A-LEVEL Government and Politics

Transcription

1 A-LEVEL Government and Politics GOV3B Ideologies Report on the Examination Specification 2150 June 2016 Version: 1.0

2 Further copies of this Report are available from aqa.org.uk Copyright 2016 AQA and its licensors. All rights reserved. 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.

3 GOV3B Ideologies General Comments The majority of students answered each question set with only a handful experiencing timemanagement issues. The majority also managed to allocate an even amount of time to each question, although there were some students who gave an overly-lengthy answer to their first 10-mark question. Spelling and grammar was of variable quality, with no real discernible difference from last year s paper. A number of students also attempted the 30-mark questions first. The overall quality of scripts was very pleasing with many students maintaining a clear focus on the question set and demonstrating the necessary evaluative skills. However, in a number of cases all the students from certain centres answered the same questions. Once again, it must be emphasised that centres need to teach the whole of the course because any question might well require a brief reflection upon all ideologies covered in the specification. Students must also be encouraged to revise all sections of the course rather than those ideologies they find the most interesting. As is always the case, the best students were able to offer a sophisticated answer in terms of parallels and contrasts (particularly in answer to question 2). Topic 1: Liberalism Liberalism was one of the most popular topics. Question 01 Most students managed to identify that liberalism holds a positive view of human nature, often via a contrast with the more pessimistic tone of conservatives. Students were also able to expand upon this observation with specific policies. It was pleasing to note that several theorists were referenced in a proper context such as John Stuart Mill, William Beveridge, John Rawls and Jeremy Bentham. Indeed, it was common for students to reference John Locke s argument that without laws, man has no freedom and to show a sound awareness of utilitarianism. Better students managed to identify the distinction between the two main strands of liberalism and the subtle difference in their views concerning human nature, placing this into a broader context about the role of the state. Better students were able to explore the liberal assumption that the individual is a rational actor. Question 02 The majority of students managed to correctly distinguish between neo-liberalism and the New Right. However, some students confused neo-liberalism with new (or social/progressive) liberalism. The question clearly requires an understanding of two distinct ideologies, and centres are once again reminded of the need to teach the entire specification and that students must revise the whole course. A number of policies common to both ideological traits were identified such as privatisation and de-regulation. Policies that divide the two strands include attitudes towards marriage, law and order, cultural diversity and so on. There was sound awareness of the coalition government and relevant policies enacted by the Tories-Lib Dems alongside an awareness of contemporary developments such as the Orange Bookers. Theorists discussed ranged from Friedrich von Hayek, Milton Friedman and Robert Nozick alongside concepts such as the invisible hand (Adam Smith). The best students constructed a logical argument with relevant examples 3 of 6

4 alongside a synoptic awareness of the relationship between neo-liberalism and the New Right. This usually entailed some understanding of American politics. Topic 2: Socialism This topic was less popular than either liberalism or conservatism. Question 03 The majority were able to comprehend the meaning of socialism and revolution. Most students were also confident about the distinction between the various strands of socialism; although students should avoid general terms like traditional socialists. A number of theorists were widely employed including Marx, Engels, Crosland and Bernstein. Few students deviated from the UK, but there were sporadic mentions of the Soviet Union. Students also identified policies such as nationalism and the emergence of New Labour. Some even referenced the third way, although this was not essential towards gaining high marks. Virtually all students argued that socialism could not be described as revolutionary except for the Marxist school of thought. Students also used terms such as gradualism/incrementalism, proletariat, bourgeoisie and class conflict. Question 04 Most argued that Labour could not be labelled a truly socialist party, although they had at times implemented a series of left-wing policies. It was common for students to contrast the relatively leftwing approach of Attlee and developments under New Labour. Virtually all students managed to cover both sides of the argument. However, the emphasis was much more upon policies rather than theorists. In addition, most students limited their discussion to the Labour Party. Better students however could reflect upon the movement as a whole, with specific reference to the role played by trade unions and left-wing pressure groups. Think tanks and the co-operative movement were also referred to by high-end students. There was also some attempt at a synoptic awareness covering the historical development of the Labour movement, with the general argument reflecting a move towards the centre whilst in government. There was frequent reference to the 1983 manifesto as the longest suicide note in history but only limited reference to Jeremy Corbyn and his attachment to socialism. Topic 3: Conservatism Questions on conservatism were about as popular as those set on liberalism. Question 05 Most students argued cogently that conservatism was fundamentally opposed to equality. This was usually based on notions such as natural hierarchy. That said, many students were aware of pragmatic attempts by the Conservative Party to support equality (such as equality of opportunity and equal/gay marriage). Better students managed to place their understanding in a broader context such as the noblesse oblige implied by the mindset of paternalism, and of the need to secure elected office. A good range of theorists was discussed, although some students placed an overt emphasis upon policies to the exclusion of theorists like Burke, Disraeli, Scruton and Oakeshott. High-end students employed concepts such as original sin, safety net, dependency culture and conservative opposition to abstract notions such as egalitarianism. One of the most 4 of 6

5 common quotes used was Disraeli s observation that when the cottagers are happy, the castle is safe. Question 06 The vast majority of students were able to explain how the two different strands of conservatism view the role of the state. This was usually supported with relevant examples. For instance, Margaret Thatcher was widely used in order to illustrate social authoritarianism combined with laissez-faire capitalism. The main focus was on the economy and the welfare state, although policies aimed at maintaining law and order also featured heavily. Better students were able to reference key theorists (such as Edmund Burke, Robert Nozick, Keith Joseph) whilst substantiating their argument along with pressure groups like the Adam Smith Institute. However, there was a tendency to use vague notions such as traditional conservatives or authoritarian conservatives. Students should also be encouraged to adopt a more synoptic approach rather than relying only upon the United Kingdom. 30-mark questions provide students with an opportunity to show a degree of synoptic awareness, and centres should reflect on this during the course. Topic 4: Fascism Questions on fascism were the least popular. Question 07 The vast majority of students who attempted this question offered a cogent definition of totalitarianism. Students were also able to expand with relevant illustrations. It was common for students to quote Gentile (everything for the state, nothing against the state; nothing outside the state). There was also a pleasing discussion of concepts such as the cult of leadership, the use of propaganda, mythology and corporatism alongside theorists such as Chamberlain, de Gobineau and Nietzsche. There is, however, a tendency for students to concentrate solely upon the Nazis under Hitler and the Italian regime headed by Mussolini. It should be emphasised that there are other fascist leaders and regimes which could be included in their answers. Students should be prepared to consider other inter-war examples alongside contemporary developments such as Islamo-fascism. Question 08 Most students argued that fascism is an oppositional ideology and that anti-rationalism is one of its key features. Many answers sought to explain the term rationalism and why this is inconsistent with fascist teachings. There was a pleasing level of historical analysis here, both in terms of the fascist slogan 1789 is dead and the rise of fascism as a response to fears of rationalist-based ideologies (notably Marxism). Better students were able to discuss the various elements of fascist ideology, and that anti-rationalism is just one aspect one might consider. As with Question 7, there was an over-reliance upon Nazi Germany and Fascist Italy. It should also be noted that the UKIP is not a fascist party, although the BNP could legitimately be termed fascist or quasi-fascist (along with the EDL in regards to pressure groups). 5 of 6

6 Mark Ranges and Award of Grades Grade boundaries and cumulative percentage grades are available on the Results Statistics page of the AQA Website. Converting Marks into UMS marks Convert raw marks into Uniform Mark Scale (UMS) marks by using the link below. UMS conversion calculator 6 of 6