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Teacher Resource Bank
GCE Citizenship Studies
Unit 3: Power and Justice
CIST 3 – Teachers’ Tool Kit
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Outline Scheme of Work
Activities for Students
Student Handouts
Teachers’ notes
Exam-style Questions
Guidance on Marking
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Teachers’ notes on how to use this resource
These resources are intended to help teachers when planning lessons and for setting
work for students to complete.
An outline Scheme of Work is provided as a planning aid, but you should adapt this to
suit your circumstances. The activities are intended to stand alone and are not linked
with any specific textbook. They are not intended as a substitute for teaching and are
unlikely to be effective without the guidance and encouragement of an appropriately
trained teacher, who also needs to ensure that students have the background
knowledge to undertake the tasks. An indication of the taught component is included
here for each activity.
The activity sheets can be photocopied for students’ use. Although remaining the
copyright of AQA, they can be customised and updated to include local examples and to
take into account recent events. We would ask that if you update the work sheets by
including amendments to website addresses that you pass them on to AQA to enable us
to improve this resource for future use. Comments, corrections or other feedback would
also be welcome.
Each activity encourages students to engage directly with a variety of organisations and
professional groups such as the Police (Activity 2), the Crown Prosecution Service
(Activity 3), judges and magistrates (Activity 4), MPs and Councillors (Activity 7) or
political parties (Activity 10). Less direct methods involve the use of internet sources to
investigate miscarriages of justice (Activity 5), recent Prime Ministers (Activity 12) or the
UK’s involvement in the global village (Activity 13). Many activities involve a formal
debate involving students and/or invited speakers, such as the appropriateness of
custodial sentences for young offenders (Activity 6), the fairness of the First Past the
Post system in general elections (Activity 8) and the future of conventional political
parties (Activity 9).
You can use the exam-style questions for homework or classroom completion. Some
marking guidance is provided which should be used in conjunction with the mark
schemes available on the AQA website. Remember, though, these are not actual
questions from past or future papers and as such have not been subject to the scrutiny
procedures in place for actual exam questions. They should therefore be regarded as
indicative only.
Note that in an actual exam, two questions on the same (or similar) topic would be
unlikely to appear together.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CONTENTS
Outline Schemes of Work for Section A and Section B
page 4
SECTION A: Crime, Justice and Punishment
Activity 1
What is a crime and who becomes a criminal?
11
Activity 2
What are the powers of the police to prevent and detect crime?
17
Activity 3
What is the role of the CPS and what happens in a trial?
23
Activity 4
Who makes the decisions in court – judges, magistrates or the
jury?
29
Activity 5
How can you balance the interests of society with those of the
accused and what can be done about miscarriages of justice?
35
Activity 6
What is the purpose of sentencing, with particular emphasis on
young offenders?
43
SECTION B: Politics, Power and Participation
Activity 7
How representative are your representatives and to whom are
they accountable?
46
Activity 8
How do different voting systems work and which is best?
53
Activity 9
Should we be concerned about citizens’ lack of involvement in
politics?
59
Activity 10
What do the political parties stand for?
66
Activity 11
Is Parliament still powerful?
73
Activity 12
How powerful is the Prime Minister?
78
Activity 13
What is the role of the UK in the global village and what impact do
international organisations have on the UK?
84
Each activity includes Student’s Handout, Teacher’s Notes, exam-type questions and
marking guidance.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – OUTLINE SCHEME OF WORK
Section A: Crime, Justice and Punishment
Week
No 1
Theme
(question
based on spec
Student Activities
3
Knowledge Outcomes 4
(AO1 – from spec)
Skill Outcomes 5
2
1
What is a
crime and who
becomes a
criminal?
Task 1 – Research
crime stats and
complete work
sheet linking crime
to ‘typical’
criminals.
• Different approaches to defining criminal conduct.
• The purpose of criminal law and its role in society
and the community.
• Crime and morality.
• Crime as an offence against the community.
• Does crime always have a victim?
• The relationship of criminal behaviour to gender,
social class, age, locality and ethnicity.
Individual internet
research
Interpreting and
selecting data.
Choice of 2 h/w
questions
2
What are the
powers of the
police to
prevent and
detect crime?
Task 2 – Research
relevant statutes
and interview
victims and police.
• The powers of the police to stop and search
people
in public; to search premises; to arrest, detain and
question suspects.
• The Serious Organised Crime and Police Act.
• The impact of the Human Rights Act.
Research skills.
Interview skills
Choice of 2 h/w
questions
3
What is the
role of the
CPS?
Task 3 (a) –
Research a recent
high profile criminal
trial and complete
handout on the role
of the CPS
• The role and purpose of the CPS.
• The Criminal Procedure Rules.
• Safeguards for suspects and bail.
• The role of the CPS and the police in charging
and prosecuting a suspect.
Interview skills.
Ethical guidelines.
Reporting.
Synthesis – ethics/
history.
4
Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
4
What happens
in a criminal
trial?
Task 3 (b) –
Using the same
trial, include details
of trial procedures
and the role of legal
representation in
criminal trials.
• The purpose of pre-trial hearings in outline.
• Summary trials and trials on indictment.
• The role of the prosecution.
• Disclosure.
• Plea bargaining.
• The citizen as victim.
• The citizen as witness.
• The Criminal Defence Service.
• Advice and assistance, advocacy assistance,
representation.
• Public defenders.
• Duty solicitor schemes.
Internet research.
Group-work
Advocacy
Presentations
Choice of 2 h/w
questions
5
Who makes
the decisions
in court (1)?
The role of
judges.
Task 4 (a) –
Research role,
social background
and appointment of
judges, magistrates
and juries.
• The judicial hierarchy.
• The Constitutional Reform Act 2005.
• The Judicial Appointments Commission.
• Termination of appointment.
• Background, ethnic origin, gender and age of
judges.
Action –
campaigning skills
Communication synthesis from
Active Citizenship in
unit 2
6
Who makes
the decisions
in court (2)?
The role of
magistrates
and juries.
Task 4 (b) –
Research role,
social background
and appointment of
judges, magistrates
and juries and
complete work
sheet.
• The citizen as lay magistrate (who can be a
magistrate; training; financial implications).
• The function of the jury.
• When are juries used?
• Citizens and the qualifications for jury service.
• Selection of juries.
• Financial implications.
• The jury as a safeguard for fellow citizens; the
need for impartiality; ‘beyond reasonable doubt’.
• Arguments for and criticisms of the jury system.
Research skills
Choice of 2 h/w
questions
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
7
How can you
balance the
interests of
society with
those of the
accused and
what can be
done about
miscarriages
of justice?
Task 5 – Research
and share a case
study of a recent
miscarriage of
justice
• A Ministry of Justice?
• The purpose of the criminal justice system.
• Appeals.
• The Criminal Cases Review Commission.
Evaluation and
analysis
Second of 2 h/w
questions
8
What is the
purpose of
sentencing,
with particular
emphasis on
young
offenders?
Task 6 – Research
types and aims of
sentencing. Debate
on aims of
sentencing young
offenders
• The Criminal Justice Act 2003.
• Punishment, deterrence, rehabilitation and reform
of
offenders, reparation,
• Custodial sentences, community sentences, fines.
• Punishment or treatment?
• The aims of sentencing young offenders.
• Custodial sentences for young offenders.
• Community sentences for young offenders.
Research skills
First of 2 h/w
questions
6
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Evaluation and
analysis
Second of 2 h/w
questions
Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – OUTLINE SCHEME OF WORK
Section B: Politics, Power and Participation
Week
No 1
9
10
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Theme
(question based
on spec) 2
How
representative
are your
representatives?
Student
Activities 3
Knowledge Outcomes 4
(AO1 – from spec)
Skill Outcomes 5
Task 7(a) –
Complete
check list and
question local
MP, MEP
and/or
Councillors.
• Understanding of the term ‘representative democracy’.
• Who speaks for us? The nature of elected posts in
the UK.
• The role and effectiveness of elected representatives
(eg councillors, AMs, SMPs, MPs and MEPs)
• Representatives or delegates?
• The nature and use of referendums in the UK.
• Socio-economic background of those elected to public
office in the UK.
• To what extent are those elected representative of the
UK population in regard to age, gender, class, ethnicity,
employment and disability?
• To what extent are political parties addressing these
issues?
Individual internet
research.
Interpreting and
selecting data.
Choice of 2 h/w
questions
To whom are
they
accountable?
Task 7 (b) –
Interview
above
regarding
accountability.
• Executive, legislative and representative roles of
elected representatives.
• The concept of accountability. Making government
accountable: ministerial responsibility, backbench and
opposition roles.
• The role of the courts, tribunals, ombudsmen and
other official bodies in holding those elected to account.
• The role of pressure groups and the media in making
representatives accountable both nationally and locally.
Research skills
Interview skills
Choice of 2 h/w
questions
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
11
How do different
voting systems
work and which
is best?
Task 8 –
Research case
studies of
alternatives to
FPTP and
debate
options.
• Awareness of the significance of electoral systems
used in the UK.
• Case study of the advantages and disadvantages of
the First Past The Post electoral system used in UK
parliamentary elections.
• Use of case studies of the differing systems operating
in the UK.
Interview skills
Ethical guidelines
Reporting
Synthesis –
ethics/ history
12
Should we be
concerned about
the citizens’ lack
of involvement in
politics?
Task 9 –
assess
effectiveness
of elected
representative
s in a specific
campaign.
• Political parties as an opportunity for citizen
participation.
• Why should we be concerned about citizens’ lack of
involvement in the political process?
• How are political parties and government attempting
to deal with these issues and how effective have they
been?
• Changing attitude to the citizen’s voice being heard.
• Other methods of participation (eg internet,
government departments, local council forums).
• What is a political party?
• Nature of the UK party political system.
• An understanding of the ideological and policy stands
of the major UK political parties.
• To what extent is ideology still important?
Internet research
Group-work
Advocacy
Presentation
skills
• What is Parliament?
• The composition and main roles of Parliament:
representation, legislation, and scrutiny.
• The relative powers of the House of Commons and
House of Lords.
• How powerful and effective is Parliament in holding
government to account?
Research skills
Choice of 2 h/w
questions
13
What do the
political parties
stand for?
14
Is Parliament still
powerful?
8
Task 10 –
Present
ideology and
major policies
of main
parties.
Task 11 – Visit
Parliament and
witness
debate.
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Choice of 2 h/w
questions
Advocacy
Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
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16
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How powerful is
the Prime
Minister?
Task 12 –
Research style
of a recent
prime minister.
• Arguments about executive domination of Parliament.
• The Prime Minister and Cabinet system. Do we have
prime ministerial government in Britain?
• Changing nature of the powers and influence of prime
ministers.
Evaluation and
analysis.
Second of 2 h/w
questions
What is the role
of the UK in the
global village and
what impact do
international
organisations
have on the UK?
Task 13 –
Research role
of UK in a
specific global
issue (link with
unit 4)
• The current role of the UK within key international
organisations (eg NATO, United Nations, G8, IMF).
• Implications of the UK’s membership.
• Impact of these organisations on the life of citizens
throughout the world.
• The role of the EU in regard to international issues.
• Case studies of EU international participation, eg
aid/agricultural agreements.
• The nature of pressure groups and other NGOs
dealing with international issues.
• The ability of citizens to effect change in regard to an
international issue.
Research Skills
First of 2 h/w
questions
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Notes on Scheme of Work
1 This Scheme of Work assumes that teaching of the two A2 units (CIST 3 and CIST 4)
will take place over one academic year and that at least 32 weeks will be available for
the total A2 teaching, excluding induction and revision. It assumes about four guided
learning hours each week (ie learning is led by or supervised by a suitably-qualified
teacher). Further unsupervised learning is expected to enable students to complete
research and essay-based tasks as homework. It also assumes that one teacher will
cover both A2 units and that half of the available time will be spent on each unit (they
each contribute 25% of overall A level marks). If different teachers are delivering
separate units, then you will need to adjust the S of W accordingly.
2 The theme questions are based upon those in the specification and reflect the issues
that you can expect to find in the examination paper. You are recommended to cover all
of the topics in the specification. When students are studying three or even four other
subjects, it is difficult to avoid some trade-off between breadth and depth. You will need
to decide on the balance, taking into account your own areas of interest and expertise,
your students’ motivations and abilities, and the resources available in your institution
and wider community. Although students have a choice of one pair from three pairs of
questions in each section, these questions can be taken from any area of the
specification and each pair can include different topics. Students may be well prepared
for a specific topic only to find that it is paired with one that they are less well prepared to
cover.
3 The activities are described in detail on the student activity sheets and suggestions are
provided for the teacher on how to support and direct these activities. They are not
intended as activities which students can complete without any guidance. The activities
here are designed either to be completed quickly by students within class time or to be
expanded into a major event involving other students.
4 The knowledge outcomes include understanding of concepts/issues and it is
anticipated that this will involve a combination of direct teaching and student-centred
learning, the exact balance to be determined by the individual teacher. The teachers’
notes include exam-style questions which can be set for students to complete at the end
of each activity, together with guidance for the teacher on how to mark these.
5 The skills outcomes are essentially those that cannot be taught directly but need to be
developed by the student’s own engagement with the subject material. Citizenship lends
itself to this type of learning. However, this does not mean that the teacher’s role is
passive; the creation of opportunities for students to practise these skills and to develop
them effectively is as much a part of a citizenship teacher’s skill-base as specialist
subject knowledge.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
SECTION A – CRIME, JUSTICE AND PUNISHMENT
CIST 3 – STUDENT’S ACTIVITY SHEET ONE
Key Question – What is a crime and who becomes a criminal?
Background/Context:
Defining exactly what constitutes a crime and identifying a criminal is not as easy as it
may seem. Are you a criminal if you illegally download music from an internet site, even
if you are never caught? What if you did not realise what you did was against the law or
if the law itself is widely broken? Is a seventeen-year-old-boy who has sex with a fifteenyear-old-girl who lied about her age, actually a paedophile? If the girl later claims that
she did not give her consent, is he then a rapist?
Unfortunately (or fortunately), most criminals do not fit the stereotypes we hold of them.
Crime statistics can be very helpful in revealing links between different types of crime
and the gender, social class, age and ethnicity of criminals but it is important to
recognise that these are broad averages and there can be more examples of cases that
do not fit the typical pattern than those that do.
Your Task:
Investigate two types of crime from the list below. You do not need detailed crime
statistics: a simple indication of who is most likely to commit each crime will do.
Crimes could include: rape, GBH, fraud, vandalism, possession of class B drugs, inciting
religious intolerance etc.
Complete the Crime 1 and Crime 2 columns on the table overleaf.
Then research a specific example of one of these crimes. You can find out about a
specific crime by reading newspaper accounts of criminal trials. If possible, you should
also arrange to visit your nearest criminal court to witness a trial in progress. You can do
this as an individual or as part of a small group.
Answer the questions below regarding this specific example.
•
Why is this criminal behaviour?
•
What law has been broken?
•
How does this law protect the community/victim?
•
Who was the victim in this case?
•
In what way could this behaviour be described as immoral?
•
Is this a crime against a specific sector of society? If so, which?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Having established what profile is typical for the crime you have chosen, then compare
your specific case to the typical profile you have identified and then complete the Your
Example column. When you have done this you will need to share your findings with
those of your class. Hopefully, you will all have tackled different crimes.
Type of crime/ Crime 1
criminal
Mostly male or
mostly female?
Crime 2
Your Example
Social class
(upper/middle
/lower/other)
Employed or
unemployed?
Age group?
Old/Middle
/Young
Location?
Inner city/
suburbs/rural
Ethnicity?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine some of the problems involved in defining crime.
(15 marks)
‘The majority of our prison population are males from the lower classes of society.’
Discuss the relationship between criminal behaviour and one or more of the following;
gender, social class, age, locality and ethnicity.
(25 marks)
Examiner’s advice on answering these questions
The first question asks you to identify some of the problems involved in defining criminal
behaviour and that you analyse each problem you have identified. Use the questions on
the previous page as a starting point. A good way to do this is to use examples; these
could be the same ones that you have used in the activity above. Ideally, you should be
able to use an example to illustrate each point, which is why it is useful to know about
the crimes you researched.
For the second question, you need to engage with an issue. You could look at the links
between crime and social class or ask why most criminals are males. You could discuss
differences between crime in rural areas and inner cities, young and old, or different
ethnic groups. You could touch on all of them if you want to, or focus on two or three.
Whatever you choose to do, you will have to refer to evidence from the crime statistics
and you could illustrate these with examples. When you consider possible explanations
for these relationships, you can refer to material from your AS studies or other subjects
such as law, sociology or psychology.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Teacher’s Notes: Task 1 – What is a crime and who becomes a criminal?
Taught element: Students would need an outline of different approaches to defining
criminal behaviour and some discussion of the purpose of criminal law, its role in society
and its relationship to morality. The changing nature of morality, cultural relativity and
multiculturalism could be introduced into the discussion. Criminal behaviour can be
contextualised as an offence against the community, with some discussion of which
communities this could impact upon most and the issue of victimless crime. The various
elements of criminality should be introduced (gender, age, class, ethnicity. location) and
discussed in relation to a range of crimes. A detailed knowledge of legal terminology
and specific law is not expected here: an understanding of the citizenship context is all
that is required.
Learning outcomes
•
•
•
•
•
Students should have a clear understanding, within a modern context, of what
constitutes a crime, and of the relationship between criminality and morality.
They will need to understand why some wrongdoing is criminal and some merely
gives rise to a civil liability.
All of this should be understood in the context of the effect of crime on the
community and on the victim.
Students need to understand that citizens are both the victims of crime and the
perpetrators of crime.
In this context, they need to understand, in outline, the reasons why crime is
committed and the links between crime and social class, gender, age, etc.
Student’s activity
The task set has two parts which can be done in any order. They should pick two
specific crimes and consider how they fit the different definitions of criminal conduct
discussed, the issues of who is offended against, relationship to morality and the typical
profile of an offender.
They should also pick a specific example of a trial of one of these crimes to investigate,
either by reading the court reports in their local paper or, if possible, by visiting their local
criminal court and sitting in on a trial. This would be a useful experience in any case,
particularly if linked with a tour and opportunity to ask questions.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Marking guidance (note comments in introduction)
Critically examine some of the problems involved in defining crime.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of more than one of
the issues involved in defining criminal behaviour.
Level 2 (2 marks) Answers will show a partial account and may focus on one problem
only.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show analysis of more than one issue. Stronger
responses may include consideration of how different types of crime are defined
differently and examples may be used effectively.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples without any depth of analysis, or evaluation of one issue only.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) There will be limited use of citizenship terms which may not be
developed. Legibility may be poor and errors of spelling, punctuation and grammar
could be intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond.
Level 2 (2 marks) Answers demonstrate at least two of the elements of synthesis as
outlined above.
Level 1 (1 mark) Answers demonstrate at least one element of synthesis.
Note: references to the student’s own experience could be credited under AO4 or AO3.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
‘The majority of our prison population are males from the lower classes of society.’
Discuss the relationship between criminal behaviour and one or more of the following;
gender, social class, age, locality and ethnicity.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) This question invites students to illustrate their knowledge of the
relationship between the factors identified and particular types of crime. There could be
a lot of detail on one particular element or a breadth of knowledge across a range of
factors and/or crimes.
Students may make use of examples to demonstrate
understanding.
Level 2 (2-3 marks) Answers will be partial; some understanding of at least one factor is
expected, but it may be rather generic or only relate to a limited range of crimes.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) A balanced response is expected that evaluates possible causes
for identified relationships for specific crimes. Evidence should be used effectively to
support statements made.
Level 2 (3-5 marks) The response may make limited use of evidence or the points
made may be over-generalised or specific to one type of crime only.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion. The account makes good use of citizenship terminology and may include
elements that relate to students’ own participation in citizenship activities (eg court visit).
Legibility and few, if any, errors of spelling, punctuation and grammar are expected.
Level 2 (2 marks) The points made are developed using some appropriate citizenship
terminology. Legibility is expected but there may be occasional errors of spelling,
punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on
knowledge and theory from other areas of the specification (eg Human Rights from
Unit 1) and from their own study of examples of criminal behaviour.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – STUDENT’S ACTIVITY SHEET TWO
Key Question – What are the powers of the police to prevent and detect crime?
Background/Context:
If you or one of your friends is stopped by the police and searched, do you know your
rights? Do you know what happens if you are arrested? If you are a young, black male,
this is statistically more likely than if you are old, white or female.
You will already be familiar with the Human Rights Act from Unit 1, which protects the
rights of the citizen in the UK, but you should also find out about the Serious Organised
Crime and Police Act which sets out the procedures and responsibilities of the police.
Your Task:
Interview someone who has been arrested, cautioned or stopped by the police. Find out
from them exactly what happened (remember their account may be biased) and check
this out with your understanding of the Human Rights Act and the Serious Organised
Crime and Police Act. In your view, were their rights abused and did the police follow
the appropriate procedures?
If you cannot get hold of someone who has been arrested, cautioned or stopped then
you could use the internet to find examples such as
http://news.bbc.co.uk/1/hi/8453878.stm or
http://www.bigbrotherwatch.org.uk/home/2010/02/yet-more-abuse-of-police-powerscaught-on-camera.html.
Whatever source you use, you need to evaluate the evidence and the reliability of the
source carefully.
Once you have completed your interview, share and discuss your findings with your
class and prepare a set of questions to put to a police representative. The questions
need to refer to specific aspects of law but cannot refer to specific cases. The police will
generally not be able to comment on specific cases for legal reasons which they can
explain.
Once you have a list of questions, you should invite a representative of your local police
force to come and talk to you and take part in a Q and A session; there will be someone
locally whose role involves this type of work. You could also invite other interested
students along. You may need to be persistent and well prepared in your questioning
but avoid making it into an argument. If the meeting becomes confrontational, you are
more likely to hear what should happen than what can go wrong.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
The areas you could consider asking questions about could involve:
•
What are the powers of the police to stop and search people in public?
•
Why are more young people stopped than older people?
•
Why are some ethnic minorities more likely to be stopped than others (be specific
here)?
•
I know someone who claimed that the police …….. could this have happened?
•
Can you search premises without a search warrant?
If you suspect that someone has class B drugs, what are your powers?
18
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Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine some of the powers of the police to prevent and detect crime.
(15 marks)
‘Recent legislation has made the UK more like a police state, where the police can do
more or less as they please!’
Discuss the role of legislation in limiting and defining the powers of the police and
protecting the rights of the citizen.
(25 marks)
Examiner’s advice on answering these questions
The first question requires you to outline and discuss some of the powers of the police
such as stop and search, searching premises, detaining and arresting suspects, etc. In
each case, you should attempt to explain exactly what these powers are and how they
are designed to enable the police to prevent crime. You should also look at the impact
on citizens’ rights. It would help if you could refer to the Human Rights Act and the
Serious Organised Crime and Police Act. It would also be helpful to provide examples
which illustrate the points you make. Beware of using anecdotal examples which may
be one-offs or are unsubstantiated.
For the second question, you need to present an argument that addresses the
statement. You do not have to agree or disagree completely but you should try to reach
a balanced conclusion based on the evidence you present. Case studies of abuse of
police powers or of examples when the police were powerless to prevent or prosecute a
crime could be used to support both sides of the argument. There must also be some
reference to and analysis of the relevant legislation (ie Human Rights Act and the
Serious Organised Crime and Police Act). It will not be enough to state the legislation:
you should also attempt to evaluate its effectiveness, application and interpretation. You
may find instances where two pieces of legislation are actually in conflict with each other.
You could refer to the answers provided by your police representative or/and from your
interviews, but you should ensure that you are critical enough to recognise that each
source has a particular bias because of their situation.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Teacher’s Notes: Task 2 – What are the powers of the police to prevent and
detect crime?
Taught element: Students will need an outline of the main police powers: (to stop and
search people in public, to search premises, to arrest, detain and question suspects).
They will need a reminder about the Human Rights Act (covered in Unit 1) and an
outline of the Serious Organised Crime and Police Act. Discussion could focus on the
purpose and appropriateness of these powers, given the issues discussed in the
previous task.
Learning outcomes
•
•
•
•
•
•
In the context of citizenship, students should understand the role of the police in
detecting and preventing crime.
In particular, they should understand the powers of the police to stop and search
suspects, to search premises, to arrest, detain and interrogate suspects.
They should understand the powers of the police to search premises without a
warrant.
They should understand the powers of arrest contained in the Serious Organised
Crime and Police Act 2005 and the arguments in connection with these.
They could also be aware of the main provisions of the Police and Criminal
Evidence Act 1984 (as amended), the Criminal Justice and Public Order Act
1994 and the Anti-Terrorism Crime and Security Act 2001, but these are not
essential.
They should be aware of the human rights issues raised by these topics and be
able to refer to the Human Rights Act.
Student’s activity
Students can interview someone, in their own time, who has been arrested, cautioned or
stopped by the police. They would be expected to share their findings with the group
and discuss the reliability and possible bias of the source.
A meeting with a police representative will probably need to be coordinated by the
teacher, who should be present throughout. Most police forces will be only too willing to
send someone along. It might be helpful if they had some idea of the type of questions
to expect so they can ensure that they have useful and accurate answers.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Marking guidance (note comments in introduction)
Critically examine some of the powers of the police to prevent and detect crime.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of more than one of
the police powers involved in preventing and detecting crime, eg to stop and search
people in public, to search premises, to arrest, detain and question suspects. Reference
to legislation is not essential for top marks (but it would help).
Level 2 (2 marks) Answers will show a partial account, may focus on one power only.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show analysis of more than one power. Stronger
responses should consider the appropriateness of these powers in different contexts:
examples may be used to illustrate evaluative points made.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples without any depth of analysis or evaluation of one power only.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed.
Legibility may be poor and errors of spelling, punctuation and grammar could be
intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond, including
own research.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis as outlined
above.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
‘Recent legislation has made the UK more like a police state where the police can do
more or less as they please!’
Discuss the role of legislation in limiting and defining the powers of the police and
protecting the rights of the citizen.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) A wide-ranging knowledge of the powers of the police and a good
understanding of at least one area of relevant legislation is expected for this band.
Students may make use of examples to demonstrate understanding.
Level 2 (2-3 marks) Answers will be partial, showing some understanding of police
powers but knowledge of legislation may be superficial.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) A balanced response is expected that engages with the statement
and evaluates the role of legislation. Analysis of specific examples could be used to
support statements made.
Level 2 (3-5 marks) The response may make limited use of evidence or the points
made may be rather vague and sweeping.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion regarding the role of legislation. The account makes good use of citizenship
terminology and may include elements that relate to their own participation in citizenship
activities (eg interviews or police visit). Legibility and few, if any, errors of spelling,
punctuation and grammar are expected.
Level 2 (2 marks) The points made are developed using some appropriate citizenship
terminology. Legibility is expected but there may be occasional errors of spelling,
punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Legibility may be
poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on
knowledge and theory from other areas of the specification (eg Human Rights from
Unit 1) and from their own study of examples of criminal behaviour.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
22
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – STUDENT’S ACTIVITY SHEET THREE
Key Question – What is the role of the CPS and what happens in a trial?
Background/Context:
If someone you know is arrested, make sure you understand what they could expect and
how they could ensure a fair trial. You should have an overview of the whole process
from charge to sentence, including the role of the defence and that of the prosecution.
As well as finding out about the process itself, you should also be asking yourself the
sort of questions that should now be familiar to you from your citizenship studies, such
as:
•
•
•
•
how does the law protect the right of the accused to a fair trial and the human
rights of the witnesses and the victim (or their family)?
what safeguards are there to ensure that the ordinary citizen understands what is
happening and the consequences of any decision they may be asked to make?
does this system adequately meet the needs of contemporary society and is it
accessible to all sectors of the community?
how does the legal process attempt to address the inequalities of income,
education and influence?
Your Task:
Research a specific trial and answer the questions below. You will also be asked to
share your findings with your fellow students and to discuss the issues raised above.
You may be able to use the trial you witnessed when visiting the court but you will need
to know that you have access to some of the history and, ideally, be able to ask
someone questions about it.
Alternatively, you may like to research a recent high-profile trial that has attracted a lot of
publicity, perhaps involving a celebrity or a mass murderer.
Answer the questions below regarding this specific trial.
•
On what basis did the police arrest the suspect?
•
What was the role of the CPS (Crown Prosecution Service) in this trial?
•
Did the suspect receive bail? If bail was refused, on what grounds?
•
Did the suspect have to be safeguarded in any way?
•
What happened in the pre-trial hearing?
•
Was there a summary trial or trial on indictment?
•
What was the role of the prosecution?
•
Was there any disclosure or plea bargaining?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
•
Who was the victim, who were the witnesses and what rights did they have?
•
What was the role of the CDS (Criminal Defence Service) in this trial?
•
What advice and assistance did the suspect receive (advocacy assistance,
representation)?
•
What was the role of the public defenders and/or duty solicitors?
Once you have answered these questions, then you can present your findings to the
group and be prepared to discuss some of the issues arising.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Exam-style questions
Typical exam questions arising from this topic could be the following.
Examine the role and purpose of the CPS in the trial process.
(15 marks)
Critically consider the extent to which legal representation in a criminal trial can be
considered to give all UK citizens the right to a fair trial.
(25 marks)
Examiner’s advice on answering these questions
The first question requires you to describe in some detail the role of the CPS in a
criminal trial, but the instruction to “examine” means that you have to go further than that.
You also should consider the purpose of the CPS and the extent to which it is effective.
You can use examples from your own or other research to illustrate what the CPS does
and how well it does it.
For the second question you need to engage with the idea that every citizen, regardless
of social background, income, education, ethnicity, etc, should have the right to a fair
trial. You will need to describe the procedures in place that try to ensure that this is the
case (CDS, public defenders, advocacy assistance, other forms of representation, the
duty solicitor scheme, etc) and to evaluate the effectiveness of these forms of legal
representation in terms of providing an accessible and equitable system. Case studies
and examples can be used to support the evaluative points that you make. You should
aim to reach a conclusion which answers the question in some way.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Teacher’s Notes: Task 3 – What is the role of the CPS and what happens in
a trial?
Taught element: Students would need an outline of the role of the CPS and the
prosecution process, as well as the Criminal Defence Service and forms of legal
representation. It may be possible to invite a legal professional to visit the class and
outline the full picture. Alternatively, you may be able to include this as part of a visit to
the courts. Whatever form it takes, students should be encouraged to think critically
from a citizenship perspective about the trial process and the role of the various
organisations and professionals involved. Issues regarding human rights, fairness and
equality of access to services should all be discussed. Students are not being prepared
for a law exam but to answer questions which will focus on the effectiveness of the legal
system in meeting the needs of the ordinary citizen.
Learning outcomes
•
•
•
•
•
•
•
•
Students should understand the role played by the Crown Prosecution Service
(CPS) and in particular its function in making the decision whether or not to
prosecute in individual cases, and the criteria on which that decision is based.
They should understand the rights of the individual in connection with bail,
including the role of the police and the Magistrates Court in deciding whether or
not to release a suspect on bail.
Students should understand the difference between summary offences and
indictable offences, and be able to give examples of each.
They should understand the purpose of the pre-trial hearings involved in the
prosecution process.
They should understand the duty of disclosure and the role played by plea
bargaining.
Students should be aware of the ways in which the citizen may be involved in the
process as a witness and as a victim, and the human rights issues arising.
Students need to have some understanding of the current situation with legal aid
in criminal cases (or its equivalent). They may refer to the Access to Justice Act
1999 but do not need to know about the situation prior to 1999.
They should be aware of how the state funds the defence in criminal cases, the
role of the Criminal Defence Service, the state-funded legal services, the role and
funding of the duty solicitor, and the role of public defenders.
Student’s activity
The range of knowledge required for this topic could appear rather daunting for students
who do not also study law (not to mention teachers). A practical understanding and
familiarity with the main features of a criminal trial is all that is expected as the basic
knowledge from which to make an evidence-based evaluation of the effectiveness of the
legal system in protecting the ordinary citizen either as the victim or as the accused.
Ideally, students could gain much of this understanding from their analysis of a specific
trial which they could have witnessed on a court visit and have accessed background
information which is in the public domain. Should this not be possible, then students
could research different high-profile cases and use their findings to discuss the
citizenship issues arising.
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Many schools and colleges take part in the Bar Mock Trial competition (visit
citizenshipfoundation.org.uk): it may be possible for those students to share their
experiences with the group.
Marking guidance (note comments in introduction)
Examine the role and purpose of the CPS in the trial process.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the role of the
CPS.
Level 2 (2 marks) Answers will show a partial understanding.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show evaluation of the purpose and effectiveness
of the CPS from a citizenship perspective. Examples may be analysed to illustrate
points made.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples without any depth of analysis.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond, including
own research.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Critically consider the extent to which legal representation in a criminal trial can be
considered to give all UK citizens the right to a fair trial.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Knowledge of the trial process and some of the different forms of
legal representation is expected. May make use of examples to demonstrate
understanding.
Level 2 (2-3 marks) Answers will be partial, some understanding of legal representation.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) An analysis of the equality of access is expected with evidence
used effectively to support statements made.
Level 2 (3-5 marks) More limited use of evidence or superficial analysis.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion regarding equality of access. The account makes good use of citizenship
terminology and may include elements that relate to their own participation in citizenship
activities (eg court visit). Legibility and few, if any, errors of spelling, punctuation and
grammar are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Legibility is expected but
there may be occasional errors of spelling, punctuation and grammar. There may be
some lack of structure.
Level 1 (1 marks) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on
knowledge and theory from other areas of the specification (eg Human Rights from Unit
1) and from their own study of examples of the trial process.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – STUDENT’S ACTIVITY SHEET FOUR
Key Question – Who makes the decisions in court – judges, magistrates or the
jury?
Background/Context:
Have you ever fancied presiding over a trial: would you like to pass judgement on
someone? Now is your opportunity to work out what your chances are of becoming a
judge. If you think that is a little beyond your reach, then what about becoming a
magistrate? Do you understand the difference? Perhaps more likely is becoming part of
a jury: this is one of your responsibilities as a citizen. It is a serious role so perhaps you
should start to inform yourself about where the power lies in the legal system before it is
too late.
Your Task:
Research the background, ethnic origin, gender and age of judges, magistrates and
jurors. You should also find out how to get appointed for those different roles and also
whether you can be fired. On your visit to the court, you may be able to meet a judge but
it would be even better to invite one round to meet your citizenship class and answer a
few questions for a change.
If you cannot get a judge then you should be able to invite a magistrate who could
answer similar questions on their role and explain how judges differ. Someone in your
school or college will have been on jury service recently: they would probably be happy
to talk about the experience even if they can not reveal all the details.
Working as a group, complete this summary table of comparative information.
JUDGES
MAGISTRATES
JURORS
Qualifications
needed
Average age/
typical gender
Social background
Type of education
Typical ethnic
origin
How appointed?
Salary estimate
Type of trial
Strengths
Limitations
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
When you have completed this, then you may like to consider asking yourselves and
legal visitors some of the following questions.
30
•
What is being done to ensure that judges are more representative of the general
population?
•
Should judges be representative anyway?
•
Who is most likely to become a magistrate and is this a transparent process?
•
Are juries really able to represent the views of their fellow citizens or are they
influenced by judges and other legal professionals?
•
What are the arguments for and criticisms of the jury system?
•
Would it be a good thing if trials were televised in this country like the US?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine the role of the jury in UK criminal trials.
(15 marks)
‘The qualifications required and method of appointment of judges in this country ensures
that they will always be out of touch with the people they are passing judgement upon.’
Discuss this statement.
(25 marks)
Examiner’s advice on answering these questions
The first question expects you to know about the function of juries, when they are used
and how people are selected for them. The ‘critically examine’ instruction means that
you should take this knowledge and evaluate (judge, if you prefer) how well they
perform, outline the strengths and the limitations of juries. Are juries really impartial; are
they more likely to be influenced by prejudice and what they read in the papers? Would
it be better to replace them with a panel of experts?
For the second question, you should outline what you know about the social
background, age, gender, ethnicity of judges but also show that you are aware of the
steps being taken to ensure that judges are more representative or at least appointed
more transparently (you should refer to the Constitutional Reform Act). You should
engage with the statement made and explain why you agree or disagree with it. You
could argue that because judges need to have had lots of experience of the law, surely
they will always be older than average; they are at the top of their profession so they will
earn more than average and they need to be beyond bribery. On the other hand, you
could argue that they exercise a lot of power without much accountability to the ordinary
citizen and that the legal profession is one of the most difficult professions for someone
not born into a rich family to get into. You should aim to reach a conclusion even if you
are undecided.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Teacher’s Notes: Task 4 – Who makes the decisions in court – judges,
magistrates or the jury?
Taught element: Once again there are a lot of learning outcomes associated with this
task. In deciding how best to approach them teachers should bear in mind the type of
questions that are likely to be asked. Questions will have a citizenship focus rather than
a legalistic one and the knowledge base is the minimum required. For example, the
Constitutional Reform Act is relevant from a citizenship perspective as part of the wider
debate into the function of the legal system in protecting and enhancing the rights of all
citizens. The use of visits from or to legal experts (particularly judges and/or
magistrates) is to be recommended.
Learning outcomes
•
•
•
•
•
•
•
•
•
•
•
Students need to understand how judges are appointed and the changes since
the reforms introduced by the Constitutional Reform Act 2005.
They should understand the role of the Judicial Appointments Commission in the
appointment of judges, and how it is constituted.
Students need to understand how the independence of judges is maintained in
connection with the appointment and dismissal of judges.
They should be aware of contemporary figures regarding the age, gender, social
class and ethnicity of judges.
They should understand the role of the citizen as a lay magistrate, be aware of
the place of the Magistrates Court in the court hierarchy and of the significance of
the work it does in the criminal justice system.
They should understand the selection process and training of magistrates, and
be aware of contemporary figures in relation to the age, gender, social class and
ethnicity of magistrates. Students should also be able to compare such
information with that relating to professional judges.
Students need to understand the role of the jury in the criminal justice system
and in particular need to understand the sort of cases that juries try and the court
in which they try them.
They need to understand the qualification for jury service and the method by
which juries are selected.
They should understand the financial implications of jury service for citizens as
jurors and the arguments about the desirability of using juries in criminal cases.
Students need to understand how a jury decides the outcome of a case, the
circumstances in which a majority verdict can be accepted and what is meant by
the term ‘majority’ in this context.
Students should understand the different roles of the judge and the jury in a
criminal trial.
Student’s activity
The task students are set has two parts: firstly, they should research the current
statistics on the representativeness of judges and magistrates and use this to complete
the simple comparison chart provided. Then they should attempt to interview a judge
or/and magistrate, either by inviting one to visit the students or by arranging to meet one
as part of a court visit.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Again, the experience of involvement in the Bar Mock Trial Competition could be a
valuable resource for this topic area.
Marking guidance (note comments in introduction)
Critically examine the role of the jury in UK criminal trials.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the role of juries.
Level 2 (2 marks) Answers will show a partial account.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show evaluation of the purpose and effectiveness
of juries from a citizenship perspective. Examples may be analysed to illustrate points
made.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples without any depth of analysis.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond, including
own research.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
‘The qualifications required and method of appointment of judges in this country ensures
that they will always be out of touch with the people they are passing judgement upon.’
Discuss this statement.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Knowledge of the representativeness and appointment of judges
including some reference to attempts at reform is expected for maximum marks.
Level 2 (2-3 marks) Answers will be partial, some of above aspects only.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Engagement with the statement is expected and evidence used
effectively to construct a relevant argument.
Level 2 (3-5 marks) More limited use of evidence or superficial analysis.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion regarding the statement made. The account makes good use of citizenship
terminology and may include elements that relate to their own participation in citizenship
activities (eg judge’s visit). Legibility and few, if any, errors are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Legibility is expected but
there may be occasional errors of spelling, punctuation and grammar. There may be
some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Legibility may be
poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on
knowledge and theory from other areas of the specification and from their own
investigations.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
34
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – STUDENT’S ACTIVITY SHEET FIVE
Key Question – How can you balance the interests of society with those of the
accused and what can be done about miscarriages of justice?
Background/Context:
If the legal system fails to convict the guilty, it will not protect the interests of the wider
society but if it convicts the wrong person then it will have failed to protect the individual.
Getting the balance right is always going to be difficult, but recently the need to deal with
the threat of terrorism has highlighted this dilemma. Should we ensure that we protect
the rights of the wider community to a peaceful life at the risk of convicting a few
innocent people or should we go to great lengths to ensure that only the guilty are
convicted and take the risk that many innocent people could die?
Your Task:
Investigate a recent case where a miscarriage of justice has been proven. Useful
websites of campaign groups include:
http://www.innocent.org.uk/
http://www.mojuk.org.uk/
http://www.raybrook.co.uk/ - interesting video material
http://www.miscarriageofjustice.org/
For information on the Criminal Cases Review Commission visit
http://www.ccrc.gov.uk/index.htm
Legal information can be found at
http://www.legalappeal.co.uk/wrongly-accused/wronglyaccused.html
You may also need to look at the role of the Ministry of Justice at
http://www.justice.gov.uk/
Produce a short handout or PowerPoint about your selected case which you can share
with other students. Then consider the following issues.
•
As a group, discuss the possible explanations for the miscarriage of justice.
•
Why is it so difficult for someone to prove that a miscarriage of justice has occurred?
•
If someone is innocent and they have been wrongly convicted, what can they do
about it?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
•
How can society be protected from criminal activity whilst protecting the rights of
innocent people?
Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine the role of the judiciary in a miscarriage of justice.
(15 marks)
How does the judiciary go about balancing the interests of society with the rights of the
accused? Refer to recent examples in your answer.
(25 marks)
Examiner’s advice on answering these questions
The first question gives you the chance to use a particular case study to analyse what
went wrong in a specific case of a miscarriage of justice. It would also be possible to
tackle this question in a more general way, perhaps using a variety of cases as
examples to illustrate the different points. You must demonstrate knowledge of the legal
system, including Appeals procedures and the role of the CCRC.
For the second question, you need to present a more balanced account which examines
the way in which the rights of the accused are protected, including schemes such as
‘legal aid’ and support for wrongly accused people as well as support for victims of
miscarriages of justice. Some appreciation should be shown of the difficulty of
overcoming a miscarriage of justice as well as the practical problems of assessing
claims of a miscarriage of justice. The work of the CCRC should be referred to.
Note that these questions would not appear together in an actual exam.
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Teacher’s Notes: Task 5 – How can you balance the interests of society
with those of the accused and what can be done about miscarriages of
justice?
Taught element: This is a smaller topic area and so does not need the same allocation
of teaching time. It does however raise issues which are at the heart of the debate
concerning the relationship between the rights of the individual citizen and the
responsibilities of the institutions of society to protect these rights whilst also protecting
the wider community.
Learning outcomes
•
•
•
•
Students should understand the role of the criminal justice system in protecting
society against crime and in protecting the individual citizen against being
wrongly convicted of a crime.
They should be able to debate how the balance can be achieved and make
judgements about whether or not it is being achieved at present.
They should understand the purpose of the appeal system and be able to explain
how the present appeal system works.
They should understand the role and function of the Criminal Cases Review
Commission and be able to explain how it works using cases as examples.
Student’s activity
Students research a specific case study of a miscarriage of justice and share their
findings with the group. Each case can then be discussed with reference to the following
questions.
•
As a group, discuss possible explanations for the miscarriage of justice.
•
Why is it so difficult for someone to prove that a miscarriage of justice has occurred?
•
If someone is innocent and they have been wrongly convicted, what can they do
about it?
•
How can society be protected from criminal activity whilst protecting the rights of
innocent people?
klm
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Marking guidance (note comments in introduction)
Critically examine the role of the judiciary in a miscarriage of justice.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the role of the
judiciary in a specific case or more generally. Reference to the role of the CCRC is
expected.
Level 2 (2 marks) Answers will show a partial account, may focus on a case rather than
judiciary.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show analysis of the role of the judiciary in a
specific case or more generally. Stronger responses should consider the wider issues of
balancing the rights of the accused with the interests of society.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of a
case study without any depth of analysis or evaluation of one power only.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed.
Legibility may be poor and errors of spelling, punctuation and grammar could be
intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond, including
own research.
Level 2 (2 marks) Demonstrate at least two elements of synthesis as outlined above.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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How does the judiciary go about balancing the interests of society with the rights of the
accused? Refer to recent examples in your answer.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) A wide ranging knowledge of the role of the judiciary and a good
understanding of the issues involved. Students may make use of examples to
demonstrate understanding. Reference to the role of the CCRC is expected.
Level 2 (2-3 marks) Answers will be partial, some understanding but knowledge may be
superficial.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) A balanced response is expected that engages with the question
and evaluates the role of the judiciary. Analysis of specific cases could be used to
support statements made.
Level 2 (3-5 marks) The response may make limited use of evidence or the points
made may be rather vague and sweeping.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion. The account makes good use of citizenship terminology and may include
elements that relate to their own participation in citizenship activities (eg research into
case studies). Legibility and few, if any, errors of spelling, punctuation and grammar are
expected.
Level 2 (2 marks) The points made are developed using some appropriate citizenship
terminology. Legibility is expected but there may be occasional errors of spelling,
punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top bands students should be able to draw on
knowledge and theory from other areas of the specification (eg Human Rights from
Unit 1) and from their own study of specific cases.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
CIST 3 – STUDENT’S ACTIVITY SHEET SIX
Key Question – What is the purpose of sentencing, with particular emphasis on
young offenders?
Background/Context:
Why do we lock people up in prison? Is it so they will learn not to do it again? If so that
clearly does not work. Is it so they cannot offend again whilst in prison? That does work
but it is very expensive and we run out of prison space. What are the alternatives to
prison (custodial) sentences and are they any more effective?
Consider the specific case of youth offenders. If we get it wrong with them, then we risk
a lifetime of criminal activity or the burden of keeping them in prison continually. Surely if
alternatives are to be tried, it is young offenders who could benefit most and be most
beneficial to society. Yet it is often young offenders who take part in the most extreme
violent crimes, who are feared the most and from whom people feel the need to be
protected.
Your Task:
Take part in a debate regarding the appropriateness of custodial sentences for young
offenders. In preparation, you should clarify the various aims of sentencing and the
different types of sentence used. Complete the table below indicating which type of
sentence best meets the different aims.
Aims/
Sentence type
PRISON
COMMUNITY
SENTENCES
FINES
OTHER
PUNISHMENT
DETERRENCE
REHABILITATION/
REFORM
PROTECTION
REPARATION
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Decide which side of the debate you wish to support and review the arguments for and
against.
•
List arguments for using custodial sentences for young offenders.
•
List arguments against using custodial sentences for young offenders.
•
Consider the effectiveness of alternatives.
•
Consider the aims of the sentence.
•
Consider the special features of young offenders, their vulnerability to influence by
older prisoners, their lack of control and maturity.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Exam-style question
Typical exam questions arising from this topic could be the following
Critically examine the purposes of sentencing and the range of sentences used.
(15 marks)
‘The threat of a long prison sentence is the only thing likely to stop young people from
committing serious violent crimes.’ Discuss this statement in relation to the aims of
sentencing and the range of sentences available.
(25 marks)
Examiner’s advice on answering these questions
The first question will require an examination of the main purposes of sentencing
(punishment, deterrence, rehabilitation and reform, reparation, protection) and some
reference to the range of sentences available. You could use the table at the beginning
of this activity to help structure your answer. The purpose of sentencing could influence
the type of sentence used. However, different groups within society are likely to have
different views on the function of sentencing.
For the second question, you should outline the different aims of sentencing and the
range of sentences available for young offenders. Try to present both sides of the
debate (you should be familiar with them now) even if you strongly agree with one side.
You can then reach a reasoned conclusion which comes down on one side or the other
(or neither). You may conclude that different types of crime or different types of
criminals should receive different types of sentences. The statement specifically refers
to young offenders, so you should ensure that your arguments address the special
features of this group.
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Teacher’s Notes: Task 6 – What is the purpose of sentencing, with
particular emphasis on young offenders?
Taught element: An outline of the aims of sentencing is essential, and an awareness
that these are the purposes as defined in the Criminal Justice Act is useful. Some idea
of the different types of sentencing is needed, particularly non-custodial sentences with
which students may be less familiar.
Young offenders are those under 18 (and over 10) and students will need to be made
aware of the way in which their rights and responsibilities differ from those of adults. In
particular, they should know something about the different ways in which youth courts
operate and the constraints upon the type of sentence they can impose.
Again, a visit from an appropriate legal professional would be ideal.
Learning outcomes
•
•
•
•
•
•
•
•
•
Students should understand the purposes that a sentence imposed by a court is
supposed to achieve (punishment, deterrence, rehabilitation and reform,
reparation, protection) as established in the Criminal Justice Act 2003.
Students should be able to explain what each of these aims or purposes means
and entails, and when it might be appropriate to apply a particular aim or
purpose.
Students need to know the main types of sentence (custodial, non-custodial,
fines) available to the courts and be able to explain what these involve.
In particular, students need to understand what is involved in community
sentences and the different types of community sentence available to the courts.
Students should be aware of the strengths and weaknesses relevant to each type
of sentence.
Students need to understand the difference between the approach of the courts
to sentencing offenders under 18 and those who are over 18 and therefore
adults.
Students need to understand the range of sentences available to the courts when
dealing with young offenders and in particular the form of custodial sentence that
the courts can employ.
Students need to understand the difference between the sentences that a young
offender and an adult might be given.
In particular, they need to understand the different approach that the youth court
will take when sentencing young offenders compared with that taken by an adult
court.
Student’s activity
The task students are set includes completing a grid which aims to ensure that they are
familiar with the purposes and types of sentencing. If possible, invite other students to
witness the debate and to vote at the end (eg Law students or Psychology students
studying criminology). Students should be encouraged to make sure they are fully
informed about the realities of youth sentencing before they take part. The debate will
probably need to be moderated to ensure that it focuses on the purposes and
effectiveness of sentencing options rather than on the causes of youth crime.
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Marking guidance (note comments in introduction)
Critically examine the purposes of sentencing and the range of sentences used.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the purposes of
sentencing and the range of sentences available. Some reference may be made to
legislation.
Level 2 (2 marks) Answers will show a partial account.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show evaluation of the purpose and range of
sentences available.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples without any depth of analysis.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond, including
own research.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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‘The threat of a long prison sentence is the only thing likely to stop young people from
committing serious violent crimes.’ Discuss this statement in relation to the aims of
sentencing and the range of sentences available.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) The response indicates a clear understanding of the purposes of
sentencing and a good knowledge of the range of sentences available for young
offenders. The special nature of youth courts should be acknowledged.
Level 2 (2-3 marks) Answers will be partial, some of above aspects only.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Answers should show evaluation of the purpose and range of
sentences available for young offenders. Differences between young and adult offences
should be examined.
Level 2 (3-5 marks) More limited use of evidence or superficial analysis.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion regarding the statement made. The account makes good use of citizenship
terminology and may include elements that relate to their own participation in citizenship
activities (eg taking part in a debate). Legibility and few, if any, errors are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Legibility is expected but
there may be occasional errors of spelling, punctuation and grammar. There may be
some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on
knowledge and theory from other areas of the specification and from their own
investigations.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
klm
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
SECTION B – POLITICS, POWER AND PARTICIPATION
CIST 3 – STUDENT’S ACTIVITY SHEET SEVEN
Key Question – How representative are your representatives and to whom are they
accountable?
Background/Context:
Do you know who your elected representatives are? Even if you did not vote for them
because you were too young, voted for someone else or could not be bothered to vote at
all, they are still meant to be representing your interests. Do you know how many
elected representatives you have (you should be familiar with this from your AS
studies)? As well as an MP and an MEP, you probably have several councillors at
different levels of local government representing you, not to mention AMs if you live in
Wales or Northern Ireland (MSPs in Scotland).
Most of your representatives are paid a salary or/and are able to claim expenses to
enable them to represent you effectively. You already contribute to this now from taxes
on what you spend and as you earn more you will pay more towards this from your
income tax. How do you know that you are getting value for money? The MPs’
expenses scandal in 2009 shocked the public because they were not aware of the range
of items MPs could and did claim for in addition to a salary.
Your Task:
Investigate the socio-economic background of your elected representatives: how do they
compare with the wider population in terms of age, gender, social class, ethnicity,
employment and levels of disability? Find out where they went to school, what jobs they
had before they were elected, what jobs they still hold. Do this for all your elected
representatives. Most MPs, AMs and MEPs have their own websites from which you
can find the answers to most of these questions, but do be aware of potential sources of
bias and things that they may have left out. If you don’t know the names of your MP go
to the BBC election website.
(http://news.bbc.co.uk/1/hi/uk_politics/election_2010/default.stm)
This is also useful for finding out about their majorities and other candidates. You can
simply Google the names, or follow links from the websites of political parties.
For local councillors, go to your local council website(s) for names: they are generally
more accessible and would be happy to visit and answer questions directly. It should
also be possible to arrange for your MP to visit your class if you ask them well in
advance (if they are also a government minister then it is less likely, except near election
time). If you cannot get your MP along then you should invite a representative of their
local constituency association who could explain why they selected him/her and what
they can do to encourage representativeness and accountability.
Once you have done your initial research, get together as a group and come up with a
series of questions for your elected representatives. Here are a few ideas.
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•
What is your party doing to address the issue of the representativeness of
elected representatives?
•
Apart from election time, in what ways are you accountable to the electorate?
•
In what ways do you think you represent the views of those who did not vote for
you or did not vote at all?
•
Your own experience of school was at (find out): how can you claim to
understand the issues facing young people at this school/college?
•
How can you represent the interests of those who you represent if you are also
paid to represent the interests of (insert name of company or union from whom
they receive some form of financial support)?
•
How do you hold the government/executive to account?
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Exam-style questions
Typical exam questions arising from this topic could be the following
Critically examine the extent to which political parties aim to ensure that the candidates
they put forward are representative of the wider UK population.
(15 marks)
Critically consider the ways in which elected representatives, and particularly those who
hold positions of power can be held to account.
(25 marks)
Examiner’s advice on completing these questions
The first question requires you to explain what the various political parties are trying to
do to ensure that representatives do really represent their communities. This may
involve all-women short lists, promotion of ethnic minority candidates, requiring that MPs
live or have lived in their constituencies, etc. Each party has a different approach and
you should evaluate how effective they have been. You could also question the need to
be completely representative and consider other characteristics (eg relevant experience)
which may be important. If you use what you have found out from questioning your
representatives and their parties, this will be credited but you should also show that you
are aware of the national picture and of what the other parties represent.
For the second question, you need to focus on the accountability issue which is separate
from representativeness. Again, you can certainly use what you have found out from
your elected representatives regarding their accountability. You should consider the role
of opposition parties in Parliament in holding the government to account: do not forget
also the role of backbench MPs and the House of Lords in making government ministers
accountable. You should show that you understand the difference between executive,
legislative and representative roles, at different levels of government. The roles of
ombudsmen, complaints committees, tribunals and courts at different levels should also
be acknowledged. Consider also the role of the media in making public what elected
representatives do (the expenses scandal is a good example of this) and don’t forget the
part played by pressure groups in trying to make elected representatives accountable on
specific issues. You may be able to use examples from campaigns you have
researched or taken part in.
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Teacher’s Notes: Task 7 – How representative are your representatives and
to whom are they accountable?
Taught element: There are two topics to which this activity contributes and time should
therefore be allocated accordingly. Much of the basic knowledge regarding democracy
and parliament will be familiar from Unit 1. The focus here is on the extent to which
elected representatives can claim to be socially representative, and what steps are being
taken to try to ensure that they are, and on how those who are elected are held to
account.
Hopefully, much of this can be learnt from structured questioning of the representatives
themselves or/and their party organisers. However, to ensure that useful answers are
forthcoming, some of the basics will need to be covered (or recapped) first. In particular,
students are often vague about the difference between executive, legislative and
representative roles. They should be clear about the distinction between delegates and
representatives and the nature of a representative democracy. The use of referendums
in the UK probably also needs to be clarified.
Learning outcomes
•
•
•
•
•
•
•
•
•
klm
Candidates need to be able to explain what is meant by the term ‘representative
democracy’.
They need to understand the nature of the various elected posts in the UK and
should be able to distinguish between an elected representative and a delegate.
They should be able to explain the purpose and use of referendums in a
representative democracy, together with appropriate examples of such
referendums.
They should be able to develop and sustain a debate about how elected
representatives are themselves representative of the electorate in terms of age,
gender, social class, ethnicity, employment and disability.
Candidates should be aware of how the major political parties are addressing
these issues. They should be able to draw comparisons between them and
reach reasoned conclusions about how successful the various approaches they
are taking are likely to be.
Candidates need to be able to explain what is meant by ‘accountability’ in this
context and they need to be able to explain how and to what extent a government
may be held accountable for its actions.
Candidates need to understand the concept of ministerial responsibility and the
role of backbench MPs and the opposition.
Candidates also need to be able to explain the role of other bodies such as the
courts, tribunals and ombudsmen in holding elected representatives to account.
Candidates need to be able to discuss the role of the media and pressure groups
at both local and national level in holding elected representatives to account.
Candidates should be able to give up to date and appropriate examples of
situations where elected representative have been held to account and/or where
it was not possible to do so.
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Student’s Activity
Students research the background of their own elected representatives at different levels
of government and interview them or their party representatives to find out what is being
done to ensure that they really represent their electorate and the means that exist to
ensure that they are accountable to those that elect them. Some assistance in arranging
for representatives to visit would probably be helpful. If possible, a forum with a
representative of each party would be ideal. Students would need encouragement to
come up with a well-prepared set of questions
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Marking guidance (note comments in introduction)
Critically examine the extent to which political parties are aiming to ensure that the
candidates they put forward are representative of the wider UK population.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of some of the
measures being used by UK political parties to ensure that their candidates are
representative.
Level 2 (2 marks) Answers will show a partial account, may focus on one measure only.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show an evaluation of how effective these
measures have been.
Stronger responses may include consideration of why
representativeness is regarded as important and the arguments against imposing it
centrally.
Level 2 (3-4 marks) Partial evaluation, eg examples without any depth of analysis.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) Good use of citizenship terminology. Occasional errors acceptable.
Level 1 (1 mark) Limited use of citizenship terms. Errors could be intrusive.
AO4 Synthesis
Level 3 (3 marks) Excellent ability to synthesise knowledge, concepts and/or examples
from different areas of the specification or beyond, including own research (eg Unit 1).
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
References to the students’ own research and experience can be credited as AO4 or
AO3.
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Critically consider the ways in which elected representatives and particularly those who
hold positions of power can be held to account.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) A good knowledge of a range of means of holding representatives
to account is expected. There may be a trade-off between breadth and depth as the
question is relatively open. Students may make use of examples to demonstrate
understanding.
Level 2 (2-3 marks) Answers will be partial, some understanding of one or two
measures.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) An evaluation of each of the means described is expected.
Level 2 (3-5 marks) May make limited use of evidence or the points made may be
limited.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) The account makes good use of citizenship terminology and may
include elements that relate to their own participation in citizenship activities (eg
interviews). Few errors of spelling, punctuation and grammar could be intrusive.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Errors could be
intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Students should be able to draw on knowledge and theory from
other areas of the specification (eg Parliament from Unit 1) and from their own
investigations.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from above.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET EIGHT
Key Question – How do different voting systems work and which is best?
Background/Context:
The First Past the Post (FPTP) voting system traditionally used in UK elections is under
threat. A range of different systems is now used in European, regional and local
elections, and each has its own advocates and critics. The current debate on electoral
reform could herald the biggest change in UK politics for a generation.
Your Task:
Investigate the range of electoral systems used in the UK and draw up a list of
advantages and disadvantages of each. You could split into groups and divide the
different systems between you. Here is a list of the main ones:Electoral
Where used?
System
First Past The
Post
Advantages
Disadvantages
Comments
Single
Transferable
Vote
Alternative
Vote
Alternative
Vote Plus
Simple
Proportional
Representation
Additional
Member
System
Other systems
A good source of information (not necessarily unbiased, however) on the different
systems is the Electoral Reform Society http://www.electoral-reform.org.uk/index.php
who have been campaigning for proportional representation since 1884.
If you would like to see what would have happened at the last general election under the
main different systems, see the BBC Election 2010 website
http://news.bbc.co.uk/1/hi/uk_politics/election_2010/8644480.stm.
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See if you can establish a link between the systems which each of the major parties
supports and which party would gain most seats in the House of Commons under that
system.
Once you have completed this research, decide where you stand on the issue of voting
reform for the next general election.
Either attempt to hold a debate by inviting both sides to present their views or run a
debate yourselves where you divide up the class and invite other students to come and
listen. At the end of the debate, take a vote on which side was more convincing.
A suggested title could be “The FPTP system has had its day and needs to be
reformed”.
Other sources of arguments for reform are the Unlock Democracy pressure group
(http://www.unlockdemocracy.org.uk) and the Take Back Parliament Campaign
(takebackparliament.com).
The Electoral Commission (electoralcommission.org.uk ) was set up by Parliament to
advise on electoral issues. It aims to provide information and a view independent of the
influence of political parties.
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Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine some of alternatives to the First Past the Post electoral system.
(15 marks)
‘The First Past the Post electoral system has had its day and needs to be reformed!’
Discuss the case for and against reforming the voting system in UK general elections.
(25 marks)
Examiner’s advice on answering these questions
The first question requires you to outline and discuss some of the alternatives to the First
Past the Post System. For each alternative system that you examine, you should
explain the benefits and drawbacks and outline some examples of its use in the UK or
beyond. You do not need to reach a conclusion about which system is best but you
could suggest which system is most appropriate for different situations.
The second question is really just a rerun of the debate you have just held. You need to
present both sides of the argument and the counter arguments. You can express a
preference for one side over the other if you wish, but you must justify your position.
Make sure that the points relate to which system is best for the UK general election
system rather than a general discussion about electoral systems. It would be useful to
show an appreciation of the way in which different systems benefit different parties in the
House of Commons and to link this to their support, or otherwise, of the FPTP system.
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Teacher’s Notes:
which is best?
Task 8 – How do different voting systems work and
Taught element: Students will need an outline of the different electoral systems used in
the UK. They should then be encouraged to look at case studies of each system in
operation. They will need to understand the debate concerning the most appropriate
system for UK parliamentary elections.
Learning outcomes
How significant are the electoral systems used in the UK?
•
•
•
Candidates need to be able to explain the present electoral systems that are
used in various elections in the UK.
They need to be able to explain the FPTP system (as used in elections to the
Westminster Parliament) and at least one type of proportional representation
system.
Candidates need to be able to discuss and analyse the strengths and
weaknesses of the various systems and should be able to use case studies to
demonstrate these.
Student’s activity
Students should research a variety of systems (could be shared out among group) and
identify the strengths, limitations and where possible at least one example of where each
is used. They should then be ready to engage in the debate concerning the future of the
FPTP system for UK parliamentary elections.
A debate could be organised (with your assistance) by inviting representatives of each
side into your school or college. Perhaps it could be open to other students/parents to
attend (a suitable active citizenship task for your students).
Alternatively, if this is rather too ambitious, then the students themselves could have the
debate and invite other students to act as an audience or vote on the most convincing
case.
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Marking guidance (note comments in introduction)
Critically examine some of alternatives to the First Past the Post electoral system.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of at least one nonFPTP electoral system. A trade-off could be expected between breadth and depth of
knowledge, either one system done exceptionally well or several covered with less
detail.
Level 2 (2 marks) Answers will show a partial account, may focus on one system only.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show analysis of the strengths and limitations of
the systems covered. Stronger responses should consider the appropriateness of these
systems for different contexts: examples may be used to illustrate evaluative points
made.
Level 2 (3-4 marks) Answers will show partial analysis. This could include a lack of
balance.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) This account makes good use of the citizenship terminology
associated with electoral systems. There may be occasional errors of spelling,
punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed.
Legibility may be poor and errors of spelling, punctuation and grammar could be
intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge,
concepts and/or examples from different areas of the specification or beyond including
own research into voting systems in different contexts.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis as outlined
above.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
Students’ experience of voting in mock elections or in student councils could be credited
under AO4 or AO3.
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‘The First Past The Post electoral system has had its day and needs to be reformed!’
Discuss the case for and against reforming the voting system in UK general elections.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) A detailed knowledge of the FPTP and at least one alternative
system, including examples of where they are used.
Level 2 (2-3 marks) Answers will be partial, some understanding of alternative
expected.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) A balanced response is expected that engages with the statement
and evaluates the arguments on both sides of the debate.
Level 2 (3-5 marks) The response may lack balance but should evaluate an alternative.
Level 1 (1-2 marks) Limited analysis of one or two limitations or strengths of FPTP.
AO3 Communication and Action
Level 3 (3-4 marks) A range of evidence is selected and organised to reach a valid
conclusion regarding this debate. The account makes good use of citizenship
terminology and may include elements that relate to their own participation in election
activities (eg student councils). Legibility and few, if any, errors of spelling, punctuation
and grammar are expected.
Level 2 (2 marks) The points made are developed using some appropriate citizenship
terminology. Legibility is expected but there may be occasional errors of spelling,
punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top bands students should be able to draw on
knowledge and theory from other areas of the specification (eg Parliament from Unit 1)
and from their own study of voting systems. They should be able to use citizenship
concepts such as democracy and participation, perhaps appreciating that this can take
many forms of which voting is only one.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET NINE
Key Question – Should we be concerned about the citizens’ lack of involvement in
politics?
Background/Context:
Although the 2010 UK general election saw a reversal in the downward trend in voter
turnout (65% in 2010, 61% in 2005), it was still the third lowest since 1945.1 Many other
countries have much higher turnouts: Iraq, for example, had over 90% despite the threat
of being blown up at the polling station. Some countries (Australia, for example) make
voting compulsory but it is difficult to enforce and many would argue that the right not to
vote is just as important as the right to vote. Some have tried to create a “none of the
above” voting option but this is not a permitted party name in the UK. Ex-boxer Terry
Marsh got round this by changing his name to “None of the Above” and put himself
forward as an independent candidate for Basildon in the 2010 election. 2
As well as voting, membership of political parties has declined 3, particularly amongst the
younger generation. You may like to consider the extent to which lowering the voting
age would reverse this trend (see votesat16.org.uk).
Some would argue that
participation by voting has been replaced by more direct involvement in citizen-led
organisations, for example just consider the number, variety and membership of
pressure groups which currently compete for attention. Could it be that in a mature
democracy voting is only one type of participation? If you think about your work on
active citizenship for unit 2, there were many alternative ways in which a participating
citizen could make their voice heard. Consider also the role of the internet: it is possible
for citizens to register their views on a variety of websites, some run by different levels
and departments of government (including the Prime Minister’s Office), others
independent or completely citizen-led. Social networking sites such as Facebook and
Twitter make it possible for anyone to share their views with anyone else prepared to log
on.
1
http://www.ukpolitical.info/Turnout45.htm
http://news.bbc.co.uk/1/hi/england/essex/8639348.stm
3
http://www.parliament.uk/documents/commons/lib/research/briefings/snsg-05125.pdf
2
Your Task:
Review a variety of different forms of political (in the widest sense of the word)
participation other than voting in elections. Include:
•
•
•
•
•
pressure groups
informal citizen-led campaigns
social networking sites
community-based organisations
local council forums.
Look at the ways in which existing political parties and government are attempting to
increase levels and opportunities for involvement. Ask how successful they are. You
may need to include this question when you quiz representatives of political parties as
part of the next activity.
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As a group, you should discuss some of the issues here and try to come to some form of
conclusion. This is not a formal debate in which only two sides are presented. Try to
use your own experience as active citizens and your reflections on the contributions of
elected representatives and political parties to inform your discussions.
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Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine some of the measures being taken by political parties and/or
government organisations to increase levels of participation by citizens.
(15 marks)
Critically consider the extent to which we should be concerned about lack of involvement
in the political process, given the multitude of alternative means now available for the
citizen to make their voice heard.
(25 marks)
Examiner’s advice on answering these questions
The first question asks you to outline some of the things that you have heard from the
representatives of the main political parties about their attempts to increase voter turnout
and membership. You could also look at the variety of opportunities provided by
government departments and local councils to let citizens have their say directly, without
waiting for elections and in many cases bypassing their elected representatives. You
could also consider the issue of lowering the voting age and the ways in which the
internet is being used.
‘Critically examine’ means that you must do more than just describe these measures,
you should also examine how effective they have been and their impact on other forms
of participation. The ‘and/or’ instruction means you have an option to consider in detail
what the political parties OR government are doing OR in rather less detail you could
choose to look at BOTH aspects.
The second question is really a matter of writing up the discussions that your group has
just had regarding the nature of a citizen’s participation in a democracy and the way in
which that is changing in the UK. The focus of the question is the “extent to which we
should be concerned” so your answer should address this and you need to reach some
form of conclusion as to whether we should be concerned or not.
However, you should not just accept the statement that there is a “lack of involvement in
the political process”: you may like to argue that this depends on how narrowly you
define that process. The widespread disillusionment and bitterness towards MPs that
followed the expenses scandal of 2009 may have contributed to a higher turnout in the
2010 election. It has certainly motivated some people to get involved even if they have
not joined the conventional parties.
The nature of democracy and the role of the citizen are areas for discussion here. For
some people, democracy is less about elections and more about the opportunity for
citizens to play a more direct part in the decision making that affects them and their
communities. The more you are able to use the facts that you have discovered to
support a discussion of the fundamental issues, the more marks you will be able to
obtain. You will gain even more marks if you are able to construct your own case using
these facts as evidence for one side or the other, or better still argue for your own
alternative position.
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Teacher’s Notes: Task 9 – Should we be concerned about the citizens’ lack
of involvement in politics?
Taught element: Students should have some information on levels of participation but
detailed statistics are not essential. The main focus is really about the nature of a
citizen’s participation in a democracy and students may need encouragement to
consider other forms of participation other than elections. A reminder of their own
participation in citizenship activities as part of Unit 2 (or in any context) could be helpful,
as would a brief recap on the role of pressure groups and citizen-led campaigns. The
opportunity to try out the Number 10 petition system (http://petitions.number10.gov.uk/)
when reintroduced, or your local council forum, would be good ways of introducing the
role of e-politics and considering the impact of the internet on forms of participation. The
debate concerning lowering the voting age to 16 could also be touched upon in this
context but it should not detract from the issue of wider participation and the changing
attitudes to the entitlement of a citizen to make their voice heard.
Learning outcomes
Political participation
•
•
•
•
•
•
Candidates should be able to explain how and why citizens might participate in
political affairs through the various political parties.
They should be able to discuss why such participation is regarded as important
and how it can impact on the lives of all citizens.
They should be able to demonstrate an understanding of the debate regarding
involvement in the political process and why this is regarded as a cause of
concern, linking this with the wider debate regarding citizens’ participation in a
democracy.
Candidates should be able to use contemporary examples of how the main
parties are attempting to deal with issues of participation and be able to discuss
how successful such attempts are likely to be.
Candidates should be able to discuss why it is important for citizens to be able to
make their opinions known. They should be able to demonstrate how this can be
done in a number of different ways in addition to voting in elections.
In addition to the conventional approach through the various political parties,
candidates need to be able to develop a debate about other methods of
participation open to citizens such as local council forums, the internet, etc.
These should be compared and contrasted with the conventional approach
through the political parties.
Student’s activity
Essentially, the activity is a class discussion, having reviewed the steps being taken by
government and political parties to increase both turn-out in elections and in participation
in the political process generally. It is often assumed that high levels of turnout are an
indication of a healthy democracy but this view should be challenged in discussion.
The range of alternative ways in which a citizen can make their voice heard can also be
interpreted as a sign of a healthy, mature democracy and this view deserves to be
considered. The effectiveness of these alternatives should be discussed and reference
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may also be made to the citizen as an individual consumer of services rather than as an
involved member of a community.
The debate concerning the nature of “the Big Society” could also be touched upon here
and links made to the preceding activities when representatives have been questioned
regarding participation.
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Marking guidance (note comments in introduction)
Critically examine some of the measures being taken by political parties and/or
government organisations to increase levels of participation by citizens.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) Good knowledge of a range of measures (depth/breadth trade-off).
Level 2 (2 marks) A partial account, one or two measures only (depth/breadth trade-off).
Level 1 (1 mark) Limited understanding/superficial knowledge of one measure.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) An analysis of the effectiveness of the measures taken and/or an
explanation of why these measures are likely to be effective/ineffective.
Level 2 (3-4 marks) This could include the outline of measures without any depth of
analysis.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Errors of
spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) An excellent ability to synthesise elements from other areas
(eg Unit 2 – active citizenship) and discuss citizenship themes such as the nature of
democracy.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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Critically consider the extent to which we should be concerned about lack of involvement
in the political process given the multitude of alternative means now available for the
citizen to make their voice heard.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Good knowledge of involvement and alternative means of
participation.
Level 2 (2-3 marks) Answers will be partial, some knowledge of alternatives.
Level 1 (1 mark) Limited knowledge of involvement in party politics or an alternative.
AO2 Analysis and Evaluation
Level 3 (6-8 marks) An analysis of the nature of involvement in the political process and
an evaluation of the extent to which concern is justified, or consequences of lack of
involvement.
Level 2 (3-5 marks) A more uncritical consideration of lack of involvement. Lacks
balance.
Level 1 (1-2 marks) Limited analysis of issues, does not address question.
AO3 Communication and Action
Level 3 (3-4 marks) A conclusion regarding extent of concern making good use of
citizenship terminology and may include elements that relate to their own participation in
unit 2. Legibility and few, if any, errors of spelling, punctuation and grammar.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Legibility may be
poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) To be in the top band, students should be able to draw on ideas
from other areas of the specification (eg Active Citizenship from Unit 2) and overarching
citizenship themes (eg Nature of Democracy). Credit questioning assumptions in
question and the construction of alternative arguments and evidence from own
research/experience.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET TEN
Key Question – What do the political parties stand for?
Background/Context:
Do you really understand the difference between the main political parties? Do you think
that their policies reflect underlying principles and ways of thinking or are they just what
they think the voters want to hear? Is it inevitable that whatever electoral system we
adopt will lead to a shift towards consensus politics with no real alternative choice?
These are the questions you should bear in mind when considering the role of parties in
the political process.
Your Task:
Research the nature of the political party system in the UK (how can you set one up?)
and the policies of the main parties in the UK. (Take “main” to refer to the top polling 3
or 4 parties in your constituency.) You should also try to understand something of the
historical background/legacy of the party and the nature of their membership. Make sure
that you also investigate the sources of funding for the party: this information now has to
be publically available. You could divide this task up amongst the class, each member
taking a particular party and reporting back.
Once you have completed your research, you should then be able to formulate some
questions to ask representatives of the different parties. The ideal way to do this would
be to invite them in for a ‘Question Time’ debate. You could open this up to other
students and to their parents.
Here are some ideas for questions (note some of these relate to other activities). Ask
the same question of all parties represented.
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•
What is your party’s position on lowering the voting age to 16?
•
Do you consider that the membership of your party is representative of the wider
population? (link with activity 7)
•
In what ways was your candidate at the last election representative of the
electorate in this constituency?
•
Can you explain the ways in which your party could be considered to be a
democratic organisation?
•
Please outline your party’s policy on tuition fees/youth crime/immigration/UK
Human Rights Act/devolution, etc.
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•
What makes your party unique, what is its distinctive history and philosophy?
•
Where does your party stand in relation to the UK’s membership of (i) the EU, (ii)
the UN, (iii) NATO, (iv) the IMF and (v) the G8.
•
What is the position of your party on electoral reform and the reform of the House
of Lords? (links with activity 8 and 11).
•
What are your views on (think of a contentious local or moral issue)?
•
How is your party funded and to what extent does that influence your policies?
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Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine the extent to which ideology is still important to the main political
parties in the UK.
(15 marks)
‘Most political parties are only interested in your views at election time: once elected,
they all break their promises and do as they please.’ Discuss this statement. (25 marks)
Examiner’s advice on answering these questions
The first question expects you to be familiar with the distinctive features, values and
ideas of each of the main political parties. Ideology is often rooted in the history of the
party and the composition of its membership. You could tackle this question by looking
at each party in turn and examining those beliefs which make it different from the other
parties and then compare policies in major areas: are they really that different and are
they linked to the distinctive values of each party? You will need to come to some sort of
conclusion regarding the extent to which ideology is still important. Your conclusion
should be backed up by the evidence you have presented regarding the beliefs of the
party and its policies.
For the second question, you will need to engage in a discussion regarding the
statement, but to make this an informed discussion (and so worthy of A2 level) you will
need to examine some of the assumptions contained in the statement. To what extent
does a party’s election manifesto reflect its deeply-held beliefs and ideology or is it
simply a list of ideas that someone thinks the voters want to hear? How binding is the
manifesto when a party gains power and what means do the party members have to
influence and hold to account their representatives who form part of the government?
If possible, examine some specific policies of parties that have gained power and
analyse the extent to which these have been modified after the party formed a
government. When two or more parties join to form a coalition government, the picture
is more complex, as compromises on which policies can be adopted will have to be
made. Your answer should demonstrate balance, with each party examined equally
critically, and your answer should be based upon evidence and not unsubstantiated
popular opinion.
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Teacher’s Notes: Task 10 – What do the political parties stand for?
Taught element: Some outline of the background of the main political parties and a
definition of ideology would be helpful. You should also outline the legal status of
political parties in the UK and explain how they can be set up. The Electoral
Commission website has clear information on this and other areas of relevance to this
section, see http://www.electoralcommission.org.uk/guidance/resources-for-those-weregulate. The decision as to which are the main parties could relate to the
circumstances in your local constituency. If minor parties nationally are used by the
student, they should explain that they are actually one of the main parties in their part of
the country.
If you choose to organise a ‘Question Time’ style debate with party representatives, then
you would probably need to support your students in organising this event. You may
need to provide guidance on whether to invite controversial parties such as the BNP.
This could make the event livelier but may distract from a consideration of the policies of
those parties most likely to be able to form a government.
The ‘Question Time’ event would also be an opportunity to ask questions relating to the
other topic areas within this section, such as accountability and representativeness and
attitudes to the role of Parliament and international organisations such as the EU and the
UN.
Learning outcomes
What do the political parties stand for?
•
•
•
•
Candidates need to be able to understand what is meant by the term ‘political
party’ and they should understand the nature of the UK party political system.
They should be able to give examples of some of the main polices of the major
political parties.
They should be able to explain clearly the ideological and policy standpoints of
the major UK political parties.
They should be able to debate, with reference to contemporary material, whether
or to what extent ideology is still important in the party political system in the UK
today.
Student’s activity
The task students are set is to research the main political parties in the UK and then
invite representatives to a “Question Time” style event. Each student could research a
specific party and then report back to the group. The party’s websites are an obvious
starting point but Wikipedia can be useful here. No great depth of detail is required: the
main task is for the students to gain some insight into what makes each party distinctive
and to have an understanding of the ideological differences between them. The aim is
to ensure that they are able to ask informed questions of representatives of each party
and that they get the most out of the event.
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Hopefully, your students will do most of the work when it comes to organising and
promoting the event itself. The scale of the event will depend on their motivation, the
resources available and the level of institutional support. An alternative option could be
to have students acting as representatives for the party they have researched.
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Marking guidance (note comments in introduction)
Critically examine the extent to which ideology is still important to the main political
parties in the UK.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) A clear understanding of the ideological differences between the
parties.
Level 2 (2 marks) Answers will show a partial account, only one party may be
considered.
Level 1 (1 mark) Answers will show a limited understanding of ideology.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should evaluate the importance of ideology to the main
parties. Examples of policy differences (or similarities) may be used to illustrate the
points made.
Level 2 (3-4 marks) Partial analysis, eg one party or one policy area only.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology.
Precise legal terms are not expected. There may be occasional errors of spelling,
punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive
AO4 Synthesis
Level 3 (3 marks) Effective use of knowledge of policy differences arising from student’s
research or reference to other areas such as EU, human rights legislation, social history,
etc (see p21).
Level 2 (2 marks) Demonstrates at least two elements of synthesis.
Level 1 (1 mark) Demonstrates at least one element of synthesis.
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‘Most political parties are only interested in your views at election time: once elected,
they all break their promises and do as they please.’ Discuss this statement. (25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Detailed knowledge of the UK party political system (eg relationship
between manifesto and policy) and a good grasp of the ideological basis of the major
parties.
Level 2 (2-3 marks) Answers will be partial, some of above aspects only.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Engagement with the statement is expected and evidence used (eg
specific policies) effectively to construct a relevant argument.
Level 2 (3-5 marks) More limited use of evidence or superficial analysis.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) Answer is well organised to reach a valid conclusion regarding the
statement. Good use of terminology and may include reflection on their own
participation in politics or involvement in ‘Question Time’ event. Legibility and few, if
any, errors.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors etc of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Synthesis could come from consideration of issues such as
accountability and the nature of representative democracy. It could also include effective
use of examples of specific policies researched or covered in other topics (EU, UN,
Human Rights etc).
Level 2 (3-5 marks) Partial ability to synthesise evidence/other area(s) of the
specification.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET ELEVEN
Key Question – Is Parliament still powerful?
Background/Context:
To be able to answer this question, you need to understand something of the history and
purpose of the UK Parliament. There is no better way to do this than to visit it, preferably
at the invitation of your own MP. This is something that you will need to set up at the
start of the course if you are to be able to complete this activity at around the same time.
Your Task:
To get the most from a visit to Parliament, and in particular to use that visit to investigate
the extent of its power today, you will need to be well prepared.
1. Ask your citizenship teacher (or a history teacher) to provide a potted history of
Parliament (give them 30 minutes max). Ask them to focus on its power relative
to that of the Monarch and on the relative powers of the Houses of Commons
and Lords.
2. The main roles of Parliament are:
•
•
•
representation
legislation
scrutiny.
Use what you have learnt so far and the Parliament web site to identify the ways
in which Parliament performs these roles. (http://www.parliament.uk/business/)
3. Use the Parliament website to find out what bills are being debated or
committees sitting on the day of your visit. Research these issues beforehand so
that you understand what is being debated and the positions of the main parties.
4. After the visit, discuss as a group the extent to which you consider Parliament
was effective in holding the Government to account on the issue(s) that you
witnessed.
5. On your return, use the Parliament TV channel (available on Freeview) to watch
live debates on some of the issues that you care about.
6. If you are not already involved, you may like to consider taking part in the Youth
Parliament (see ukyouthparliament.org.uk).
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Exam-style questions
Typical exam questions arising from this topic could be the following.
Compare and contrast the powers of the House of Commons and the House of Lords in
the UK Parliament.
(15 marks)
‘Parliament is no longer effective when it comes to holding the government to account.’
Discuss this statement.
(25 marks)
Examiner’s advice on answering these questions
The first question is quite specific and you do need to demonstrate that you understand
the difference between the two Houses of Parliament. An appreciation of the historical
background would be helpful, but not essential. Consider the part each House plays in
the three main roles of Parliament, ie representation, legislation and scrutiny. If possible,
include an example of some legislation that has been passed between the two Houses
several times or a bill which has been significantly amended or killed off in the Lords. It
may be that you can use something that you witnessed on your visit or a debate that you
have seen on the TV.
For the second question, you should come to some form of conclusion regarding the
statement presented here. You will need to explain clearly the role of both Houses of
Parliament in scrutinising legislation but you should also explain the circumstances in
which Parliament can bring down a government or at least curb its power to act. You
could also include a consideration of the role of elected representatives to use
Parliament and its committees to question all aspects of government, and to look at the
influence of the party system within Parliament and the role of the whips and the official
opposition.
It would be helpful if you could back up your arguments with evidence from recent cases
when MPs or Lords have held the government to account. You may be able to use a
debate that you have witnessed on your visit or on the Parliament TV channel.
Note that these questions would not appear together in an actual exam.
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Teacher’s Notes: Task 11 – Is Parliament still powerful?
Taught element: Students would benefit from an understanding of the history of
Parliament: however, this is something that could become rather boring unless managed
well. Linking this topic area to a visit to Parliament would be ideal: however, to be
successful this will take some forward planning, school visits are usually booked up
terms in advance (http://www.parliament.uk/education/visiting-parliament/studentparliament). Probably the ideal way to visit is to ask your MP for a free invitation for a
tour. Most are happy to do this but will need plenty of advance notice (often at least six
months!), and for those who have become ministers, the situation may be more difficult.
Members of the House of Lords can do this as well if you know any. Check out
http://www.parliament.uk/visiting/visiting-and-tours/tours/.
It is possible to attend debates without prior booking (except PMQs) and to arrange to
meet your MP, but this would involve some research to ensure that you get the most out
of your visit.
The Parliament TV channel would be a good way to follow up on a visit but it could be
used as a cheaper alternative. Given that the topic question is on the relative power of
Parliament, there should be some focus on specific recent examples of when Parliament
has held (or has failed to hold) the government to account.
Learning outcomes
Is Parliament still powerful?
•
•
•
•
•
Candidates should be able to explain what is meant by the term ‘Parliament’.
They should understand how Parliament is constituted and be able to explain and
describe the main roles of Parliament – representation, legislation and scrutiny.
They should understand clearly the powers of the House of Commons and the
House of Lords and to be able to put this in the context of the current debate
about changes to the membership of the House of Lords.
Candidates need to be able to explain and discuss the relative power of the
Commons and the Lords and to be able to consider the implications on these
relative powers should the Lords become a wholly elected chamber.
They should understand the ways in which Parliament can attempt to hold the
government to account and they should be able to analyse and discuss the
effectiveness of the powers that Parliament has to do this.
Student’s activity
Students need to complete research in preparation for a visit to Parliament to evaluate
its effectiveness. If a visit is impractical, then the same research could be used as a
background to discussion of debates televised on the UK Parliament channel.
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Marking guidance (note comments in introduction)
Compare and contrast the powers of the House of Commons and the House of Lords in
the UK Parliament.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the roles of both
Houses of Parliament and the powers that each has.
Level 2 (2 marks) Answers will show a partial account, may focus on one House only.
Level 1 (1 mark) Answers will show a limited understanding.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show analysis of the relative powers of each
House and evaluate the extent to which these powers are put into effect. This could
involve analysis of specific examples of legislation which illustrate how these powers are
used.
Level 2 (3-4 marks) Answers will show partial analysis. This may be by use of case
studies.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. There may be occasional errors of spelling, punctuation and
grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed.
Legibility may be poor and errors of spelling, punctuation and grammar could be
intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate synthesis from different areas of the
specification or beyond (eg History). They may include the current debate regarding
Lords reform.
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis as outlined
above.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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‘Parliament is no longer effective when it comes to holding the government to account.’
Discuss this statement.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) A clear knowledge of the scrutiny and representational roles of
parliament. Students may make use of examples to demonstrate understanding.
Level 2 (2-3 marks) Answers will be partial, knowledge of roles may be superficial.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Answer should evaluate the role of Parliament in holding the
government to account. Analysis of specific examples could be used to support
argument.
Level 2 (3-5 marks) May make limited use of evidence or the points made rather
generic.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) A coherent argument is presented that addresses the statement
making good use of citizenship terminology and may include elements that relate to their
own participation (eg witnessing debates). Legibility and few, if any, errors of spelling,
punctuation and grammar.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship. Errors could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Able to draw on citizenship themes (eg Democracy) and use
examples of when Parliament has or has not been effective in holding the government to
account.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET TWELVE
Key Question – How powerful is the Prime Minister?
Background/Context:
Different Prime Ministers have exercised power in different ways and with differing levels
of effectiveness. However, the idea that the Prime Minister has unlimited power is rather
naive. We have already seen the way in which Parliament has some powers to hold the
government to account but, within the government, the Prime Minister is only one of
several ministers, each one with some power over their own departmental briefs.
Although the Prime Minister is able to appoint ministers and decide who is in the
Cabinet, the actual role of the Cabinet in decision-making is subject to interpretation and
debate. Tony Blair was accused of “sofa government” when major decisions, like going
to war, were taken by a small group of ministers outside of the full Cabinet. Over the last
thirty years, the first past the post system in general elections has often delivered huge
majorities for one party in the House of Commons (Tony Blair in 1997, Labour majority of
179; Margaret Thatcher 1983, Conservative majority of 144)1. Provided that they have
the support of their own party, this has given the Prime Minister the power potentially to
ignore Parliament. David Cameron’s position of sharing power with a Deputy PM from a
different party after the 2010 election is unprecedented in post-1945 politics.
1
http://en.wikipedia.org/wiki/List_of_United_Kingdom_general_elections
Your Task:
Research the way in which recent (post-war) Prime Ministers have operated. Share out
these post-war PMs amongst the group, starting with the latest examples first. If there
are not enough PMs to go around, then you could always pair up.
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•
David Cameron 2010 – (Someone could also take Nick Clegg)
•
Gordon Brown 2007–10
•
Tony Blair 1997–2007
•
John Major 1990–1997
•
Margaret Thatcher 1979–1990
•
James Callaghan 1976–1979
•
Harold Wilson 1964–1970 and 1974–1976
•
Edward Heath 1970–1974
•
Winston Churchill 1940–1945 and 1951–1955
•
Others are Clement Attlee, Anthony Eden and Harold Macmillan
•
For comparative purposes, you could also include the First Ministers of Scotland,
Wales and Northern Ireland since devolution.
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Putting the name into Google is a good starting point – Wikipedia is also useful. You do
not need to know about their entire lives or the detail of the history of the time, just focus
on the following questions:
•
How did they exercise power and how much power did they exercise?
•
How big was their majority and what level of support did they get from their own
party?
•
What was their relationship like with their Cabinet?
•
What was their relationship like with Parliament as a whole?
You should then put together a short (one page A4) handout or PowerPoint to share with
the whole group.
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Exam-style questions
Typical exam questions arising from this topic are:
Critically examine the changing nature of the powers and/or influence of prime ministers
in the UK.
(15 marks)
Critically assess the extent to which we have prime ministerial government in Britain.
(25 marks)
Examiner’s advice on answering these questions
The first question will require an examination of the powers and influence of the position
of Prime Minister. To some extent, the powers of the Prime Minister are defined by
constitutional law and convention but their influence can depend on the circumstances
during their term of office (such as wars and recessions) and the extent of their majority
in the House of Commons. The Prime Minister’s own charisma (or lack of it) and their
capacity to persuade, manipulate or bully ministers and others could also be a factor.
Having outlined the generic powers of the office you could then use examples from
recent Prime Ministers to illustrate your points. If you only focus on one PM, you will find
it more difficult to look at the way in which powers and influence have changed. Try to
reach some form of conclusion regarding the changing nature of the powers and/or
influence of PMs. The question gives you the choice of either focusing on constitutional
powers OR political influence OR both. In practise, it is difficult to separate the two.
For both questions, you could also include references to the growing influence of
pressure groups, the role of the media, 24-hour news and the internet, all of which
present challenges and opportunities for Prime Ministers. Some of these have always
been important (eg newspapers), others are more recent (eg youtube, facebook etc).
Other important constitutional changes are devolution, membership of the EU, the
increasing globalisation of the world, the interdependence of economies, and the role of
international bodies such as the UN, G8 and the IMF.
For the second question, you should provide an answer to a complex question. You will
need to outline the powers of the PM, the role of the Cabinet, and Parliament. You could
use your recently-acquired knowledge of the different ways in which PMs have
functioned over the last 50–80 years to suggest that a lot depends on the circumstances
and even the personality of the PM. Alternatively, you could focus on the role itself
rather than the incumbent and argue that constitutional and cultural changes have
defined the role. As well as the factors mentioned in the above paragraph, you should
also consider the status of the Cabinet and the influence of the party (and those who
fund it).
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Teacher’s Notes: Activity 12: How powerful is the Prime Minister?
Taught element: This is a relatively small area of the specification and so you have to
balance the amount of time spent on it with the depth of study required to understand the
complex issues involved. Researching the style of government associated with the most
recent PMs provides a means of understanding both the power of PM and the influence
of other organisations (parties, EU, UN etc) and events which will provide opportunities
for synthesis with other areas of the specification. However there is also a danger in
getting too involved in the detailed history of a particular PM’s role which would probably
be more difficult to use in the exam questions.
Students will need an outline of the constitutional position of the PM and Cabinet, which,
given its unwritten nature, can be challenging for a non-specialist teacher (and
potentially too detailed and confusing if you bring in a specialist). An A level Politics text
book might be helpful (for teacher rather than students), Wikipedia is useful here, but for
a rather biased summary you could try
http://www.republic.org.uk/What%20we%20want/In%20depth/The%20British%20Constit
ution/index.php). Students will probably also need a working definition of “executive”
within which the role and influence of the civil service should be considered.
Learning outcomes
•
•
•
•
Candidates should understand the role of the Prime Minister in the context of the
Cabinet-style of government in the UK.
They should understand the role of both the Prime Minister and the Cabinet.
They should be able to develop and sustain an argument about the domination of
Parliament by the executive and understand the changing nature of the power
and influence of both the Prime Minister and the Cabinet.
They may consider the changing style and power of Prime Ministers over the last
few decades.
Student’s activity
The task involves researching the way in which recent PMs have exercised power. This
should be in the context of the constitutional position outlined. You make like to prune
the list somewhat or get students to work in pairs to reduce the workload. The outcome
could be a brief handout or something which can be shared with the group. Too much
detail and descriptive material should be avoided and students encouraged to consider
critically the main issues of power and influence, relation with Cabinet, party and
Parliament. The way in which their administration dominated or ignored Parliament
should be a focus of discussion.
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Marking guidance (note comments in introduction)
Critically examine the changing nature of the powers and/or influence of Prime Ministers
in the UK.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) The response indicates a clear understanding of the powers and/or
influence of Prime Ministers in the UK. Trade-off between breadth and depth.
Level 2 (2 marks) A partial account, such as focus on one PM only.
Level 1 (1 mark) Answers will show a limited understanding of powers and/or influence.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Answers should show evaluation of the changing nature of powers
and/or influence of Prime Ministers. This could be done by analysis of specific PMs.
Level 2 (3-4 marks) Answers will show partial analysis. This could include the use of
examples of specific PMs without any depth of analysis or rather vague points.
Level 1 (1-2 marks) Answers will show limited evidence of analysis and evaluation.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology
associated with this topic. Precise legal terms are not expected. There may be
occasional errors of spelling, punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) Answers demonstrate excellent ability to synthesise knowledge such
as from own research into past PMs or from other areas of specification (eg role of EU,
IMF etc).
Level 2 (2 marks) Demonstrate at least two of the elements of synthesis.
Level 1 (1 mark) Demonstrate at least one element of synthesis.
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Critically assess the extent to which we have Prime Ministerial government in Britain.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) The response indicates a clear understanding of the constitutional
position of PM and the role of Cabinet, Parliament and the civil service.
Level 2 (2-3 marks) Answers will be partial, some of above aspects only.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Answers should show evaluation of the extent of the powers and
influence of the PM. This may include analysis of the way in which recent MPs have
operated.
Level 2 (3-5 marks) A superficial analysis of one MP or of the role of PM.
Level 1 (1-2 marks) Limited analysis of one or two items.
AO3 Communication and Action
Level 3 (3-4 marks) Answer is well structured and reaches a valid conclusion regarding
the extent to which we have Prime Ministerial government. The account makes good
use of appropriate terminology and may include elements that relate to their own
participation in citizenship activities (eg visit to Parliament). Legibility and few, if any,
errors are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Legibility may be
poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Students should be able to draw on knowledge and ideas from
other areas of the specification such as role of EU and other international organisations,
pressure groups, media etc and/or from own research into specific recent PMs.
Level 2 (3-5 marks) A partial ability to synthesise evidence drawn from any area(s) of
the specification and/or from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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CIST 3 – STUDENT’S ACTIVITY SHEET THIRTEEN
Key Question – What is the role of the UK in the global village and what impact do
international organisations have on the UK?
Background/Context:
By now it will be becoming obvious to you that the power of the government of the UK is
influenced by membership of a range of international bodies (eg NATO, UN, G8, IMF)
and in particular the EU. On the one hand, this enables the UK to have more influence
internationally through collaboration with others, but on the other hand it curtails the
powers of the UK government and impacts on the life of ordinary citizens in the UK and
throughout the world.
A consequence of globalisation is the interconnectedness of communities throughout the
world, this makes it particularly challenging for individual citizens to effect change in
regard to an international issue. However, there are now many organisations such as
NGOs and pressure groups working internationally which aim to provide the global
citizen with a voice in the “village”.
Your Task:
Research a specific international issue and unravel the role of the UK government and
the key international organisations, including NGOs and pressure groups, regarding this
issue. A good starting point would be to look at the front page of a broadsheet national
newspaper or the BBC news (www.bbc.co.uk/news/) and pick any three items with an
international dimension. Aim to include at least three of the following types of issues in
your three items.
1.
2.
3.
4.
5.
6.
An item involving the UK government and the EU institutions.
An item involving UK and/or EU international aid.
An agricultural issue that involves the UK and EU.
An item involving the UN and/or NATO.
An item involving the IMF and/or G8 (or G20).
An item involving an NGO and/or international pressure group.
You should then attempt to answer the following questions regarding your three items.
•
What was the role of the UK government in this issue?
•
What was the role of other governments in this issue?
•
What was the role of the EU or other EU members in this issue?
•
What was the role of any other international body (eg NATO, UN, G8, IMF)?
Of your three items, pick one which you consider best illustrates the nature of the “global
village” and share this with your group (short power point or summary handout).
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As members of your group take it in turns to share their items, take the opportunity to
discuss the issues arising. At the end, attempt to reach a summary regarding the role of
the UK in the global village and, the impact of international organisations on the UK.
Exam-style questions
Typical exam questions arising from this topic could be the following.
Critically examine role of the EU in regard to international issues. Refer to case studies
in your answer.
(15 marks)
Critically consider the implications of the UK’s membership of any two international
organisations other than the EU (eg NATO, UN, G8, IMF).
(25 marks)
OR
Critically examine the ability of the ordinary citizen to effect change in regard to a specific
international issue.
(15 marks)
Evaluate the effectiveness of UK-based organisations (governmental, NGOs and/or
pressure groups) in dealing with international issues.
(25 marks)
Examiner’s advice on answering these questions
The first pair of questions invites you to use the case studies that you have investigated
as part of this activity. You can either look at the role of the EU in a range of issues or
the role of two other organisations. You should use your analysis of the case studies to
support the points made. More than one example should be provided but you can
choose to look at a few cases in detail or a wider range more generally. Whatever route
you choose, be sure to pick out the generic themes which enable you to answer the
question as set.
The first question focuses on the role of the EU as such and you will need to remember
some of the work that you covered in AS. The second question asks about the
implications of the UK’s membership of two organisations: this could be interpreted as
the implications for the power and autonomy of the UK government or/and the
implications for individual citizens.
The second pair of questions shifts the emphasis on to ways in which the citizen is able
to get their voice heard internationally, either as individuals, in citizen-led campaigns, as
a member of a pressure group or by supporting NGOs. The first question requires you
to focus on a specific international issue. This could be wide ranging such as the war in
Afghanistan or the Israel/Palestine conflict, or it could be the issues arising from a
specific incident such as the death of an aid worker or a starving child. Whatever issue
you choose, you should examine the means available to the ordinary citizen to make a
difference in this case. This could involve some form of direct action or it may be
through support for an NGO or pressure group. Irrespective of the issue, you should aim
to reach a generic conclusion regarding the ability of the ordinary citizen to influence
events in the world.
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The last question looks specifically at the role of UK based organisations, this could
include the UK government and its agencies (eg British Council) or/and UK-based
pressure groups (eg Amnesty International) or/and UK-based NGOs (eg Oxfam). UKbased in this context means ‘has a base in the UK’, not that they are exclusively based
in the UK. The question asks you to evaluate the effectiveness of these organisations in
dealing with international issues. You can either take a rather specific approach and
look at one organisation dealing with one issue or widen your scope to look at two or
more across a range of issues. The main thing is that you are able to come to some
conclusion(s) which addresses the question. Remember also to use material from Unit 2
on pressure groups and you will find a lot of overlap with CIST4.
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Teacher’s Notes: Activity 13: What is the role of the UK in the global village
and what impact do international organisations have on the UK?
Taught element: This activity relates to about a quarter of section B in the specification
and will require rather more time spent on it. However, there is quite a lot of overlap with
the Global Citizenship section (A) of CIST4 so you may choose to combine teaching
these topics. The role of the EU will have also been covered in the AS units. Students
will need an outline (or reminder) of the role of the main international organisations such
as the EU, UN, NATO, G8, IMF etc. They will also need clarification regarding the UK’s
role, powers and responsibilities within these organisations. Too much detail should be
avoided: the aim is to enable students to have an informed discussion of the issues. As
usual, the best way to do this is probably by using case studies, and the news media
abound with suitable material. Some reminder of the role of pressure groups and NGOs
would be helpful, linked to a discussion of the ability of citizens to make their voice heard
and effect change.
Learning outcomes
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Candidates need to understand the impact of international organisations such as
the UN, NATO, the G8, the IMF, etc on the lives of people throughout the world.
They need to understand in broad terms what the major international
organisations do and how they are governed.
They should understand the role of the UK within these organisations and be
able to discuss the role played by the UK and the implications of membership for
the UK.
Candidates should be able to give examples of the role played by the UK in such
organisations and of the impact that these organisations have on world affairs.
Candidates should understand the role of the EU in connection with international
issues and be able to explain the way in which the EU makes decisions on such
issues and the power of individual member states in such decision making.
They should have a clear understanding of the implications for the UK of
membership of the EU in relation with its international affairs.
They should be able to use case studies and give examples to illustrate the
impact that the EU has on international affairs and the role of the UK in such
issues.
Candidates should understand how pressure groups and other NGOs deal with
international issues and be able to give examples of this.
They should be able to describe and explain how citizens can influence
international affairs and be able to support such explanations with examples and
case studies.
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Student’s activity
The task students are set involves using news media such as newspapers or TV news
(both easily accessible via the internet) to identify items that enable them to tease out
the issues and identify the role of a variety of international organisations. It is suggested
that each student identifies three suitable news items that enable them to focus on at
least three different organisations. You may wish to vary this depending on the size of
the group and time available.
Some guidance may be needed to ensure that a range of items is presented for
discussion by the group, enabling a range of organisations to be examined. It is
important to ensure that NGOs and pressure groups are also represented. Finding the
citizenship themes may need encouragement and, once developed, these points should
be summarised in a format that enables the students to answer the questions set.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Marking guidance (note comments in introduction)
Critically examine role of the EU in regard to international issues. Refer to case studies
in your answer.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) A clear understanding of the role and influence of the EU in a range
of international issues including some reference to use of aid and/or decision making
processes.
Level 2 (2 marks) A partial account, may focus only on one issue or rather too vague.
Level 1 (1 mark) Answers will show a limited understanding of nature and role of EU.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Should evaluate the EU’s role including effectiveness and/or
decision making process. An analysis of one or more case studies expected to be used
as evidence.
Level 2 (3-4 marks) Partial analysis. Case study(s) may not be analysed adequately.
Level 1 (1-2 marks) Answers will show limited evidence of analysis.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology and
may include elements that relate to their own participation in citizenship activities (eg
interviews or police visit). Legibility and few, if any, errors of spelling, punctuation and
grammar are expected.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) An excellent ability to use knowledge from case studies and/or from
other areas of specification (eg structure and function of EU, global citizenship)
Level 2 (2 marks) Demonstrate some synthesis from one of above.
Level 1 (1 mark) Demonstrates limited synthesis, probably in description of case
study/studies.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Critically consider the implications of the UK’s membership of any two international
organisations other than the EU (eg NATO, UN, G8, IMF).
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Detailed knowledge of aspects of two organisations, including some
understanding of the nature of the UK’s membership.
Level 2 (2-3 marks) Partial: one organisation only or lacking any understanding of UK’s
role.
Level 1 (1 mark) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Answers should show a balanced evaluation of the implications of
UK membership, examples analysed to provided evidence.
Level 2 (3-5 marks) A superficial analysis of examples, or only one valid organisation.
Level 1 (1-2 marks) Limited analysis of one or two items. (0 marks if only used EU)
AO3 Communication and Action
Level 3 (3-4 marks) Answer is well structured and reaches a valid conclusion regarding
the implications of membership for UK government and/or citizens. Good use of
appropriate terminology and may include elements that relate to their own participation
in citizenship activities (eg active citizenship in Unit 2/4). Legibility and few, if any, errors
are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 mark) Limited use of appropriate citizenship terminology. Legibility may be
poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Answers draw on knowledge and ideas from other areas of the
specification such as role of pressure groups, NGOs etc and/or from own research into
case studies. Comparative material on role of EU may be credited here if used
effectively in evaluation.
Level 2 (3-5 marks) A partial ability to synthesise evidence from their own research .
Level 1 (1-2 marks) Limited evidence of synthesis.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
OR
Critically examine the ability of the ordinary citizen to effect change in regard to a specific
international issue.
(15 marks)
AO1 Knowledge and Understanding
Level 3 (3-4 marks) A clear understanding of the means available to the ordinary citizen
to make their voice heard and effect change in relation to international issues.
Level 2 (2 marks) A partial account, may focus on the issue rather than the means.
Level 1 (1 mark) Answers will show a limited understanding of the means available.
AO2 Analysis and Evaluation
Level 3 (5-6 marks) Should evaluate the ability of the citizen (UK or global) to effect
change in regard to the specific issue and/or international issues generally.
Level 2 (3-4 marks) Partial analysis. Analysis is implicit in the detail of case study.
Level 1 (1-2 marks) Answers will show limited evidence of analysis.
.
AO3 Communication and Action
Level 3/2 (2 marks) The account makes good use of the citizenship terminology.
Precise legal terms are not expected. There may be occasional errors of spelling,
punctuation and grammar.
Level 1 (1 mark) Limited use of citizenship terms which may not be developed. Legibility
may be poor and errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (3 marks) An excellent ability to use knowledge from case study of specific
international issue and/or citizenship themes from other areas (eg human rights abuse).
Level 2 (2 marks) Demonstrate some synthesis from own research or other areas.
Level 1 (1 mark) Demonstrates limited synthesis probably in description of case study.
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Teacher Resource Bank / GCE Citizenship / Unit 3 Teachers Tool Kit / Version 1.0
Evaluate the effectiveness of UK-based organisations (governmental, NGOs and/or
pressure groups) in dealing with international issues.
(25 marks)
AO1 Knowledge and Understanding
Level 3 (4-5 marks) Detailed knowledge of one or more organisations, including good
understanding of the methods used in dealing with international issues.
Level 2 (2-3 marks) Partial knowledge of organisation only or methods used.
Level 1 (1 marks) Credit any relevant basic knowledge (0 marks for no relevant
response).
AO2 Analysis and Evaluation
Level 3 (6-8 marks) Answers should show a balanced evaluation of the effectiveness of
one or more organisations in dealing with one or more issues (trade-off between breadth
and depth).
Level 2 (3-5 marks) A superficial analysis of examples, or only some evaluation.
Level 1 (1-2 marks) Limited analysis of one or two items. (0 marks if only used EU)
AO3 Communication and Action
Level 3 (3-4 marks) Answer is well structured and reaches a valid conclusion regarding
the effectiveness of UK-based (ie having a base in UK) organisations. Good use of
appropriate terminology and may include elements that relate to their own participation
in citizenship activities (eg campaigning on an international issue). Few, if any, errors of
spelling, punctuation and grammar are expected.
Level 2 (2 marks) Some appropriate citizenship terminology. Occasional errors of
spelling, punctuation and grammar. There may be some lack of structure.
Level 1 (1 marks) Limited use of appropriate citizenship. Legibility may be poor and
errors of spelling, punctuation and grammar could be intrusive.
AO4 Synthesis
Level 3 (6-8 marks) Answers show synthesis from other areas such as CIST2, role of
pressure groups, campaign methods and CIST4 global issues, also own research into
case studies.
Level 2 (3-5 marks) A partial ability to synthesise evidence from their own research.
Level 1 (1-2 marks) Limited evidence of synthesis.
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