2024_AQA A-Level Politics Paper 1 Government and Politics of the UK (Merged Question Paper and Marking Scheme) A-level

2024_AQA A-Level Politics Paper 1 Government and Politics of the UK (Merged Question Paper and Marking Scheme) A-level POLITICS Paper 1 Government and politics of the UK Tuesday 21 May 2024 Materials For this paper you must have:  an AQA 12-page answer book. Instructions  Use black ink or black ball-point pen. Afternoon Time allowed: 2 hours  Write the information required on the front of your answer book. The Paper Reference is 7152/1.  Answer all questions from Section A and Section B.  Answer one question from Section C.  Do all rough work in your answer book. Cross through any work you do not want to be marked.  Do not tear out any part of the book. All work must be handed in.  If you use more than one answer book, check that you have written the information required on each book. Information  The marks for questions are shown in brackets.  The maximum mark for this paper is 77. A-Level Politics: Paper 1 Government and Politics of the UK – Exam Preview Questions This paper assesses your understanding of the political system in the United Kingdom, focusing on the structure and functioning of its government, political processes, and the role of various political institutions and actors. Key Areas Covered: 1. The Constitution: o Key Principles: The UK's constitution is unwritten, evolving through statutes, conventions, and legal decisions. o Types of Constitutions: Differences between unitary and federal systems, and the importance of parliamentary sovereignty. o Constitutional Reform: Key reforms such as devolution (Scotland, Wales, Northern Ireland), the Human Rights Act, and the shift in power to the judiciary. 2. Parliament: o Structure of Parliament: The House of Commons, the House of Lords, and their roles in lawmaking and oversight. o Functions of Parliament: Legislation, representation, scrutiny of the executive, and approving spending. o Electoral System: The First Past the Post system and its effects on political outcomes and party systems. o Political Parties and Elections: How general elections work, party systems, and party discipline in Parliament. 3. The Prime Minister and Executive: o Prime Minister’s Role: The powers and responsibilities of the PM, cabinet decision-making, and the relationship between the PM and the rest of the cabinet. o Executive Agencies: How government departments and civil servants carry out policies and decisions made by the Prime Minister and Cabinet. o The Civil Service: Its role in supporting the government and ensuring the implementation of policies. 4. The Judiciary: o Role of the Judiciary: The independence of the judiciary in the UK and its role in interpreting laws and upholding rights. o Judicial Review: How courts check the actions of the executive and ensure laws align with constitutional principles. o Human Rights: The judiciary's role in upholding rights, especially under the Human Rights Act 1998. 5. Devolution and the Nation-State: o Devolution: The transfer of powers to regional governments in Scotland, Wales, and Northern Ireland. o Impact of Devolution: How devolved powers influence the governance of the UK and the challenges to national unity. 6. Political Participation: o Voter Behavior: Factors that influence voting patterns, such as class, age, media influence, and party policies. o Political Parties: The role and ideology of major political parties in the UK (e.g., Labour, Conservatives, Liberal Democrats). o Pressure Groups: Their role in influencing policy and public opinion, and the difference between insider and outsider groups. 7. The Role of the Media: o Media and Politics: How the media shapes public opinion, influences political discourse, and acts as a watchdog over the government. o Political Broadcasting: Regulation of political broadcasts and their impact on elections and political campaigns. 7152/1 IB/G/Jun24/G4003/E4 2 Section A – Short Questions Answer questions 1, 2 and 3. 0 1 Explain and analyse three ways in which Labour Party ideology has changed under its different leaders. [9 marks] 0 2 Explain and analyse three ways in which backbench MPs can influence policy within the legislative process. [9 marks] 0 3 Explain and analyse three ways in which pressure groups promote democracy in the UK. [9 marks] IB/G/Jun24/7152/1 3 Section B – Extract Question Read the extracts below and answer question 4 that follows. The impact of referendums upon democracy in the UK Extract 1 Referendums bypass the procedures designed to optimise decision-making Representative democracy is indirect democracy. The ignorance, self-interest and emotion, which almost all of us are capable of, are filtered out by the institutions and procedures of representative democracy. These are designed specifically for that purpose and allow mature intelligence to be focused on the business of government. Referendums bypass the institutions and procedures designed to optimise decision-making, and go straight for the opposite, posing a simplified question to a body of people among whom very few have given the matter much thought. In handing decision-making over to a referendum, politicians thereby abandon responsibility, and there is little guarantee that the outcome will be the most considered possible alternative. The example of the EU referendum is likely to make future thinking about referendums more cautious and sensible. Phrases such as ‘the will of the people’ do not bear scrutiny in referendums without the safeguards of full franchises and threshold requirements. Extract adapted from an article by AC Grayling for the politically independent magazine Prospect, February 2017. AC Grayling is an academic at Northeastern University and Supernumerary Fellow of St Anne’s College, Oxford. Extract 2 A report on the use of referendums in the United Kingdom In 2010, the House of Lords Constitution Committee published a report on the use of referendums in the United Kingdom and considered arguments from witnesses. Some expressed the view that referendums could legitimise policy decisions and help restore public faith in democracy. Referendums give the public an opportunity to think deeply about an issue and often this improved knowledge and understanding. Others argued that referendums tend to be dominated by elite groups rather than being about the views of the public. Some believed that referendums improved public engagement with politics overall, as people could see that their active participation had real policy implications. However, others argued that there were increasing signs of public apathy to votes, and that low turnout in referendums could question the legitimacy of the result. There were contrasting views among the Committee’s witnesses over whether referendums can settle a policy issue. Extract adapted from a House of Lords Library Briefing that was prepared in advance of a July 2018 House of Lords debate on the impact of referendums upon parliamentary democracy. 0 4 Analyse, evaluate and compare the arguments in the above extracts regarding the impact of referendums upon democracy in the UK. [25 marks] Turn over for Section C Turn over ► IB/G/Jun24/7152/1 4 Section C – Essay Question Answer either question 5 or question 6. In your answer you should draw on material from across the whole range of your course of study in Politics. Either 0 5 ‘UK political parties should be funded by the state.’ Analyse and evaluate this statement. [25 marks] or 0 6 ‘Social class is still the main influence on voting behaviour in the UK.’ Analyse and evaluate this statement. [25 marks] END OF QUESTIONS Copyright information For confidentiality purposes, acknowledgements of third-party copyright material are published in a separate booklet. This booklet is published after each live examination series and is available for free download from Permission to reproduce all copyright material has been applied for. In some cases, efforts to contact copyright-holders may have been unsuccessful and AQA will be happy to rectify any omissions of acknowledgements. If you have any queries please contact the Copyright Team. Copyright © 2024 AQA and its licensors. All rights reserved. IB/G/Jun24/7152/1 A-level POLITICS 7152/1 Paper 1 Government and politics of the UK Mark scheme June 2024 Version: 1.0 Final MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. 2 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark near the top of the level because of the Level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. 3 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 Section A Levels of response mark scheme for 9-mark questions 0 1 Explain and analyse three ways in which Labour Party ideology has changed under its different leaders. [9 marks] 0 2 Explain and analyse three ways in which backbench MPs can influence policy within the legislative process. [9 marks] 0 3 Explain and analyse three ways in which pressure groups promote democracy in the UK. [9 marks] Target AO1: 6 marks, AO2: 3 marks Level Marks Descriptors 3 7–9  Detailed knowledge of relevant political concepts, institutions and processes is demonstrated and appropriate political vocabulary is used (AO1).  Thorough explanations and appropriate selection of accurate supporting examples demonstrate detailed understanding of relevant political concepts, institutions and processes (AO1).  Analysis of three clear points is structured, clearly focused on the question and confidently developed into a coherent answer (AO2). 2 4–6  Generally sound knowledge of political concepts, institutions and processes is demonstrated and generally appropriate political vocabulary is used (AO1).  Some development of explanations and generally appropriate selection of supporting examples demonstrate generally accurate understanding of relevant political concepts, institutions and processes, though further detail may be required in places and some inaccuracies may be present (AO1).  Analysis is developed in most places, though some points may be descriptive or in need of further development. Answers, for the most part, are clearly expressed and show some organisation in the presentation of material (AO2). Students who only make two relevant points will be limited to this level. 1 1–3  Limited knowledge of political concepts, institutions and processes is demonstrated and little or no appropriate political vocabulary is used (AO1).  Limited development of explanations and selection of supporting examples demonstrate limited understanding of relevant political concepts, institutions and processes, with further detail required and inaccuracies present throughout (AO1).  Analysis takes the form of description for the most part. Coherence and structure are limited (AO2). Students who only make one relevant point will be limited to this level. 0 0  Nothing worthy of credit. 4 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 0 1 Explain and analyse three ways in which Labour Party ideology has changed under its different leaders. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following:  explanation and analysis of Labour as a socialist party, an ideology based upon equality, common ownership and redistribution of wealth. Responses should address the aims of social democracy and how this has changed under the different strands of socialism advocated by the leadership  explanation and analysis of ‘Old Labour’ ideology under the leadership of Michael Foot, with power pushed down to the grassroots and policies becoming more left-wing (eg ‘tax and spend’, increase in nationalisation of finance and industry, nuclear disarmament). Responses may focus upon how and why the party struggled electorally (eg 1983 manifesto, ‘longest suicide note in history’; splits in the party, ‘gang of four’; Thatcherism)  explanation and analysis of Blair’s New Labour project (‘third way’), repositioning the party on the political spectrum by moving the party to the centre ground (eg ‘triangulation’, rewriting Clause IV, dropping ‘tax and spend’, commitment to social values). Responses may focus upon how and why this led to electoral success (eg 1997, 2001 landslides; three consecutive terms) with ‘catch all policies’ (eg devolution, minimum wage, ‘education, education, education’). Some may also analyse the impact of Gordon Brown as Chancellor and Prime Minister  explanation and analysis of the movement of the party slightly towards the left under Ed Miliband and the more dramatic break with New Labour under the leadership of Jeremy Corbyn and a return to a left-wing programme (Old Labour) of policies, such as economic socialism (renationalisation of energy firms, abolition of tuition fees) and trade unionism. Analysis may focus upon the electoral fortunes of the party under Corbyn (increased share of the vote, 2017; collapse of ‘red wall’, 2019; increased party membership)  explanation and analysis of the movement of the party back towards the centre under the leadership of Keir Starmer (eg The Road Ahead document, 2021, which stated that the role of government is to be a partner to private enterprise, not stifle it). Students are required to consider only three ways. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples they will receive a maximum of three and six marks respectively. 5 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 0 2 Explain and analyse three ways in which backbench MPs can influence policy within the legislative process. [9 marks] Indicative content In their explanations and analysis, students should be expected to cover areas such as the following:  explanation and analysis of the legislative process from first to final readings, recognising the nature of each stage, voting procedures and the degree of backbench participation. Some stages are mere formalities (first reading). Analysis of the process may be demonstrated in terms of the opportunities afforded to backbenchers  explanation and analysis of parliamentary debates and voting (eg second reading, third reading). Backbenchers can mobilise the threat of rebellions to defeat legislation or extract key concessions, with examples provided for analysis (Blair and 90-day detention, 2005). Size of government majority has a bearing upon the effectiveness of rebellions (coalition, supply and confidence, large majority, party balance in composition of public bill committees). Defeats at second reading are rare, but may occur (Thatcher and Sunday Trading 1986)  explanation and analysis of stages where amendments can be tabled by backbench MPs, such as in public bill committees and the report stage. Analysis may focus upon the impact of the governing party having a majority (composition of committees, power to guillotine, influence of the party whips, debates) but that tabled amendments may be incorporated in to bills (eg Yvette Cooper’s successful amendment to the Finance Bill 2019)  explanation and analysis of the private members’ bills procedure (eg Stalking Protection Act 2019). Analysis may focus upon time constraints and why many fail to become law. Candidates may explain a range of ways in which legislation can be introduced by MPs such as ballot bills, presentation bills and 10 minute rule bills each method is creditworthy. Students are required to consider only three ways. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples they will receive a maximum of three and six marks respectively. 6 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 0 3 Explain and analyse three ways in which pressure groups promote democracy in the UK. [9 marks] Indicative content In their explanations and analysis, students should be expected to cover areas such as the following:  explanation and analysis of pluralism (Dahl) and the positive roles performed by pressure groups in dispersing power, with social media enabling more groups and social movements (eg Black Lives Matter, Extinction Rebellion) to communicate their message. Some responses may analyse how the ‘holacratic’ structure of some groups further enhances democracy or how groups use a wide range of democratic institutions as access points (eg devolved legislatures and assemblies, elected mayors)  explanation and analysis of how pressure groups check power, with the expertise of some ensuring effective scrutiny of government (eg BMA and the sugar tax). Some responses may develop the concept of insider and outsider status for analysis of the types of groups that have closer access to the ‘corridors of power’  explanation and analysis of how pressure groups enhance representation of marginalised groups, acting as a safety valve, increasing accountability and forcing unpopular or non-party issues on to the political agenda (eg Howard League for Penal Reform, Liberty). Some responses may argue that this helps to prevent tyranny of the majority but may lead to too many groups being focused upon their own set of interests and issues (‘hyperpluralism’)  explanation and analysis of how pressure groups encourage alternative methods of political participation in an era of declining party membership and differential turnout at elections, with a number of groups having large memberships (eg RSPB, National Trust). Some responses may argue that not all members are politically active  explanation and analysis of how groups promote political education and debate, enabling citizens and policy-makers to become better-informed (eg 2016 Act for the Act campaign; Marcus Rashford and FareShare; NSPCC). Students are required to consider only three ways. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples they will receive a maximum of three and six marks respectively. 7 MARK SCHEME – A-LEVEL POLITICS – 7152/1 – JUNE 2024 Section B Levels of response mark scheme for 25-mark extract-based essay 0 4 Analyse, evaluate and compare the arguments in the above extracts regarding the impact of referendums upon democracy in the UK. [25 marks] Target AO1: 5 marks, AO2: 10 marks, AO3: 10 marks Level Marks Descriptors 5 21–25  Detailed and accurate knowledge and understanding of relevant political concepts, institutions and processes are used to support analysis of the issue under discussion (AO1).  Analysis of the extract is balanced and confidently developed (AO2).  Comparisons are well explained, are focused on the question and fully supported with relevant and developed examples (AO2).  Evaluation of the above leads to well substantiated conclusions that are consistent with the preceding discussion (AO3).  Relevant perspectives and/or the status of the extract are successfully evaluated in the process of constructing arguments (AO3).  The answer is well organised, coherent and has a sustained analytical focus on the question (AO2). 4 16–20  Accurate knowledge and understanding of relevant political concepts, institutions and processes are used to support analysis of the issue under discussion, though further detail may be required in places (AO1).  Analysis of the extract is balanced and developed, though some elements of the analysis could be expanded and/or developed further (AO2).  Comparisons are relevant to the questions as set, and supported with examples (AO2).  Evaluation leads to conclusions that show some substantiation and are consistent with the preceding discussion (AO3).  Relevant perspectives and/or the status of the extract are evaluated in constructing arguments, although in some places there could be further development (AO3).  The answer is well organised, analytical in style and is focused on the question as set (AO2). 3 11–15  Generally sound knowledge a