For teaching from 2010
GCE GOVERNMENT AND POLITICS
SPECIMEN ASSESSMENT MATERIALS
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 3
Contents
Page
Question Papers
GP1
People, Politics and Participation
5
GP2
Governing Modern Wales
11
GP3a
The Politics of the USA
17
GP3b
Political Ideologies
19
GP4a
The Government of the USA
21
GP4b
Challenges in Contemporary Politics
23
Mark Schemes
GP1
People, Politics and Participation
25
GP2
Governing Modern Wales
35
GP3a
The Politics of the USA
45
GP3b
Political Ideologies
55
GP4a
The Government of the USA
65
GP4b
Challenges in Contemporary Studies
75
Assessment Objective Grids
84
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 5
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
PEOPLE, POLITICS AND PARTICIPATION
GP1
SPECIMEN PAPER SUMMER 2011
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO questions.
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-questions.
The time you spend on a question should be in proportion to the marks available.
You are reminded that credit will be given for reference to concepts and examples from
the politics and government of Wales where relevant.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (c) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 6
Answer TWO questions.
Each question carries 40 marks.
Q.1
Participation and Voting Behaviour
Read the extract and answer parts (a) to (c) which follow.
Party Alignment and Voting Behaviour
The 2005 General Election
Wales Results
Party
Seats
Gain/Loss
Votes
%
+/- %
Labour
29
-5
594,821
42.7
-5.9
Liberal Democrats
4
+2
256,223
18.4
+4.6
Conservatives
3
+3
297,830
21.4
+0.4
Plaid Cymru
3
-1
174,838
12.6
-1.7
Independent
1
+1
20,505
Election night provided a true rollercoaster ride for the parties in Wales. Several seats were
expected to change hands but there were some significant shocks and some deep
disappointments. It was a night of personalities – the profile of local candidates was key to
some of the big swings of the night.
Labour went into the election expecting to lose seats. The loss of Blaenau Gwent to exLabour Independent Peter Law and Preseli Pembrokeshire to the Conservatives are bitter
blows. However, the Conservative share of the vote across Wales only increased by 0.4%
and the Plaid Cymru vote dropped by 1.7%.
Former Labour assembly member Peter Law took Blaenau Gwent as an independent,
overturning a 19,000 Labour majority there and defeating the official Labour candidate
Maggie Jones by more than 9,000 votes. He said his result was 'what you get when you
don't listen to people'.
Source: adapted from The 2005 General Election, Institute of Welsh Affairs, 2005
(a)
Briefly explain the term Independent used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, explain the impact of issuevoting on the results of General Elections.
(10 marks)
(c)
'A link still exists between party alignment and voting.' Discuss the extent to
which party alignment still influences the voting behaviour of Britain's
electorate.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 7
Q.2
Electoral Systems
Read the extract below and answer parts (a) to (c) which follow.
Referendums and Democracy
The theory of representative government emphasises that citizens elect representatives to
take decisions on their behalf. This is preferable to the direct democracy of referendums
because the representatives are more skilled at making decisions, more likely to pursue the
national interest rather than self-interest, more likely to take the interests of unpopular
minorities into account and to seek compromises which will satisfy as many people as
possible. Referendums also appear to undermine a fundamental element in the British
constitution – the sovereignty of Parliament. To avoid this criticism, all referendums held in
the United Kingdom have, in theory, been advisory only. Nevertheless, the theoretical case
for using referendums is relatively straightforward – they are democratic.
Source: adapted from D DENVER, 'Referendums' in J FISHER et al, Central Debates in British Politics,
Pearson Education, 2003
(a)
Explain the term direct democracy used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, explain why national
referendums have been restricted to constitutional decisions and not issues
such as capital punishment or immigration.
(10 marks)
(c)
'Referendums represent a more democratic form of participation than the
opportunity to vote in elections.' Discuss.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 8
Q.3
Political Parties in Wales and the UK
Read the extract below and answer parts (a) to (c) which follow.
New Labour
New Labour has effectively embraced the economic side of Thatcherism: tax cuts, low
inflation, a market economy plus encouragement of entrepreneurial activity. Also, New
Labour's emphasis on giving power to ordinary members disguised a remarkable
centralisation of decision making. This was done in order to guarantee 'moderate' policy
making and 'sensible' campaigning methods. Suspicion that power in the Labour Party was
passing upwards was not confined to policy making. In candidate selection, too, there was
an erosion of constituency members' authority. Prior to winning power in 1997, roughly half
of those constituency parties in winnable seats, but without a sitting Labour MP, were
ordered by the National Executive Committee to choose candidates from all-women
shortlists. The party leadership intervened heavily over the election of Blair placeman, Alun
Michael, as First Secretary in Wales in 1998. He resigned over the Objective One funding
crisis in 2000 and the Labour group at the Welsh Assembly was able to elect its leader
Rhodri Morgan. Tony Blair now changed his tune on the man he had used every trick to
keep out of power; now it seemed that Rhodri was not a problem.
Source: adapted from B JONES (ed), Politics UK, Pearson Longman, 2004 and R KELLY 'The Governing
Parties' in R PYPER and L ROBINS, United Kingdom Governance, Palgrave Macmillan, 2000
(a)
Briefly explain the term candidate selection used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, explain the impact of
devolution on the Labour Party in Wales.
(10 marks)
(c)
Analyse the view that power inside both the Conservative and Labour parties
is now concentrated in their respective leaderships.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 9
Q.4
Pressure Groups and Protest Movements
Read the extract below and answer parts (a) to (c) which follow.
Pressure Groups and Democracy
Pressure groups can strengthen representation by focusing on particular interests or
concerns that may sometimes be overlooked by politicians. For example, they may
campaign on behalf of the homeless or those suffering mental health problems. Such areas
are not 'vote winners' with the wider electorate and so may not receive the support they need
from elected politicians. Pressure group pluralism also strengthens democracy in so far as a
massive number of groups represent the diversity of values and interests found in wider
society. The result is that pressure groups ensure that power is widely distributed so that no
single group can dominate the others. Some are more cautious and argue that pressure
group activity need not strengthen democracy because some groups are much stronger than
others. For example, anti-road protestors have proved little match for the pro-road lobby of
hauliers, engineers and the bankers behind them.
Source: adapted from J KINGDOM, Government and Politics in Britain, Polity, 2003
(a)
Briefly explain the term pressure group pluralism used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, examine how far the
resources available to a pressure group are likely to influence its impact on
government policymaking.
(10 marks)
(c)
A cabinet minister once described pressure groups as creatures which
strangle efficient government. Discuss how justified this view is of pressure
groups today.
(25 marks)
END OF QUESTIONS
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 11
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
GOVERNING MODERN WALES
GP2
SPECIMEN PAPER SUMMER 2011
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO questions.
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-questions.
The time you spend on a question should be in proportion to the marks available.
You are reminded that credit will be given for reference to concepts and examples from
the politics and government of Wales where relevant.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (c) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 12
Answer TWO questions.
Each question carries 40 marks.
Q.1
The Core Executives in Wales and Westminster
Read the extract below and answer parts (a) to (c) which follow.
Prime Ministerial or Cabinet Government?
Prime Ministerial Government
•
The powers of the Prime Minister are considerable.
•
There are no constitutional limits to the power of the Prime Minister.
•
The Prime Minister is at the centre of mass media attention.
Cabinet Government
•
Modern government is now so complicated that one person cannot possibly control all
key decisions.
•
Important party factions need to be represented in the Cabinet.
•
The Prime Minister has powerful and ambitious rivals for office.
Source: adapted from I BUDGE et al, The New British Politics, Pearson Longman, 2003
(a)
Explain the term the Cabinet used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, examine two arguments
supporting the view that the UK has Cabinet government.
(10 marks)
(c)
'The powers of the Prime Minister are considerable.' Discuss.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 13
Q.2
The British Constitution
Read the extract below and answer parts (a) to (c) which follow.
The British Constitution
It is customary to classify constitutions according to whether they are written or unwritten;
flexible or inflexible; unitary or federal. Britain's constitution is widely described as unwritten
in the sense that it is not contained in a single authoritative document, although substantial
parts of it are in fact written. However, some constitutional reformers have argued the need
for a written constitution, and it is possible that some of the constitutional reforms now in
progress may eventually require codification of Britain's rules of government. It is also
sometimes argued that a 'separation of powers' in Britain would help to define and check the
powers of government.
Source: adapted from B COXALL, L ROBINS and R LEACH, Contemporary British Politics, Palgrave Macmillan, 2003
(a)
Briefly explain the term flexible as used in the extract.
(5 marks)
(b)
Using your own knowledge as well as the extract, explain how a separation of
powers in Britain might help to check the powers of government. (10 marks)
(c)
'There is no convincing case for a written constitution in Britain.' Discuss.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 14
Q.3
Parliamentary Structures in Wales and Westminster
Read the passage below and answer parts (a) to (c) which follow.
Governing Wales
The Government of Wales Act 2006 enables the NAfW to make a new type of legislation
known as Assembly Measures. Assembly Measures can, with some restrictions, make
provisions in Wales in a similar way to Acts of Parliament.
Before the NAfW can make an Assembly Measure on any particular topic it first has to obtain
a Legislative Competence for it. (More information about the procedure for obtaining a
Legislative Competence is available in the section on Legislative Competences). The
Legislative Competence defines the topics or Matters that the Assembly has the power to
pass Assembly Measures on. The Assembly can only obtain a Legislative Competence on
any Matter with the approval of the UK Parliament.
Source: www.childreninwales.co.uk, a website for professionals with an interest in the welfare of
children in Wales
(a)
Briefly explain the term Government of Wales Act 2006 used in the passage.
(5 marks)
(b)
Using your own knowledge as well as the extract, explain the powers of the
National Assembly for Wales.
(10 marks)
(c)
Discuss the view that Westminster has more control over Welsh affairs than
the National Assembly for Wales.
(25 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 15
Q.4
Multi-level Governance in Wales and the UK
Read the extract below and answer parts (a) to (c) which follow.
Multi-level governance
Due to copyright reason, we have been unable to publish this extract on our website. The
extract is from pages 186 and 191 of the book detailed below.
The extract discussed the widening of multi-level governance beyond Whitehall,
Westminster and elected local councils to the European Union and devolved government.
The extract also discusses the relative weakness of the European Parliament, with limited
powers to check the Commission and the Council of Ministers and asks whether the Council
of Ministers is the real decision-making body of the EU.
Source: adapted from J GREENWOOD, R PYPER and D WILSON, New Public Administration in Britain,
Routledge, 2002
(a)
Briefly explain the term elected local councils used in the extract.
(b)
Using your own knowledge as well as the extract, explain two powers of the
European Parliament.
(10 marks)
(c)
'The European Council of Ministers is the real decision-making body of the
EU.' Discuss.
(25 marks)
END OF QUESTIONS
(5 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 17
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
THE POLITICS OF THE USA
GP3a
SPECIMEN PAPER SUMMER 2012
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO questions.
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-questions.
The time you spend on a question should be in proportion to the marks available.
You are reminded that this paper is synoptic and so will test understanding of the
connections between the different elements of the subject in part (b) questions.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (b) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 18
Answer TWO questions.
Each question carries 40 marks.
Q.1
Q.2
Q.3
Q.4
The Electoral Process and Direct Democracy
(a)
Explain the purpose of a 'balanced ticket' in US presidential elections.
(10 marks)
(b)
'America has the best democracy money can buy.' Why are American
elections increasingly expensive and what are the effects of this on the
electoral and political processes?
(30 marks)
Political Parties
(a)
What is meant by describing the two main American political parties as
'internal coalitions'?
(10 marks)
(b)
'Confined to the margins of US Politics.' Evaluate this view of minor parties
and independent candidates in presidential and congressional elections.
(30 marks)
Voting Behaviour
(a)
Explain the term 'democratic overload'.
(10 marks)
(b)
Discuss reasons for fluctuating turnout levels in US presidential elections.
(30 marks)
Pressure Groups
(a)
Explain the term lobbying within the context of pressure group politics in the
US.
(10 marks)
(b)
'Some pressure groups in the US are too powerful whilst others are too weak.'
Discuss.
(30 marks)
END OF QUESTIONS
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 19
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
POLITICAL IDEOLOGIES
GP3b
SPECIMEN PAPER SUMMER 2012
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO question(s).
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-questions.
The time you spend on a question should be in proportion to the marks available.
You are reminded that this paper is synoptic and so will test understanding of the
connections between the different elements of the subject in part (b) questions.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (b) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 20
Answer TWO questions.
Each question carries 40 marks.
Q.1
Q.2
Q.3
Q.4
Liberalism
(a)
Explain the significance of individualism to liberalism.
(10 marks)
(b)
To what extent are liberalism and democracy compatible?
(30 marks)
Socialism
(a)
Explain the significance of social class to socialism.
(10 marks)
(b)
Assess how closely communism has reflected the ideas of Marx.
(30 marks)
Conservatism
(a)
Explain how conservatives differ regarding the concept of society. (10 marks)
(b)
Assess the argument that conservatism is not an ideology; it is merely a set of
strategies to keep the ruling elite in power.
(30 marks)
Nationalism
(a)
Explain the significance of the nation-state to nationalists.
(b)
Assess the argument that nationalism is a reactionary political doctrine.
(30 marks)
END OF QUESTIONS
(10 marks)
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 21
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
THE GOVERNMENT OF THE USA
GP4a
SPECIMEN PAPER SUMMER 2012
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO questions.
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-questions.
The time you spend on a question should be in proportion to the marks available.
You are reminded that this paper is synoptic and so will test understanding of the
connections between the different elements of the subject in part (b) questions.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (b) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 22
Answer TWO questions.
Each question carries 40 marks.
Q.1
Q.2
Q.3
Q.4
The Constitutional Framework of US Government
(a)
Explain the principle of the separation of powers found in the US Constitution.
(10 marks)
(b)
"Our Constitution works!" Gerald Ford, post-Watergate President. To what
extent and why can a constitution written in and devised for the 18th century
still work in the 21st century?
(30 marks)
The Legislative Branch of Government: US Congress
(a)
Consider the relative importance of party as an influence on voting in the US
Congress.
(10 marks)
(b)
Evaluate the claim that the Senate is far more powerful than the House of
Representatives within Congress.
(30 marks)
The Executive Branch of Government
(a)
Explain the circumstances in which a President will have to leave office.
(10 marks)
(b)
'The US President is effectively unrestrained in the exercise of political power
within the US system of government.' How far do you agree with this
statement?
(30 marks)
The Judicial Branch of Government: The Supreme Court
(a)
Explain the way in which Supreme Court Justices are selected and appointed
in the US.
(10 marks)
(b)
'Nine politicians sitting on a Bench.' Critically evaluate this description of the
US Supreme Court.
(30 marks)
END OF QUESTIONS
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 23
Candidate Name
Centre Number
Candidate Number
0
GCE
GOVERNMENT AND POLITICS
CHALLENGES IN CONTEMPORARY POLITICS
GP4b
SPECIMEN PAPER SUMMER 2012
(1 hour 30 minutes)
ADDITIONAL MATERIALS
In addition to this examination paper, you will need a 12 page answer book.
INSTRUCTIONS TO CANDIDATES
Answer any TWO question(s).
INFORMATION FOR CANDIDATES
The maximum mark for this paper is 80.
The number of marks is given in brackets at the end of each question or part-question.
The time you spend on a question should be in proportion to the marks available.
You are reminded that this paper is synoptic and so will test understanding of the
connections between the different elements of the subject in part (b) questions.
You are reminded that assessment will take into account the quality of written
communication used in answers that involve extended writing (part (b) questions).
No certificate will be awarded to a candidate detected in any unfair practice during the
examination.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 24
Answer TWO questions.
Each question carries 40 marks.
Q.1
Q.2
Q.3
Globalisation
(a)
Explain why multinational and transnational corporations have political
influence.
(10 marks)
(b)
Discuss whether globalisation mainly leads to greater wealth or greater
poverty.
(30 marks)
Environmentalism
(a)
Explain the major differences between ‘light green’ and ‘dark green’ thinking.
(10 marks)
(b)
‘Environmentalism is an issue which is above party and pressure groups.’
Discuss.
(30 marks)
Feminism
(a)
Explain why the distinction between sex and gender is important in feminism.
(10 marks)
(b)
Assess whether feminism is still relevant in the twenty-first century.
(30 marks)
Q.4
Multiculturalism
(a)
Explain why some multiculturalists criticise cosmopolitanism.
(10 marks)
(b)
‘The protection of the rights of minorities does little to promote
multiculturalism.’
Discuss.
(30 marks)
END OF QUESTIONS
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 25
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP1
People, Politics and Participation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 26
Q.1
(a)
Briefly explain the term Independent used in the extract.
[5]
Credit could be given for the following:
• Definition: a candidate without party alignment
• Developed description may include: lack of party control over
independents, effect of individual personality and voter loyalty,
reasons for candidates to stand as independents, e.g. imposition of
all-women shortlists
• Example: Peter Law, Martin Bell, Richard Taylor
• Any other relevant material
3-5
1-2
0
Q.1
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant knowledge or understanding.
Using your own knowledge as well as the extract, explain the impact of issuevoting on the results of General Elections.
[10]
Credit could be given for the following:
• From the extract: deductions from fall in Labour vote in Wales, small
increase in Conservative vote, drop in Plaid Cymru vote, issue of allwomen shortlists had massive effect in Blaenau Gwent
• Beyond the extract: ‘supermarket voting’, examples of issues from
recent elections eg Iraq 2005, strength of party loyalty generally in
Wales, despite issues
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 27
Q.1
(c)
'A link still exists between party alignment and voting.' Discuss the extent to
which party alignment still influences the voting behaviour of Britain's
electorate.
[25]
Credit could be given for the following:
• post war 'alignment' in which two-thirds of the working class supported
Labour and three-quarters of the middle class supported the
Conservatives consistently
• party support by class or geography, 2005 Labour won 40% and 50%
of C and DE support respectively, and the Conservatives won 37%
and 36% support from classes AB and C1 respectively
• breakdown of party loyalty in 1980s
• evaluation of primacy influences amongst core voters such as gender,
age, religion or geography
• growth in importance of volatile recency factors - events, issues and
personalities, media
• different influences at different elections - effects of devolution,
emerging trends of party loyalty to SNP and Plaid Cymru in elections
to the Scottish Parliament and/or the Welsh Assembly, voting in EU or
local elections
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 28
Q.2
(a)
Explain the term direct democracy used in the extract.
[5]
Credit could be given for the following:
• Definition: citizens voting on issues to be decided in a state
• Developed description may include: the Athenian model, referendums,
recall elections etc, difficulties of applying direct
• democracy in a modern state, delegate or representative models of
democracy
• Example: devolution referendums, EU referendum in UK
• Any other relevant material
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
3-5
1-2
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
0
Q.2
No relevant Knowledge or understanding.
(b)
Using your own knowledge as well as the extract, explain why national
referendums have been restricted to constitutional decisions and not issues
such as capital punishment or immigration.
[10]
Credit could be given for the following:
• From the extract: need to use referendums sparingly so not to
undermine Sovereignty of Parliament, public opinion is fickle and
sometimes is opposed to the welfare of minorities, dangers of
representing the tyranny of the majority, likelihood of pre-existing
prejudices rather than educated judgements are likely to be exercised
in referendums on moral issues
• Beyond the extract: knowledge of local and national referendums in
the UK, problem of the status of referendums – advisory or binding,
role of representatives in making decisions in an indirect democracy
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 29
Q.2
(c)
'Referendums represent a more democratic form of participation than the
opportunity to vote in elections.' Discuss.
[25]
Credit could be given for the following:
• referendums represent popular sovereignty, direct democracy and
popular participation in decision-making
• 'advisory' nature of referendums generally, more binding nature of the
devolution referendums in 1997, lack of a referendum over the issue
of a European constitution, drawbacks of referendums e.g. rights of
minorities
• voting at all levels facilitates the procedures only of indirect democracy
– infrequent and unsophisticated, never on a single issue
• different electoral systems and the extent to which they allow citizens’
wishes to be translated democratically
• theories of representative democracy
• complementary, rather than competitive, relationship of referendums
to voting in elections – differing purposes
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 30
Q.3
(a)
Briefly explain the term candidate selection used in the extract.
[5]
Credit could be given for the following:
• Definition: the process someone has to go through to be adopted to
stand in an election by a political party
• Developed description may include: party function of political
recruitment, party control over the process, rarity of independents at
parliamentary level, knowledge of some of the mechanics of the
processes within parties, power this gives party activists
• Example: imposition of candidates by parties over the wishes of local
party members – Peter Law, Alun Michael, Frank Dobson
• Any other relevant material
3-5
1-2
0
Q.3
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant Knowledge or understanding.
Using your own knowledge as well as the extract, explain the impact of
devolution on the Labour Party in Wales.
[10]
Credit could be given for the following:
• From the extract: policy, candidate or leadership selection differences
with Westminster, efforts at central control and areas where the party
in Wales has developed independence
• Beyond the extract: examples of policy differences, eg. foundation
hospitals, specialist schools, SAT tests, necessity of operating in a
more consensual way within the Executive as a result of electoral
arrangements, main Labour opposition in Wales is Plaid Cymru,
weakness of Conservative party in Wales – a different political
landscape for Labour to respond to, areas where the party centrally
still has power
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 31
Q.3
(c)
Analyse the view that power inside both the Conservative and Labour parties
is now concentrated in their respective leaderships.
[25]
Credit could be given for the following:
• party organisations and their characteristics or structures
• increased role of media managers, pollsters, focus groups, etc ,
modern parties as professional election-winning organisations focused
on the leaders, rather than as mass parties
• powers of constituency parties and relationships to the party
leadership
• factions or tendencies within parties and their impact on the leadership
• interest-group influence such as trades unions or business
• impact of devolution on the control exercised in theory and practice by
UK party leaders over parties in the devolved nations
• recent examples
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 32
Q.4
(a)
Briefly explain the term pressure group pluralism used in the extract
[5]
Credit could be given for the following:
• Definition: the existence of a diverse range of groups lobbying for
different interests
• Developed description may include: explanation of the nature of
pluralism, impact of pressure group pluralism – protection of minority
rights, diverse policy ideas, or undue influence of some groups
• Example: credit any relevant example
• Any other relevant material
3-5
1-2
0
Q.4
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant Knowledge or understanding.
Using your own knowledge as well as the extract examine how far the
resources available to a pressure group are likely to influence its impact on
government policy making.
[10]
Credit could be given for the following:
• From the extract: insider status or economic importance can
determine success, eg the road lobby
• Beyond the extract: importance of policy networks and communities,
success of outsider groups, use of popular protest, importance of
mass membership or dedicated small group, examples of resourcerich groups that do not succeed, and of small-scale successful
pressure, local, national, EU perspectives
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 33
Q.4
(c)
A cabinet minister once described pressure groups as creatures which
strangle efficient government. Discuss how justified this view is of pressure
groups today.
[25]
Credit could be given for the following:
• contextual awareness of different types of groups and the multifaceted
nature of government
• classifications of groups, insider and outsider, or interest groups and
protest groups
• judgement on whether pressure groups make Britain ungovernable
e.g. thousands of active vested interests blocking policy-making and
resulting in making government unworkable.
• closed networks give some groups a privileged position which results
in government being distanced from both electoral and parliamentary
influences
• pressure groups help government to be efficient through consultation
and the provision of advice and information which improves the quality
of policy-making.
• pressure groups provide a dynamic element in government by
bringing new concerns on to the political agenda and thus ensuring
social or economic progress
• pressure groups improve the efficiency of government by
strengthening the scrutiny, and accountability, of government policymaking
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 35
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP2
Governing Modern Wales
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 36
Q.1
(a)
Explain the term the Cabinet used in the extract.
[5]
Credit could be given for the following:
• Definition: key body at the centre of the core executive, made up of
secretaries of state
• Developed description may include: functions, size, composition of
Cabinet, associated bodies such as Cabinet Committees and the
Cabinet Office. Credit will be given for knowledge of the Cabinet in the
context of Wales
• Example: credit any relevant example of a Cabinet minister
• Any other relevant material
AO1
3-5
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
1-2
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
0
Q.1
(b)
No relevant knowledge or understanding.
Using your own knowledge as well as the extract, examine two arguments
supporting the view that the UK has Cabinet government.
Credit could be given for the following:
• From the extract: complexity of modern government precludes oneperson control, party factions within cabinet, the rivalry of cabinet
members to the PM
• Beyond the extract: Policy examples (e.g. invasion of Iraq), or style of
particular Prime Ministers (e.g. Major's collegial style), collective
responsibility
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 37
Q.1
(c)
'The powers of the Prime Minister are considerable.' Discuss.
[25]
Credit could be given for the following:
• constitutional powers (e.g. dissolution power; chooses Cabinet)
• relationship with Parliament, powers within the Cabinet system and
party leadership
• developing PM's Office – No 10 advisers, policy and performance
units
• examples from recent premierships
• constraints upon the Prime Minister, e.g. influence of key Cabinet
ministers, threats of resignation, limited time/expertise of PM
backbench rebellions, e.g. influence of key Cabinet ministers, threats
of resignation, limited time/expertise of PM, backbench rebellions,
etc.
• impact of devolution on Prime Minister's power
• Prime Ministerial power varies with issues, circumstances such as
majorities, personalities
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 38
Q.2
(a)
Briefly explain the term flexible as used in the extract [5]
Credit could be given for the following:
• Definition: ability to adapt to changing circumstances
• Developed description may include: uncodified nature of the
constitution, ease of amendment through statute, case law,
conventions
• Example: devolution, Human Rights Act
• Any other relevant material
3-5
1-2
0
Q.2
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant knowledge or understanding.
Using your own knowledge as well as the extract, explain how a separation of
powers in Britain might help to check the powers of government.
[10]
Credit could be given for the following:
• From the extract: a codified constitution would define and check the
powers of government, and those of the legislature and judiciary
• Beyond the extract: perceived 'executive domination' of Parliament in
the UK, the effect that separation of executive and legislature would
have, reference to separation of the executive from the legislative
functions achieved in Wales by the Government of Wales Act 2006,
the extent to which 'independence' of the judiciary is/is not a feature of
the UK, other possible effects of introducing a separation of powers
(e.g. gridlock)
• Any other relevant material
AO1
3-5
1-2
0
AO2
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
No relevant knowledge or
understanding.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 39
Q.2
(c)
'There is no convincing case for a written constitution in Britain.'
Discuss.
[25]
Credit could be given for the following:
• main sources both written (e.g. statute, case law) and unwritten, (e.g.
conventions). Ability of the constitution to adapt, even in its present
form
• the constitution is dynamic not static and, in recent decades, has
developed, for example, to accommodate EU membership, devolution
and the Human Rights Act.
• judges would have too much power to interpret a written constitution
• British political culture/norms are sufficient protection against possible
abuse by governments – tradition of popular protest, independence of
the media
• need for clarity in areas covered by convention, need for statement of
basic rights; need to limit the powers of government, Prime Minister,
etc
• lack of entrenchment, impact on rights and on use/ abuse of executive
power
• secrecy of government, lack of information for citizens makes it
difficult to ensure proper operation of the system, collaboration of
media with government agenda
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 40
Q.3
(a)
Briefly explain the term Government of Wales Act 2006 used in the passage.
[5]
Credit could be given for the following:
• Definition: important act defining the govewrnment of Wales, part of
devolution process
• Developed description may include: separation of executive and
legislature, powers to pass measures, listing of powers of First
Minister
• Example: credit any relevant example from the Act
• Any other relevant material
3-5
1-2
0
Q.3
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant knowledge or understanding.
Using your own knowledge as well as the extract, examine the powers of the
National Assembly for Wales.
[10]
Credit could be given for the following:
• From the extract: powers to make legislation (Measures) in Fields and
Matters, need for LCOs
• Beyond the extract: weaknesses of legislative powers - short of a full
Parliament, scrutiny of the executive through committees and extent to
which this is effective, questioning at Plenary, powers of AMs to bring
legislation forward themselves
• Any other relevant material
AO1
3-5
1-2
0
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
No relevant knowledge or
understanding.
AO2
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 41
Q.3
(c)
Discuss the view that Westminster has more control over Welsh affairs than
the National Assembly for Wales.
[25]
Credit could be given for the following:
• the relationship between Westminster and the National Assembly,
roles of Secretary of State for Wales, Select Committee on Welsh
Affairs
• the extent to which the powers of the National Assembly allow it to
make a real difference to the lives of the people of Wales without
interference from Westminster, policy difference examples
• Westminster control is inevitable given the degree of devolution that
exists in Wales thus far (i.e. short of primary legislative powers)
• confusion in some areas about what is devolved and what is not – in
dealing with some issues parts of the process involved are devolved,
others are not (e.g. Foot and Mouth 2001)
• Ministerial and administrative interaction are essential between Wales
and Westminster in areas that are not fully devolved, such interaction
takes place frequently. There are formal mechanisms for
intergovernmental meetings
• As devolution proceeds, the degree of control and understanding in
Westminster will probably lessen, speculation about relations when
governments are of a different political complexio
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 42
Q.4
(a)
Briefly explain the term elected local councils used in the extract.
[5]
Credit could be given for the following:
• Definition: local government
• Developed description may include: powers and roles of local
government, structure, councillors and officers
• Example: credit any example of a local council
• Any other relevant material
3-5
1-2
0
Q.4
(b)
AO1
Knowledge and understanding are accurate and detailed, using a
range of relevant evidence/ examples.
Knowledge and understanding are described in basic detail with
limited evidence/ examples.
No relevant knowledge or understanding.
Using your own knowledge as well as the extract, explain two powers of the
European Parliament.
[10]
Credit could be given for the following:
• From the extract: the European Parliament's powers to check the
Commission and the Council of Ministers
• Beyond the extract: powers to pass legislation, control over the EU
budget (held jointly with the Council), various controls over the
Commission, powers to set up committees of enquiry, powers of
appointment, increasing powers of the Parliament with successive
treaties (Maastricht, Lisbon) and with enlargement of the European
Union
• Any other relevant material
AO1
3-5
1-2
0
Knowledge and understanding
are accurate and detailed using
a range of relevant
evidence/examples from the
extract and wider knowledge.
Knowledge and understanding
are basic in detail with limited
evidence/ examples.
No relevant knowledge or
understanding.
AO2
3-5
Arguments are clearly structured
and focused providing a
convincing explanation.
1-2
Argument is limited in terms of
coherence and focus.
0
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 43
Q.4
(c)
'The European Council of Ministers is the real decision-making body of the
EU.' Discuss.
[25]
Credit could be given for the following:
• Council of Ministers' composition; powers; voting procedures (e.g.
QMV; unanimity)
• Relations with European Council/Commission/European Parliament
and UK Parliament and government, forum for defence of national
interests
• Debates about the relative powers of other institutions (e.g. European
Council), COM lacks democratic legitimacy of European Parliament
• Varying influence of institutions depending on the issue, and over time
• The future for the institutions of the EU with new constitutional
arrangements, enlargement
• Any other relevant material
AO1
8-10
4-7
1-3
0
AO2
AO3
Content is accurate
and detailed with
relevant
evidence/examples
Depth and range of
knowledge is
displayed though not
necessarily in equal
measure.
Content is reasonably
accurate but less
detailed using some
evidence/ examples
Depth or range of
knowledge is
displayed.
Content is described
in basic detail with
limited
evidence/examples.
6-7
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of analysis
are displayed though not
necessarily in equal
measure.
6-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab. Accurate
spelling, punctuation
and grammar.
3-5
Differing viewpoints are
reasonably thorough and
coherent. Depth or range of
analysis is displayed.
3-5
The argument is clear
using some political
vocab. Some
inaccuracies of spelling,
punctuation and
grammar.
1-2
Argument is limited and
basic in terms of coherence
and focus.
1-2
The argument is basic
and limited in clarity and
structure. Errors in
spelling, punctuation
and grammar.
No relevant
knowledge or
understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 45
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP3a
The Politics of the USA
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 46
Q.1
(a)
Explain the purpose of a 'balanced ticket' in US presidential elections.
[10]
Credit could be given for the following:
• Presidential nominees will choose a vice-presidential running mate to
maximise their chances in the November election
• The presidential nominee will often select a V-P with different
characteristics to their own to reflect the huge ideological (liberal or
conservative), religious (protestant or catholic or Jew), regional (liberal
north or the more conservative south) and ethnic diversity of the US
• The level of experience of the presidential nominee will influence their
choice of V-P running mate
• Recent examples
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a range
of relevant evidence/examples.
Knowledge and understanding are
basic in detail with limited
evidence/examples.
No relevant knowledge or
understanding.
3-4
1-2
0
AO2
Argument is clearly structured and
focused, providing a convincing
explanation.
Argument is limited in terms of
coherence and focus.
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 47
Q.1
(b)
'America has the best democracy money can buy.' Why are American
elections increasingly expensive and what are the effects of this on the
electoral and political processes?
[30]
Credit could be given for discussing and evaluating the following issues:
• necessities of campaigning in such a large and diverse country in
particular in the national presidential elections
• 'permanent campaign' – frequency of elections in the USA at various
levels
• the importance of money in the 'invisible primary' and the need to
campaign throughout the 50 states in a presidential contest, especially
crucial 'swing' or battleground states.
• decline of party and 'machine politics', therefore there is a need to pay
campaign workers rather than rely on the services of the 'free'
activists, expensive campaign consultants, advisers, pollsters and
transport
• highly expensive media, campaign ads
• effects might include: the key to success is not the candidate's policies
or ideology but the size of their election war chest, good but less rich
candidates may be deterred from standing and US politics becomes
the preserve of the millionaires or the candidates who have managed
to raise the most money, access and influence resulting from
campaign donations, electoral finance regulation
• examples from recent elections
• Any other relevant material
AO1
AO2
AO3
8-10
Content is accurate and
detailed with a range of
relevant
evidence/examples from
both sides of the
argument. Depth and
range of knowledge is
displayed though not
necessarily in equal
measure.
9-12
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
7-8
The argument is clearly
structured and sustained,
using appropriate political
vocabulary; accurate spelling,
punctuation and grammar.
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
4-6
The argument is clear using
some political vocabulary;
some inaccuracies in spelling,
punctuation and grammar.
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
1-4
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
1-3
The argument is basic and
limited in clarity and structure;
errors in spelling punctuation
and grammar.
0
No relevant knowledge
or understanding.
0
No relevant analysis.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 48
Q.2
(a)
What is meant by describing the two main American political parties as
'internal coalitions'? [10]
Credit could be given for the following:
• US parties are not ideologically cohesive or coherent, ‘Big Tent’
parties
• examples of different groupings within the parties and candidates or
politicians who belong to them
• difficulty of holding the parties together and to getting them to 'sing
from the same hymn sheet', especially in Congress or when
campaigning
• the two parties have become internally more cohesive in recent years
with the decline of the southern extremely conservative wing of the
Democratic party and the decline of the more moderate wing of the
Republican party.
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a range
of relevant evidence/examples.
Knowledge and understanding are
basic in detail with limited
evidence/examples.
No relevant knowledge or
understanding.
3-4
1-2
0
AO2
Argument is clearly structured and
focused, providing a convincing
explanation.
Argument is limited in terms of
coherence and focus.
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 49
Q.2
(b)
'Confined to the margins of US Politics.' Evaluate this view of minor parties
and independent candidates in presidential and congressional elections [30]
Credit could be given for discussing and evaluating the following issues:
• domination by the two main parties, because of the winner takes all,
simple plurality system for congressional elections and the operation
of the electoral college for the election of the president, the strength
and endurance of party identification, the finance of the two main
parties and their 'big tent', catch-all centrist appeal, lack of ideological
politics in the USA
• problems for minor parties breaking into US politics - lack of 'issue
space', finance, ballot access, media attention, name recognition and
partisan alignment which affects their ability to successfully campaign
and attract votes.
• candidates may question the 'marginality' of Perot's 19% of the vote in
1992 and his ability to influence the political agenda of the election
and its aftermath, and also may refer to the candidacy of Ralph Nader,
particularly in 2000 where his 3% of the vote may have contributed to
Bush's win and Gore's loss of the presidential election.
• Election of independents to Congress e.g. 2006
• Any other relevant material
AO1
AO2
8-10
Content is accurate
and detailed with a
range of relevant
evidence/examples
from both sides of the
argument. Depth and
range of knowledge is
displayed though not
necessarily in equal
measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples
from both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples
from both sides of the
argument OR
reasonably accurate
but a one-sided view
only.
1-4
0
No relevant knowledge
or understanding.
0
AO3
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily
in equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough
and coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections or
comparisons are given.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
No relevant analysis.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 50
Q.3
(a)
Explain the term 'democratic overload'.
[10]
Credit could be given for the following:
• very large number of elections in the US at various levels, national
and local
• primaries and caucuses
• federalism - there are elections at the state level for state legislatures
and Governors and at local level also, initiatives, propositions, recall
elections
• 'voter fatigue' – it is suggested that this is one reason for the low
turnouts of US elections
• Recent examples
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a range
of relevant evidence/examples.
Knowledge and understanding are
basic in detail with limited
evidence/examples.
No relevant knowledge or
understanding.
3-4
1-2
0
AO2
Argument is clearly structured and
focused, providing a convincing
explanation.
Argument is limited in terms of
coherence and focus.
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 51
Q.3
(b)
Discuss reasons for fluctuating turnout levels in US presidential elections
[30]
Credit could be given for discussing and evaluating the following issues:
• overall trends and fluctuations in recent different elections, issues and
candidates, split-ticket voting
• partisan de-alignment and the rise of independent voters, arguments
about how partisan independents are, in practice
• problems with registration and polling in several states
• changing nature of American electoral campaigns and campaigning
techniques such as the growth of negative campaigning and 'attack
ads' which are alienating to many voters and may depress turnout.
• Factors that have increased turnout - 'moral values" issues, post 9/11
issues of war and terrorism and the ensuing 'fear factor'.
• affect of role of a state as ‘swing’ or ‘pivot’ and impact on turnout
• Any other relevant material
AO1
AO2
AO3
8-10
Content is accurate
and detailed with a
range of relevant
evidence/examples
from both sides of the
argument. Depth and
range of knowledge is
displayed though not
necessarily in equal
measure.
9-12
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily
in equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples
from both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
Differing viewpoints are
reasonably thorough
and coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
Content is described in
basic detail with limited
evidence/examples
from both sides of the
argument OR
reasonably accurate
but a one-sided view
only.
1-4
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant knowledge
or understanding.
0
0
No relevant argument is
constructed.
No relevant analysis.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 52
Q.4
(a)
Explain the term lobbying within the context of pressure group politics in the
US
[10]
Credit could be given for the following:
• Lobbyists are employed by the majority of pressure groups to exert
influence in ‘the corridors of power’
• Lobbying is regulated by federal laws, first amendment rights protect
lobbying activities.
• close contacts with decision makers within the decision-making
structures and access points of government
• ‘iron triangles’, the ‘revolving door’ syndrome of government
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a range
of relevant evidence/examples.
Knowledge and understanding are
basic in detail with limited
evidence/examples.
No relevant knowledge or
understanding.
3-4
1-2
0
AO2
Argument is clearly structured and
focused, providing a convincing
explanation.
Argument is limited in terms of
coherence and focus.
No relevant explanation.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 53
Q.4
(b)
'Some pressure groups in the US are too powerful whilst others are too weak.'
Discuss
[30]
Credit could be given for discussing and evaluating the following issues:
• pluralist versus power elite perspective
• 'insider groups' will use direct lobbying and access to members of
Congress in the committee corridors
• access gained through electoral funding of campaigns through PACs
or direct contributions to re-election campaigns, or through their
control of information that is needed for policy or law making and the
fact that they have things needed by members of Congress that
cannot be provided elsewhere.
• pluralistic view of pressure group activity, with the government 'holding
the ring' between the competing demands of varying pressure groups
on many key political issues
• pressure group balance, e.g. the pro and anti abortion groups, rather
than any pressure group dominance within the American system.
• Examples of influential pressure groups e.g. corporate America, the
Israeli lobby, and disadvantaged groups such as those on welfare, the
anti gun lobby
• Any other relevant material
AO1
AO2
AO3
8-10
Content is accurate and
detailed with a range of
relevant
evidence/examples from
both sides of the
argument. Depth and
range of knowledge is
displayed though not
necessarily in equal
measure.
9-12
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily
in equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
Differing viewpoints are
reasonably thorough
and coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
1-4
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
0
No relevant knowledge
or understanding.
0
No relevant analysis.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 55
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP3b
Political Ideologies
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 56
A2 GOVERNMENT AND POLITICS
Liberalism
Q.1
(a)
Explain the significance of individualism to liberalism.
[10]
Credit could be given for the following:
• Definition of the concept of individualism
• Implications for classical liberal views on the state, human nature,
economics or society
• Implications for modern liberal views on the state, human nature,
economics or society
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 57
Q.1
(b)
To what extent are liberalism and democracy compatible?
[30]
Credit could be given for discussing and evaluating the following issues:
• Definitions of liberalism and democracy
• Individualist liberal tradition – individualism, the state as a necessary
evil
• Collectivist elements of democracy – majoritarianism, mob rule
• Liberal democracy – constitutionalism, civil liberties, checks &
balances
• Importance of pluralism, equality of opportunity and freedom of
expression
• Counter arguments – classical liberals suspicion of democracy
• Majoritarianism and the oppression of individuals and minorities
• Tyranny of the majority, arguments over role and power of the state
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections and
comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or range
of analysis is displayed.
Some parallels,
connections and
comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity
and structure; errors in
spelling punctuation
and grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 58
Socialism
Q.2
(a)
Explain the significance of social class to socialism.
[10]
Credit could be given for the following:
• Marxist interpretations of class struggle, the class nature of capitalism
and revolution
• Democratic socialist thinking about the importance of the working
class
• Social democrats and the reduced importance of class in favour of
plurality, inclusion, social justice etc
• Trends over time regarding the decline of class politics, the growing
importance of issues
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 59
Q.2
(b)
Assess how closely communism has reflected the ideas of Marx. [30]
Credit could be given for discussing and evaluating the following issues:
• The extent to which Communist revolutions have reflected Marxist
ideas of the inevitability of class revolution
• The differing importance of a revolutionary vanguard and the
significance of an industrialised society
• Differing roles for the state and the extent to which Communist states
have failed to fulfil Marxist predictions
• Egalitarianism, public ownership and private enterprise
• The survival or destruction of class and elitism
• Contrasting ways in which key Marxist ideas have been incorporated
by later Communist thinkers, revolutionaries and states
• Debates about the modern relevance of Marxism
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or range
of analysis is displayed.
Some parallels,
connections and
comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity
and structure; errors in
spelling punctuation
and grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 60
Conservatism
Q.3
(a)
Explain how conservatives differ regarding the concept of society.
[10]
Credit could be given for the following:
• Defining the concept of organic society
• Defining the atomistic view of society
• Comparison of one nation conservatives and the new right
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 61
Q.3
(b)
Assess the argument that conservatism is not an ideology, it is merely a set of
strategies to keep the ruling elite in power.
[30]
Credit could be given for discussing and evaluating the following
issues:
• The division of society into hierarchical analysis
• The pessimistic view of human nature as human imperfection
• The significance of authority within Conservatism
• The importance of tradition
• The analysis of society as organic
• The discussion of Conservatism as being paternalistic
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 62
Nationalism
Q.4
(a)
Explain the significance of the nation-state to nationalists.
[10]
Credit could be given for the following:
• Arguments regarding definitions of a nation and a nation-state
• Concepts of identity and identity politics
• The importance of separatism and political sovereignty
• National consciousness and the adoption of national symbols by
nation-states
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
Knowledge and understanding are
basic in detail with limited
evidence/examples
No relevant knowledge or
understanding
3-4
1-2
0
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Argument is limited in terms of coherence
and focus
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 63
Q.4
(b)
Assess the argument that nationalism is a reactionary political doctrine.
[30]
Credit could be given for discussing and evaluating the following issues:
• Expansionist nationalism and colonialism, imperialism and jingoism
• Nationalism as a means of repressing the national consciousness of
others
• Conservative nationalism
• Liberal nationalism and self-determination
• Internationalism and cosmopolitanism
• Anti-colonial reactions to imperialism
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily
in equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples
from both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples
from both sides of the
argument OR
reasonably accurate but
a one-sided view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 65
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP4a
The Government of the USA
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 66
Q.1
(a)
Explain the principle of the separation of powers found in the US constitution.
[10]
Credit could be given for the following:
• main underlying principle of the US Constitution, Montesquieu
• separation is of the legislative, executive and judicial powers through
the 3 branches of government (in the first 3 articles) to prevent the
concentration of power and subsequent tyranny
• separation of personnel as no person can be a member of more than
one branch at the same time
• ‘partial agency’, sharing of power and the right of each branch to
check the work of the others
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 67
Q.1
(b)
"Our constitution works!" Gerald Ford, post-Watergate President. To what
extent and why can a constitution written in and devised for the 18th century
still work in the 21st century?
[30]
Credit could be given for discussing and evaluating the following issues:
• Fundamental principles of the constitution, still relevant today - limited
government, checks and balances and entrenched rights and the
codified nature of the document, its acceptance as fundamental law
and its relationship to the governmental and political life of the nation
• brevity and vague language have made it a remarkably flexible
document that has seen many changes either through Supreme Court
interpretation or through formal amendment
• change by usage or convention - the role of the Cabinet, the power of
congressional committees and the use of primary elections
• the US constitution is a 'living document' and is not necessarily 'rigid'
as often described
• Limitations of the Constitution, the argument that it does not work
effectively, it promotes gridlock and weak federal responses,
compromise and a high level of interest articulation via multiple access
points/ frequent elections
• Importance of institutions outside constitutional control, the federal
bureaucracy, parties
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily
in equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 68
Q.2
(a)
Consider the relative importance of party as an influence on voting in the US
Congress.
[10]
Credit could be given for the following:
• party as simply one of the influences operating on members of
Congress
• members of Congress do not stand on a 'party line' expressed through
a manifesto, their voting is more connected to the wishes of the 'folks
back home' in their Districts or States, their own ideological views or
pressure group influence.
• lack of sanctions possessed by the party whips in Congress to enforce
party voting (like those found in the UK Parliament).
• Recent strengthening of partisanship in Congressional voting, greater
party cohesion
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 69
Q.2
(b)
Evaluate the claim that the Senate is far more powerful than the House of
Representatives within Congress
[30]
Credit could be given for discussing and evaluating the following issues:
• Bicameralism – the constitutional position of two different chambers,
different constituencies, with different sizes and terms of office all with
the intention of producing different behaviour and operating within the
checks and balances principle of the constitution
• longer terms of the Senate, its smaller size and the importance of
Senators being the representatives of the States within a federal
system, and the subsequent status and prestige associated with the
membership of the Senate
• 'Advice and Consent' power of the confirmation of executive
appointments and the ratification of treaties which it could be argued
raise the Senate above the House in terms of power
• House power to initiate all money bills which allows it to set the
financial agenda and control the purse strings of government
• Periods of House strength – e.g. under Speaker Gingrich
• Bicameral co-equality, e.g. in the legislative process
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily
in equal measure.
Clear parallels,
connections and
comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough
and coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 70
Q.3
(a)
Explain the circumstances in which a President will have to leave office.
[10]
Credit could be given for the following:
• defeated in an election
• at the end of a two term Presidency as specified by the 22nd
amendment
• as a result of a successful impeachment process as specified by the
Constitution because of proven 'High Crimes and Misdemeanours'
• Presidents cannot be removed for policy failures as they are not
responsible to the Congress or to their own party.
• Recent examples e.g. Clinton, Nixon
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 71
Q.3
(b)
'The US President is effectively unrestrained in the exercise of political power
within the US system of government'. How far do you agree with this
statement?
[30]
Credit could be given for discussing and evaluating the following issues:
• the nature of presidential power and the ability (or lack of) to actually
exercise it
• formal powers from the constitution (Chief Executive, Chief Diplomat
and Commander-in-Chief)
• informal powers which have developed over time ('Chief legislator',
Party leader, world leader)
• all Presidents operate under constitutional constraints, constraints
from a powerful Congress and from the Supreme Court with the power
of judicial review
• concepts such as 'Imperial' or 'Imperilled' Presidencies, developments
in presidential power since 9/11 and the War on Terror
• lame Duck Presidents, the impact of mid-term elections, relations with
Congress, power of veto
• circumstances of their time in office and the events and personalities
of the time, tendency to dominate in foreign policy but be more
constrained at home
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily
in equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 72
Q.4
(a)
Explain the way in which Supreme Court Justices are selected and appointed
in the US.
[10]
Credit could be given for the following:
• selection and appointment process of SC Justices in the US can be
highly political and also at times controversial
• President tends to select nominees who are close to him ideologically,
idea of a ‘legacy’, need for Senate confirmation, loose/ strict
constructionists
• Examples of controversial nominations
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 73
Q.4
(b)
'Nine politicians sitting on a Bench.' Critically evaluate this description of the
US Supreme Court.
[30]
Credit could be given for discussing and evaluating the following issues:
• Debates about whether the Supreme Court can best be perceived as
a political or a judicial institution or whether it has elements of both
• functions of the Supreme Court of constitutional interpretation, judicial
review
• landmark decisions that have led to accusations of 'politicisation'
because of the controversial nature of its rulings that are bound to
trigger disagreement and dissent, e.g. Roe vs. Wade 1973.
• judicial activism and restraint, strict and loose construction, Original
Intent and liberal and conservative judgements.
• the 'politicised' nature of the appointment process
• Arguments that the Supreme Court considers only judicial arguments
– dissents.
• The Supreme Court’s lack of ability to enforce rulings and the fact that
it cannot initiate cases
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily
in equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 75
GOVERNMENT AND POLITICS
SPECIMEN MARK SCHEME
GP4b
Challenges in Contemporary Politics
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 76
A2 GOVERNMENT AND POLITICS
Globalisation
Q.1
(a)
Explain why multinational and transnational corporations have political
influence.
[10]
Credit could be given for the following:
• The nature of multi-national and transnational corporations
• Examples of multi-national and transnational corporations
• Importance of political influence, insider status, economic significance,
finance, control of media sources
• Significance of military – industrial complex - defence contractors
• Control of international food production and pharmaceuticals
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 77
Q.1
(b)
Discuss whether globalisation mainly leads to greater wealth or greater
poverty.
[30]
Credit could be given for discussing and evaluating the following issues:
• Arguments surrounding the nature and form of globalisation
• Significance of social democrats and new right policies on alleviating
poverty in the developing world
• Role of aid, debt the intervention of developed states in the developing
world
• Relevance of Marxist, Dependancy and World System theories
• Arguments surrounding Colonialism, Neo-Colonialism and the role of
transnational corporations and international agencies
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less detailed
using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge or
understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocab; accurate
spelling, punctuation
and grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity
and structure; errors in
spelling punctuation
and grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 78
Environmentalism
Q.2
(a)
Explain the major differences between ‘light green’ and ‘dark green’ thinking.
[10]
Credit could be given for the following:
• Discussion of the relationship between nature and humankind
• Recognising differing perspectives on the notion of economic growth
• Competing strategies used to overcome environmental problems,
such as coercion to put the interests of the ecosystem first, or reliance
on persuasion
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 79
Q.2
(b)
‘Environmentalism is an issue which is above parties and pressure groups.’
Discuss.
[30]
Credit could be given for discussing and evaluating the following issues:
• Understanding of international treaties, targets and summits
• Analysing implications of ‘dark’ green thinking
• Implications of liberal environmentalism for political parties
• Political parties’ responses to environmentalism
• The influences of the Green Party and Green pressure groups
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or range
of analysis is displayed.
Some parallels,
connections and
comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation
and grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity
and structure; errors in
spelling punctuation
and grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 80
Feminism
Q.3
(a)
Explain why the distinction between sex and gender is important in feminism.
[10]
Credit could be given for the following:
• Feminist challenges to the idea of ‘biology is destiny’
• The biological differences that ‘sex’ implies
• The cultural significance of ‘gender’ and the differences between
patriarchical and feminist ideas of gender
• Different attitudes within feminism to whether the sex / gender
distinction is empowering or not
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 81
Q.3
(b)
Assess whether feminism is still relevant in the twenty-first century.
[30]
Credit could be given for discussing and evaluating the following
issues:
•
•
•
•
•
•
•
•
•
Liberal, radical, Marxist, socialist
Second wave feminism, post-modern feminism, liberal and radical
feminism
Successes of feminism in changing political agendas and terminology
Continued significance of patriarchy and sexism (glass ceiling effect)
Socialist (dual systems theory)
Decline of grand theories within feminism and the fragmentation of
feminism
Absorption of feminist ideals by other organisations such as parties
and pressure groups; and by other ideologies
Increased importance of egalitarian feminists and difference feminists
Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily in
equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR reasonably
accurate but a one-sided
view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily
in equal measure.
Clear parallels,
connections and
comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough
and coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 82
Multiculturalism
Q.4
(a)
Explain why some multiculturalists criticise cosmopolitanism.
[10]
Credit could be given for the following:
• Definition of cosmopolitanism
• Implications of cultural diversity
• Opposing views of national identity, national unity and pluralism
• Any other relevant material
4-6
1-3
0
AO1
Knowledge and understanding are
accurate and detailed, using a
range of relevant
evidence/examples
3-4
AO2
Argument is clearly structured and
focused, providing a convincing
explanation
Knowledge and understanding are
basic in detail with limited
evidence/examples
1-2
Argument is limited in terms of coherence
and focus
No relevant knowledge or
understanding
0
No relevant explanation
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 83
Q.4
(b)
‘The protection of the rights of minorities does little to promote
multiculturalism.’ Discuss.
[30]
Credit could be given for discussing and evaluating the following issues:
• Analysis of cosmopolitan multiculturalism
• Opposing views of pluralist multiculturalism
• Opposing views of liberal multiculturalism
• Rejection of multiculturalism
• Any other relevant material
AO1
AO2
8-10
Content is accurate and
detailed with a range of
relevant evidence
/examples from both
sides of the argument.
Depth and range of
knowledge is displayed
though not necessarily
in equal measure.
9-12
4-7
Content is reasonably
accurate but less
detailed using some
evidence/examples from
both sides of the
argument. Depth or
range of knowledge is
displayed.
5-8
1-3
Content is described in
basic detail with limited
evidence/examples from
both sides of the
argument OR
reasonably accurate but
a one-sided view only.
No relevant knowledge
or understanding.
1-4
0
0
Differing viewpoints are
clearly structured and
focused, providing a
convincing explanation.
Depth and range of
analysis is displayed
though not necessarily in
equal measure. Clear
parallels, connections
and comparisons will be
developed, where
relevant.
Differing viewpoints are
reasonably thorough and
coherent. Depth or
range of analysis is
displayed. Some
parallels, connections
and comparisons will be
developed, where
relevant.
Argument is limited and
basic in terms of
coherence and focus.
Few, if any, parallels,
connections and
comparisons are given.
No relevant analysis.
AO3
7-8
The argument is clearly
structured and
sustained, using
appropriate political
vocabulary; accurate
spelling, punctuation and
grammar.
4-6
The argument is clear
using some political
vocabulary; some
inaccuracies in spelling,
punctuation and
grammar.
1-3
The argument is basic
and limited in clarity and
structure; errors in
spelling punctuation and
grammar.
0
No relevant argument is
constructed.
GCE GOVERNMENT AND POLITICS Specimen Assessment Materials 84
ASSESSMENT OBJECTIVE GRID
FOR AS UNITS
AS
Assessment
Objective
Marks
allocated by
Assessment
Objective
Part (a)
question
Marks
allocated by
Assessment
Objective
Part (b)
question
Marks
allocated by
Assessment
Objective
Part (c)
question
Total Marks
by
Assessment
Objective
AO1
5
5
10
20
AO2
0
5
7
12
AO3
0
0
8
8
Total
5
10
25
40
ASSESSMENT OBJECTIVE GRID
FOR A2 UNITS
Marks
allocated by
Assessment
Objective
Part (b)
question
10
Total Marks by
Assessment
Objective
AO1
Marks
allocated by
Assessment
Objective
Part (a)
question
6
AO2
4
12
16
AO3
0
8
8
Total
10
30
40
A2
Assessment
Objective
GCE Government and Politics SAMs (2010) (B) /MLJ
7 October 2010
16