CCEA Government and Politics Assessment Unit AS 2 assessing The British Political Process

CCEA Government and Politics Assessment Unit AS 2 assessing The British Political Process Section A: The UK Parliament and Executive 1 Two marks for each debate identified. Debates in the Commons include those on the First, Second and Third Readings, Adjournment Debates, Budget Debates, Emergency Debates. Terms such as ‘Parliamentary Debates’ or ‘Commons Debates’ are not acceptable. Any other relevant type of debate. (AO1: 4 marks) [4] 2 Background MPs can perform their scrutiny role in a wide variety of ways including asking questions of ministers, participating in both Select and Public Bill Committees, participating in debates, producing research findings, criticising policies through the media, using social media platforms, asking questions during Question Time. Any other relevant form of scrutiny. Level 1 ([1]) The student identifies a valid way with little or no development. Level 2 ([2]–[3]) The student offers a limited explanation of a valid way. There will be some supporting evidence. Level 3 ([4]–[5]) The student provides a full explanation of a valid way. Relevant evidence will support the response. Apply criteria for other relevant strength. (AO1: 2  5 marks) Any other valid material will be rewarded appropriately. (AO1: 10 marks) [10] 3 (a) Background It would, until the election of the Johnson government, appear ridiculous to argue that Prime Ministers dominate their cabinets. His immediate predecessors as PM have been obviously weak and lacking in control. However, students should take a longer perspective and be able to explain the argument of PM dominance and explain the reasons why this was, until recently, frequently advanced. It is anticipated that students will refer to the powers of the PM, including patronage powers, control over the frequency and agenda of Cabinet meetings, the ability to pre-cook policy in Cabinet Committees, the support of the PM’s Office and ready access to the media. These should be explained even if an answer then goes on to argue that they have all failed to rescue recent PMs. For balance, an answer could explain the reasons why Cabinet Government is still in operation, especially the significance of the size of a government’s majority. The personality of the PM is only one of a range of factors determining the PM’s ability to control cabinet. Weaker answers will be limited in terms of argument and especially evidence and will lack balance. Stronger answers will display understanding of the issues, be able to support this with evidence and be balanced in coverage of both sides of the debate. If an answer contains no evidence/examples, a maximum of Level 3 can be awarded. If an answer is totally unbalanced, a maximum of Level 4 can be awarded. Level 1 ([1]–[6]) Responses at this level are characterised by brevity, often being not more than a few paragraphs long and contain little or no relevant material. The student demonstrates little knowledge and understanding of the debate over whether Cabinet Government still exists and makes little attempt to answer the question. The answer is ill-informed and/or has a high degree of irrelevant material and/or makes general statements and/or has no evidence. There is little analysis and evaluation of information, arguments and explanations. The quality of spelling, punctuation and grammar is poor. An argument, if present, is ill-informed and poorly constructed and the level of communication and the use of political vocabulary are both rudimentary. Level 2 ([7]–[11])