GCSE
Citizenship Studies
41053 / Unit 3
Mark scheme
4105
June 2015
Version/Stage: 1.0 Final
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
Section A
1
Community Action and Active Citizenship – Sustainable practice
Source A
Sustainable practices
Some companies use sustainable practices in the way they operate. They make a
major contribution to local and national sustainable targets. Some manufacturers
make sure that raw materials come from sustainable sources and that the
producers are fairly paid.
1
(a)
What is meant by the term ‘sustainable practices’?
[1 mark]
Sustainable practices are processes whereby the resources that
are used, can be replaced.
1
(b)
Identify two sustainable practices.
[2 marks]
Any two correct examples, such as:
• recycling, re-use or using alternatives to non-replaceable
natural resources and minerals eg fossil fuels.
• May include wind/solar/tidal etc methods to generate
electricity
• replanting of trees/plants
• recycling paper / cardboard
• plastics
• aluminium and other metals
• glass
• composting.
• Do not allow references to FairTrade
1
(c)
Identify two benefits of using sustainable practices.
[2 marks]
Any two correct examples, such as:
• materials are not wasted
• the environment is not damaged
• the resources are used but are replaced
• raw materials are not depleted as quickly
• pollution is reduced
• biodiversity.
• Do not allow references to FairTrade
Total: 5 marks
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
2
Being a Citizen in the UK – Participation in the political process
Source B
Voting in elections
Political parties in Britain try to persuade people to vote for them in local and
national elections. In recent years the turnout at elections has been low. The
government and political parties are trying to reverse this trend by considering a
number of measures, such as changing the voting day.
2
(a)
What is the main aim of a political party?
[1 mark]
To win elections and / or gain power.
2
(b)
Identify two reasons why some electors do not vote.
[2 marks]
Any two correct examples, such as:
• alienation from the political process
• can’t be bothered
• no time / at work when voting takes place
• not interested
• think their vote won’t make a difference
• don’t like any of the parties or the candidates in the election
• not registered
• don’t trust politicians.
2
(c)
Identify two ways that, are not mentioned in Source B, which might
encourage more people to vote.
[2 marks]
Any two correct examples, such as:
• generating more trust in politicians and the political process –
politicians making determined efforts to listen to the electorate
and keeping the promises made in their manifesto
• making voting more accessible to more people eg increase the
times when people can vote
• use different methods of voting – increasing the postal vote /
vote by phone / on line
• fine people who do not vote
• increase the number of places where people can vote e.g.
supermarkets
• reduce the voting age to 16
• change the system of voting – proportional representation.
Total: 5 marks
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
3
Fairness and Justice – People in the legal system
Source C
The legal system
Many people and professions are involved in our legal system. They make sure
that fairness and justice is carried out according to the law. Different types of
court are used depending on how serious the offence is and the age of the person
accused.
3
(a)
Juries decide the verdict in a Crown Court case. Is this true or
false?
[1 mark]
True.
3
(b)
Who passes the sentence in
a youth court?
[2 marks]
a Crown Court?
youth court – the magistrates or youth panel magistrates, also
allow district judge – this is an unlikely response. (1 mark)
Crown Court – the judge. (1 mark)
3
(c)
Identify two duties of a police officer.
[2 marks]
Any two correct examples, such as:
• protecting the public
• investigating crimes
• arresting people suspected of committing a crime
• record and report on crime
• collect evidence on crimes
• keeping the peace
• crowd control
• surveillance
• traffic control
• child protection
• special duties - preventing terrorism / drug trafficking / people
trafficking.
Total: 5 marks
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
4
Global Issues and Making a Difference – Pressure groups
Source D
Global pressure groups
The United Nations (UN) and national governments often use information from global
pressure groups when debating issues and making policy decisions. Some of these
groups use campaigns and, occasionally, direct action to draw attention to issues
and to promote change.
4
(a)
What is a ‘global pressure group’?
[1 mark]
A number of people in many countries who take action to campaign
for change on the same issue. Must convey the meaning of people
from different countries across the world.
4
(b)
Name two global pressure groups.
[2 marks]
Any two global pressure groups such as:
• Amnesty International
• Greenpeace
• Friends of the Earth
• World Wide Fund for Nature (WWF)
• Christian Aid
• Oxfam
• Red Cross / Crescent
• Occupy
• Médecins Sans Frontières.
• Do not accept just the U.N. or United Nations
• Do accept specific names e.g. UNICEF
4
(c)
Identify two methods of campaigning used by global pressure
groups.
[2 marks]
Any two correct examples, such as:
• media involvement
• awareness raising
• marches
• petitions
• social media
• fund raising
• letter writing
• or other examples of direct and indirect action.
Do not credit the term ‘direct action’; or indirect action.
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
Total: 5 marks
Total marks for Section A = Maximum of 20 marks
Section B
5
Theme 2 – Being a Citizen in the UK: Democracy and Identity
Devolution and referendums
Source E
Devolution
In 1999, some central government powers were devolved to Wales, Northern Ireland
and Scotland, when the National Assembly for Wales, the Northern Ireland Assembly
and the Scottish Parliament were set up. Different powers were devolved to each
of the three countries. Since then, more powers have been devolved from central
government. After much discussion, a referendum was held in 2014 on Scottish
independence.
5
(a)
Use an example to explain the term ‘referendum’.
[2 marks]
A referendum is a vote on one particular / singular issue.
(1 mark)
A correct example:
• Scottish independence
• London Mayor
• Good Friday agreement
• Regional assembly
• 1975 referendum – remaining in the EEC.
5
(b)
(1 mark)
Explain two issues that arise as a result of the referendum on
Scottish independence.
[6 marks]
Marks
0–3
A partial explanation of one or two issues that arise from the
referendum or a detailed account of one effect.
Level 1
4–6
A clear and detailed explanation of any two issues of the
referendum, or a good detailed explanation of one effect and
a partial explanation of one other effect.
Level 2
Issues which may be mentioned:
• the result and knock on effects
• the turnout
• system of voting
• result of voting at 16
• implications of result for Scotland and other parts of
Britain and the EU
• defence
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
•
5
monetary systems.
Some people say: ‘Devolution in the UK has not gone far
enough’.
(c)
Use examples to explain your opinion of this statement.
[12 marks]
Marks
0
1–4
5–8
There is no relevant or accurate information. The student’s
presentation, spelling, punctuation and grammar seriously
obstruct understanding.
A limited explanation of the amount of devolution in one or
two of the home countries. One or two examples may be
given. Some brief opinions may be stated.
The student presents some relevant information in simple
form. The text is usually legible. Spelling, punctuation and
grammar allow meaning to be deduced, although errors are
sometimes obstructive.
An accurate discussion of devolution in the home countries.
A range of well described examples is given. Personal
opinions are stated and related to the examples given.
Level 0
Level 1
Level 2
The student presents relevant information in a way which
assists with communication of meaning. The text produced is
legible. Spelling, punctuation and grammar are sufficiently
accurate not to obscure the meaning.
9–12
A clearly presented and detailed discussion of devolution in
the UK. Several good, relevant and accurate examples are
given and conclusions are drawn from the evidence
presented, showing the student’s opinions on the statement.
Level 3
The student presents relevant information coherently,
employing structure and style to render the meaning clear.
The text produced is legible. Spelling, punctuation and
grammar are sufficiently accurate to render the meaning
clear.
Mention may be made of some of the following :
• When and how devolution began
• the names and locations of the devolved organisations
in the UK
• the method of electing members to these organisations.
• what powers were devolved to each home country in
the beginning and what has happened since.
• Mention could be made of the lack of devolved power
for England and some campaigns for some form of
power to be given to regions, for example:
• the vote in North East England on regional
powers
• the campaign for a Cornish Assembly
discussion of London centric decision making.
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
Total: 20 marks
6
Theme 3 – Fairness and Justice
Influence of the mass media
Source F
Media influence
We are all influenced by the media to some extent. The media select and present
information in various ways to influence the public. The style, content and
presentation are important. Sometimes the media try to reflect public opinion and
sometimes the media aim to influence the public towards a particular view. In recent
years, the methods used by certain elements of the media to obtain information have
been severely criticised.
6
(a)
Use an example to explain the phrase ‘media influence’.
[2 marks]
The ability of the differing forms of mass media to influence
the views of the public and thereby influence decision
makers, in order to highlight or change a policy or promote a
cause.
The ways in which the media try to change public opinion.
Examples may include:
• opinion polls
• biased articles / programmes
• advertising
• party political broadcasts.
6
(b)
Outline two recent examples of where the media have
attempted to influence public opinion.
[6 marks]
Marks
0–3
A partial explanation of one or two examples of media
influence or a detailed description of one particular influence.
Level 1
4–6
A clear and detailed explanation of any two examples of how
the media exerts an influence over the public, or a good
detailed explanation of one influence and a partial explanation
of one other.
Level 2
Examples of influence may include reporting of immigration /
EU / welfare “scroungers” etc.
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
6
Some people say: ‘The mass media have too much influence’.
(c)
Use examples to explain your opinion of this statement.
[12 marks]
Marks
0
1–4
5–8
There is no relevant or accurate information. The student’s
presentation, spelling, punctuation and grammar seriously
obstruct understanding.
A limited explanation of the amount of media influence in
general terms using one or two partially explained examples.
Some brief opinions may be stated.
The student presents some relevant information in simple
form.
The text is usually legible. Spelling, punctuation and grammar
allow meaning to be deduced, although errors are sometimes
obstructive.
An accurate discussion of the amount of media influence.
A range of accurate and well described examples is given.
Personal opinions are stated and related to the examples
given.
Level 0
Level 1
Level 2
The student presents relevant information in a way which
assists with communication of meaning. The text produced is
legible. Spelling, punctuation and grammar are sufficiently
accurate not to obscure the meaning.
9–12
A clearly presented and detailed discussion of media
influence. Several good, relevant and accurate examples are
given and conclusions are drawn from the evidence
presented, showing the student’s opinions on the statement.
Level 3
The student presents relevant information coherently,
employing structure and style to render the meaning clear.
The text produced is legible. Spelling, punctuation and
grammar are sufficiently accurate to render the meaning
clear.
Media influence on the general public, the political system,
business and advertising are all acceptable. A good response
will include most of these. Some may express the opinion that
the media has limited influence.
Media influence that may be mentioned:
• the influence of celebrities, changes to perceptions /
norms
• positive and negative elements may be mentioned
• the internet and social networking sites
• the power of advertising on TV and the internet / in
newspapers and magazines
• television and newspaper reports of news and events
reporting of political events and the people involved
• biased reporting opinion polls – especially during
election campaigns.
Total: 20 marks
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7
Theme 4 – Global Issues and Making a Difference
The UK, the EU and the Euro
Source G
The European Union (EU)
In 1957 six countries decided to form the European Economic Community, which is
now called the European Union. It now has 28 member countries. The UK joined in
1973. All members have to abide by the laws passed by the EU. There is free trade
between the member countries and people are allowed to travel and work in any
member country. In the UK there has always been much debate about the EU.
A referendum about our membership is planned to take place in 2017.
7
7
(a)
(b)
What is the Euro? When was it first used?
[2 marks]
The common currency used by member countries of the
Eurozone.
(1 mark)
It was first used in 1999.
(1 mark)
Explain two current areas of disagreement between the UK
and the EU.
[6 marks]
Marks
0–3
A partial explanation of one or two issues involving the UK
and the EU or a detailed explanation of one issue.
Level 1
4–6
A clear and detailed explanation of any two issues, or a good
explanation of one issue and a partial explanation of one
other.
Level 2
Issues that may be mentioned:
• should the UK leave the EU
• should the UK join the euro
• border controls
• migration within the EU
• benefit rights
• CAP
• spending
• expansion
• loss of political sovereignty
• cost of membership
• lack of immigration controls
• fishing quotas.
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
7
Some people say: ‘It was good that the UK did not join the
Euro’.
(c)
Use examples to explain your opinion of this statement.
[12 marks]
Marks
0
1–4
There is no relevant or accurate information. The student’s
presentation, spelling, punctuation and grammar seriously
obstruct understanding.
A limited explanation of the issue in general terms using one
or two partially explained examples. Some brief opinions may
be stated. Responses may be for or against.
Level 0
Level 1
The student presents some relevant information in simple
form.
The text is usually legible. Spelling, punctuation and grammar
allow meaning to be deduced, although errors are sometimes
obstructive.
5–8
An accurate discussion of some of the issues about joining
the euro. A range of accurate and well described examples is
given. Personal opinions are stated and related to the
examples given.
Level 2
The student presents relevant information in a way which
assists with communication of meaning. The text produced is
legible. Spelling, punctuation and grammar are sufficiently
accurate not to obscure the meaning.
9–12
A clearly presented and detailed discussion of the UK joining
the euro. Several good, relevant and accurate examples are
given and conclusions are drawn from the evidence
presented, showing the student’s opinions on the statement.
Level 3
The student presents relevant information coherently,
employing structure and style to render the meaning clear.
The text produced is legible. Spelling, punctuation and
grammar are sufficiently accurate to render the meaning
clear.
Mention may be made of some of the following:
• the UK chose to negotiate an opt out clause in the
Maastricht Treaty, and decided not to join the common
currency in 1999
• opinion polls since 2005 have shown that the majority
of people do not want to join the common currency
• the coalition government said in 2010 that the UK
would not join the euro
• what would happen to sterling
• what would happen to London as the leading financial
centre
• Gordon Brown devised the five economic tests which
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MARK SCHEME – GCSE Citizenship Studies – 41053 – June 2015
•
•
•
•
•
•
•
were applied and it was decided not to go ahead
we would lose the ability to set our own interest rates
if the UK joined it would reduce the cost of currency
transactions and make trade easier
some multinational companies may invest more in the
UK if we were part of the euro
the financial crisis of 2008 may have been much worse
for the UK if we had been part of the Eurozone - some
member countries needed bail-outs
what next after financial union
loss of UK independence – losing control and having to
follow European legislation – eurosceptics
discussion of party policies on the euro.
Level three points included in a case for:
• low interest rates,
• forward planning by exporters to the EU easier
• no transaction costs within the EU
• level playing field when competing outside the EU with
other EU members
• strengthens the case for a Federal Europe.
Points included in a case against:
• interest rates and currency fluctuations outside our
control
• less control over our budget setting and deficit
• loss of economic sovereignty
• allows for currency depreciation to aid exports.
Total: 20 marks
Total marks for Section B = Maximum of 20 marks
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