A-LEVEL
Government and Politics
GOV3B Ideologies
Report on the Examination
Specification 2150
June 2016
Version: 1.0
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REPORT ON THE EXAMINATION – A-LEVEL GOVERNMENT AND POLITICS – GOV3B – JUNE 2016
GOV3B Ideologies
General Comments
The majority of students answered each question set with only a handful experiencing timemanagement issues. The majority also managed to allocate an even amount of time to each
question, although there were some students who gave an overly-lengthy answer to their first
10-mark question. Spelling and grammar was of variable quality, with no real discernible difference
from last year’s paper. A number of students also attempted the 30-mark questions first.
The overall quality of scripts was very pleasing with many students maintaining a clear focus on
the question set and demonstrating the necessary evaluative skills. However, in a number of cases
all the students from certain centres answered the same questions. Once again, it must be
emphasised that centres need to teach the whole of the course because any question might well
require a brief reflection upon all ideologies covered in the specification. Students must also be
encouraged to revise all sections of the course rather than those ideologies they find the most
interesting. As is always the case, the best students were able to offer a sophisticated answer in
terms of parallels and contrasts (particularly in answer to question 2).
Topic 1: Liberalism
Liberalism was one of the most popular topics.
Question 01
Most students managed to identify that liberalism holds a positive view of human nature, often via
a contrast with the more pessimistic tone of conservatives. Students were also able to expand
upon this observation with specific policies. It was pleasing to note that several theorists were
referenced in a proper context such as John Stuart Mill, William Beveridge, John Rawls and
Jeremy Bentham. Indeed, it was common for students to reference John Locke’s argument that
“without laws, man has no freedom” and to show a sound awareness of utilitarianism. Better
students managed to identify the distinction between the two main strands of liberalism and the
subtle difference in their views concerning human nature, placing this into a broader context about
the role of the state. Better students were able to explore the liberal assumption that the individual
is a rational actor.
Question 02
The majority of students managed to correctly distinguish between neo-liberalism and the New
Right. However, some students confused neo-liberalism with new (or social/progressive) liberalism.
The question clearly requires an understanding of two distinct ideologies, and centres are once
again reminded of the need to teach the entire specification and that students must revise the
whole course. A number of policies common to both ideological traits were identified such as
privatisation and de-regulation. Policies that divide the two strands include attitudes towards
marriage, law and order, cultural diversity and so on. There was sound awareness of the coalition
government and relevant policies enacted by the Tories-Lib Dems alongside an awareness of
contemporary developments such as the Orange Bookers. Theorists discussed ranged from
Friedrich von Hayek, Milton Friedman and Robert Nozick alongside concepts such as the invisible
hand (Adam Smith). The best students constructed a logical argument with relevant examples
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alongside a synoptic awareness of the relationship between neo-liberalism and the New Right.
This usually entailed some understanding of American politics.
Topic 2: Socialism
This topic was less popular than either liberalism or conservatism.
Question 03
The majority were able to comprehend the meaning of socialism and revolution. Most students
were also confident about the distinction between the various strands of socialism; although
students should avoid general terms like ‘traditional socialists’. A number of theorists were widely
employed including Marx, Engels, Crosland and Bernstein. Few students deviated from the UK, but
there were sporadic mentions of the Soviet Union. Students also identified policies such as
nationalism and the emergence of New Labour. Some even referenced ‘the third way’, although
this was not essential towards gaining high marks. Virtually all students argued that socialism could
not be described as revolutionary except for the Marxist school of thought. Students also used
terms such as gradualism/incrementalism, proletariat, bourgeoisie and class conflict.
Question 04
Most argued that Labour could not be labelled a truly socialist party, although they had at times
implemented a series of left-wing policies. It was common for students to contrast the relatively leftwing approach of Attlee and developments under New Labour. Virtually all students managed to
cover both sides of the argument. However, the emphasis was much more upon policies rather
than theorists. In addition, most students limited their discussion to the Labour Party. Better
students however could reflect upon the movement as a whole, with specific reference to the role
played by trade unions and left-wing pressure groups. Think tanks and the co-operative movement
were also referred to by high-end students. There was also some attempt at a synoptic awareness
covering the historical development of the Labour movement, with the general argument reflecting
a move towards the centre whilst in government. There was frequent reference to the 1983
manifesto as “the longest suicide note in history” but only limited reference to Jeremy Corbyn and
his attachment to socialism.
Topic 3: Conservatism
Questions on conservatism were about as popular as those set on liberalism.
Question 05
Most students argued cogently that conservatism was fundamentally opposed to equality. This was
usually based on notions such as natural hierarchy. That said, many students were aware of
pragmatic attempts by the Conservative Party to support equality (such as equality of opportunity
and equal/gay marriage). Better students managed to place their understanding in a broader
context such as the noblesse oblige implied by the mindset of paternalism, and of the need to
secure elected office. A good range of theorists was discussed, although some students placed an
overt emphasis upon policies to the exclusion of theorists like Burke, Disraeli, Scruton and
Oakeshott. High-end students employed concepts such as original sin, safety net, dependency
culture and conservative opposition to abstract notions such as egalitarianism. One of the most
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REPORT ON THE EXAMINATION – A-LEVEL GOVERNMENT AND POLITICS – GOV3B – JUNE 2016
common quotes used was Disraeli’s observation that when the cottagers are happy, the castle is
safe.
Question 06
The vast majority of students were able to explain how the two different strands of conservatism
view the role of the state. This was usually supported with relevant examples. For instance,
Margaret Thatcher was widely used in order to illustrate social authoritarianism combined with
laissez-faire capitalism. The main focus was on the economy and the welfare state, although
policies aimed at maintaining law and order also featured heavily. Better students were able to
reference key theorists (such as Edmund Burke, Robert Nozick, Keith Joseph) whilst substantiating
their argument along with pressure groups like the Adam Smith Institute. However, there was a
tendency to use vague notions such as ‘traditional conservatives’ or authoritarian conservatives.
Students should also be encouraged to adopt a more synoptic approach rather than relying only
upon the United Kingdom. 30-mark questions provide students with an opportunity to show a
degree of synoptic awareness, and centres should reflect on this during the course.
Topic 4: Fascism
Questions on fascism were the least popular.
Question 07
The vast majority of students who attempted this question offered a cogent definition of
totalitarianism. Students were also able to expand with relevant illustrations. It was common for
students to quote Gentile (everything for the state, nothing against the state; nothing outside the
state). There was also a pleasing discussion of concepts such as the cult of leadership, the use of
propaganda, mythology and corporatism alongside theorists such as Chamberlain, de Gobineau
and Nietzsche. There is, however, a tendency for students to concentrate solely upon the Nazis
under Hitler and the Italian regime headed by Mussolini. It should be emphasised that there are
other fascist leaders and regimes which could be included in their answers. Students should be
prepared to consider other inter-war examples alongside contemporary developments such as
Islamo-fascism.
Question 08
Most students argued that fascism is an oppositional ideology and that anti-rationalism is one of its
key features. Many answers sought to explain the term rationalism and why this is inconsistent with
fascist teachings. There was a pleasing level of historical analysis here, both in terms of the fascist
slogan ‘1789 is dead’ and the rise of fascism as a response to fears of rationalist-based ideologies
(notably Marxism). Better students were able to discuss the various elements of fascist ideology,
and that anti-rationalism is just one aspect one might consider. As with Question 7, there was an
over-reliance upon Nazi Germany and Fascist Italy. It should also be noted that the UKIP is not a
fascist party, although the BNP could legitimately be termed fascist or quasi-fascist (along with the
EDL in regards to pressure groups).
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Mark Ranges and Award of Grades
Grade boundaries and cumulative percentage grades are available on the Results Statistics
page of the AQA Website.
Converting Marks into UMS marks
Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below.
UMS conversion calculator
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