat parties and how these have helped shape their current policies. Students should research and produce presentations on each of the three main parties. Chapter 12 in UK Government and Politics for AS/A Level 1 B UK Parliament 3.1.1.2: parliamentary debate and the legislative process. Students should produce a flowchart representing the passage of a bill. Students should develop their own idea for a bill and test its passage through the various stages. ‘The House of Commons: a pit of partisan jeering?’ by Peter Riddell in Politics Review, Vol.21, 2011-12, No.4, Apr. 2 A UK political parties 3.1.2.3: the origins, ideas and development of the Conservative, Labour and Liberal Democrat parties and how these have helped shape their current policies. Students should produce a timeline of policies from the parties located on the left/right spectrum. Chapter 12 in UK Government and Politics for AS/A Level 2 B UK Parliament 3.1.1.2: theories of representation: Burkean delegate mandate theories. Students should split into different political parties and vote on different issues according to the different models of representation. Chapter 5 in UK Government and Politics for AS/A Level
3 A UK political parties 3.1.2.3: party structures and functions. Students should produce a grid showing how the main parties elect their leaders, select candidates and make policy. Chapter 12 in UK Government and Politics for AS/A Party conferences: what’s the point?’ by James Hobson in Politics Review, Vol. 24, 2014-15, No. 3, Feb. 3 B UK Parliament 3.1.1.2: scrutiny of the executive and how effective scrutiny of the executive is in practice work of committees role of the opposition parliamentary debate and the legislative process. Students should compile notes on each power available to Parliament to scrutinise the executive. Each power should have examples of when it has been used. Chapter 5 in UK Government and Politics for AS/A Level ‘Parliament: an effective check on coalition government?’ by Alexandra Kelso in Politics Review, Vol. 22, 2012-13, No.2, Nov. 4 A UK political parties 3.1.2.3: issues and debates around funding Students should note the existing rules on party funding, the proposals for reform. Students should research one party funding ‘scandal’ each. Chapter 12 in UK Government and Politics for AS/A Level
4 B UK Parliament 3.1.1.2: scrutiny of the executive and its effectiveness in practice work of committees role of the opposition parliamentary debate and the legislative process. Students should construct profiles of various committees, incl. Public Accounts Committee, Liaison Committee, another select committee and a public bill committee. Chapter 5 in UK Government and Politics for AS/A ‘AS focus on The Backbench Business Committee’ in Politics Review, Vol. 24, 2014-15, No. 4, Apr. ‘AS focus on Departmental Select Committees’, Vol. 22, 2012-13, No. 4, Apr. 5 A UK political parties 3.1.2.3: issues and debates around party funding. Extract question: analyse, evaluate and compare the arguments in the above article over a cap on individual donations to political parties. (25 marks) ‘Debate: should political parties be funded by the in Politics Review, Vol. 24, 2014-15, No. 3, Feb. 5 B UK Parliament 3.1.1.2: the extent of Parliament’s influence on government decisions. ‘the UK Parliament is ineffective in holding the government to account’. Analyse and evaluate this statement. (25 marks) As above. 6 A UK political parties 3.1.2.3: policies of minor parties and their impact on political debates and political agenda. Students should produce profiles of the parties. Minor parties should include Ukip, the Green Party, the SNP, Plaid Clymru, Sinn Fein and the DUP. Websites of the minor parties.
6 B UK Prime Minister/cabinet 3.1.1.3: how policy is made. Students should produce a spider diagram showing the of prime minister, cabinet and civil service in policy-making. Chapter 6 in UK Government and Politics for AS/A 7 A UK political parties 3.1.2.3: development towards a system and its impact on government and policy. Students should produce clear definitions of each system. Students should show evidence that the UK has each of these party systems. ‘the UK no longer has a two-party system.’ Analyse and evaluate this statement. (25 marks) Students should look beyond Westminster elections in assessing UK party systems. Chapter 12 in UK Government and Politics for AS/A Level ‘The UK party system: a two-party or a multi-party system?’ by Thomas Quinn in Politics Review, Vol. 24, 2014-15, No. 3, Feb. ‘Britain’s multi-party systems’ by Philip Lynch in Politics Review, Vol. 18, 2008-09, No. 3, Feb. 7 B UK Prime Minister/cabinet 3.1.1.3: the relationship between Prime Minister and cabinet. Students should compare the main successes and failures of recent prime ministers. Debate: who was the most successful prime minister, from Chapter 6 in UK Government and Politics for AS/A Level ‘Cameron as prime minister: a verdict’ by Neil McNaughton and Eric Magee in Politics
Review, Vol. 26, 2016-17, No. 4, Apr. ‘Gordon a failed prime minister’ by Richard Heffernan in Politics Review, Vol. 20, 2010-11, No. 1, Sept. 8 A UK pressure groups 3.1.2.4: typologies of pressure groups methods used by pressure groups. Students should define the various typologies, with examples. Students should produce profiles of a range of pressure groups, looking at two each and sharing their findings. In their research on pressure groups, students should look at their aims, leadership, membership, methods, successes, failures and recent news stories. ‘Pressure groups: identifying the target for study’ by Grant Jordan in Politics Review, Vol. 18, 2008-09, No. 1, Sept. Websites of various pressure groups. 8 B UK Prime Minister/cabinet 3.1.1.3: the relationship between Minister and cabinet. Students should assess the role of cabinet in recent administrations. Short answer question: explain and analyse the significance of the UK cabinet. (9 marks) Chapter 6 in UK Government and Politics for AS/A Level ‘Is cabinet government back’ by Ian Richards in Politics Review, Vol.21, 2011-12, No. 4, Apr.
12 B UK Prime Minister/cabinet 3.1.1.3: the power of the Prime Minister and cabinet. Essay: ‘there are many factors that give the prime minister power over cabinet colleagues.’ Analyse and evaluate this statement. (25 marks) Chapter 6 in UK Government and Politics for AS/A Level Under this model, the UK judiciary is the only Paper 1 topic to be taught in the summer term. It’s taught in the first two weeks after Easter by Teacher B. After Easter, Teacher A will move straight on to Paper 2 content. Year 1: Summer term Week Teacher Specification content Activities Notes Resources 1 B UK judiciary 3.1.1.4: the composition of the judiciary and the appointment process the role of the Supreme Court. Students should produce a flow-chart showing the appointment process of Supreme Court judges and make notes on the present composition of the court. Students should research and describe key decisions of the Supreme Court since its creation. Chapter 7 in UK Government and Politics for AS/A Level 2 B UK judiciary 3.1.1.4: Students should compile notes on examples of judicial review. Chapter 7 in UK Government and Politics for AS/A Level
importance of ultra vires, judicial review and the Supreme Court’s interactions with and influence over the legislative and policy making processes. Short answer question: explain and analyse the role of the Supreme Court in the UK system of government. (9 marks) ‘Debate: is the UK judiciary too powerful’ in Politics Review, Vol. 25, 2015-16. No. 3, Feb.