CCEA GCSE Specification in Government and Politics EF/15 DRAFT FOR CONSULTATION October 2011 For first teaching from September 2013 For first assessment and award in Summer 2015 Subject Code: [****]
Foreword This booklet contains CCEA s General Certificate of Secondary Education (GCSE) in Government and Politics for first teaching from September 2013. We have designed this specification to meet the requirements of the following: GCSE Qualifications Criteria; and Common Criteria for all Qualifications. We will make the first full award based on this specification in summer 2015. We will notify centres in writing of any major changes to this specification. We will also publish changes on our website at www.ccea.org.uk The version on our website is the most up-to-date version. Please note that the web version may be different from printed versions.
Subject Code QAN XXXX??????????? A CCEA Publication 2011 You may download further copies of this publication from www.ccea.org.uk 3
Contents 1 Introduction 1.1 Aims 1.2 Key features 1.3 Prior attainment 1.4 Classification codes and subject combinations 2 Specification at a Glance 3 Subject Content 3.1 Section 1: Basic Political Ideas 3.2 Section 2: Democracy in Action 3.3 Section 3: International Politics 4 Scheme of Assessment 4.1 Assessment opportunities 4.2 Assessment objectives 4.3 Assessment objective weightings 4.4 Quality of written communication 4.5 Reporting and grading 5 Grade Descriptions 6 Links 6.1 Support 6.2 Curriculum objectives 6.3 Integration of Skills 6.4 Examination entries 6.5 Equality and inclusion 6.6 Contact details Appendix Glossary of assessment terms 4
1 Introduction This specification sets out the content and assessment details for our GCSE course in Government and Politics. This specification is for first teaching from September 2013. We will make the first awards for this specification in 2015. You can view and download the latest version of this specification on our website at www.ccea.org.uk. The specification builds on the broad objectives of the Northern Ireland Curriculum. It is also relevant to key curriculum concerns in England and Wales. The Northern Ireland curriculum emphasises local and global citizenship and recognises the need for students to address political issues as part of the preparation for adult life. Government and Politics enables students to critically examine and reflect upon a range of relevant issues, for example: Who has power and authority in society and why? How can we make government more effective? How should representatives and leaders be chosen? How can people make informed political decisions? What should be the most important priorities of government? How should international conflicts be resolved? Government and Politics provides students with knowledge and skills which allows them to critically investigate and analyse problems, evaluate information and evidence and arrive at reasoned conclusions and judgements. It provides opportunities for students to communicate ideas orally and in writing and to use information and communication technology to access, interpret and analyse political information. Government and Politics helps students to develop their problem-solving ability, thinking and study skills. It also provides opportunities to work with other students in teams. Government and Politics opens up a wide range of further learning opportunities and career choices. It combines well with other social sciences and the humanities, with foreign languages and with vocational subjects such as business and law. Students with government and politics qualifications are well placed for careers in political research, government services, business and professions such as teaching and the law. 1.1 Aims This specification aims to encourage students to: develop an interest in political issues and the business of government; actively participate in community life and political decision-making; use an enquiring, critical approach to distinguish between fact and opinion, build arguments and make informed judgements; apply their knowledge, understanding and skills to issues in a range of local, national and global contexts; understand the perspectives of different members of the local, regional, national and international communities; 5
consider the moral issues that arise as a result of the impact of political and governmental decisions; and recognise that their knowledge, understanding and skills help them to understand current events and provide a basis for their role as citizens, and for the possible further study of Government and Politics. 1.2 Key features The key features of the specification appear below: This course offers opportunities to build on the skills and capabilities developed through the delivery of the Key Stage 3 curriculum in Northern Ireland. This course allows students the opportunity to develop the application of skills to real-life contexts. These skills are embedded within this specification. There is a single tier of entry and no controlled assessment requirement. The content and assessment are aligned with the objectives of the Northern Ireland Curriculum and key curriculum concerns in England and Wales. The course makes a major contribution to the development of students capability as active citizens. The specification provides a sound foundation for the study of Government and Politics and related subjects at AS level. A comprehensive package of support materials will be made available to assist teachers and students. 1.3 Prior attainment Students taking this course should have the ability to communicate ideas in writing and handle information presented in the media in a variety of forms. 1.4 Classification codes and subject combinations Every specification is assigned a national classification code that indicates the subject area to which it belongs. The classification code for this qualification is XXXX. Progression to another school/college Should a student take two qualifications with the same classification code, schools and colleges that they apply to may take the view that they have achieved only one of the two GCSEs. The same view may be taken if students take two GCSE qualifications that have different classification codes but have content that overlaps significantly. Students who have any doubts about their subject combinations should check with the schools and colleges that they wish to attend before embarking on their planned study. Centres in England Centres in England should also be aware that, for the purpose of the School and College Achievement and Attainment Tables, if a student enters for more than one GCSE qualification with the same classification code, only one grade (the highest) will count. 6
2 Specification at a Glance The table below summarises the structure of this GCSE course: Content Assessment Weighting Availability 1. Basic political ideas 2. Democracy in action 3. International politics Students take two papers which are set and marked by CCEA examiners. Each paper can cover any aspect of the subject content detailed in Section 3 of the specification. Paper 1: 1 hour 15 minutes. Report writing exercise based on a prereleased case study. Centres can make the case study available to students from January in the year of the examination. Paper 2: 1 hour 45 minutes. Includes a range of different question types compulsory short answer and source questions and one essay from a choice of four. 40% 60% Summer only Summer only 7
3 Subject Content We have divided the course into five sections. The content of each section together with its respective learning outcomes appears below. There is no prescribed teaching order and teachers are free to organise this content as they wish. 3.1 Basic political ideas This section introduces students to the basic ideas that underpin the understanding of political systems and decision-making. It allows students to explore the rights and responsibilities of individuals in a democratic society and to examine how the law protects rights and enforces responsibilities. Content Learning Outcomes Power, authority, legitimacy and accountability understand the meaning of power; explain some of the different sources of power in society and how these are exercised; understand some of the ways in which the exercise of power is constrained; understand that authority is legitimate power and consider who should be given authority in society; examine how those who hold power can be held to account for what they do; and understand the meaning and role of a constitution. Democracy and the alternatives understand that democracy means the rule of the people; appreciate that most modern democracies are representative; consider some of the alternatives to democracy such as dictatorship, oligarchy, plutocracy, theocracy and bureaucracy; and consider the pros and cons of different ways of ruling society. 8
Content Individual rights, responsibilities and the rule of law Learning Outcomes identify the rights that individuals are entitled to as citizens; identify the responsibilities that individuals are expected to fulfil as citizens; consider whether citizens rights and responsibilities should be limited or extended; explain what laws are and why a society needs them; explain the role of the judiciary and the importance of its independence; and consider whether there are circumstances in which individuals or groups might be justified in disobeying the law. 9
3.2 Democracy in action This section gives students the opportunity to study how democracy works in the UK and to consider whether it produces legitimate and effective government. It gives students an understanding of the reasons for and functions of political parties in a democracy. It provides an opportunity for students to explore some of the major differences in the ideologies, aims and policies of national and regional political parties in the UK and to analyse their electoral performance. It enables students to look at the different types of electoral system used within the UK and proposals for electoral reform. It also allows them to explore the role of pressure groups in democratic society. Content Learning Outcomes The UK Parliament understand the main roles of the UK s Parliament and government including representation, legislation and debate; distinguish between the parts played by the House of Commons and House of Lords; explain how laws are made by Parliament; and consider how citizens are affected by decisions made by Parliament and Government and whether the UK system produces legitimate and effective government. Devolution understand the meaning and purpose of devolution; explain the main functions and features of the Northern Irish and Welsh Assemblies and the Scottish Parliament; and consider the pros and cons of devolution and whether the powers of the devolved assemblies and Parliament should be increased. Local Government understand the main functions of local councils; and consider how citizens are affected by local government and how legitimate and effective it is. Reasons for and functions of political parties understand the main reasons for having political parties and explain the main functions they perform. 10
Content Learning Outcomes Party ideologies, aims and policies understand the political ideologies that underpin the main national and regional political parties in the UK: conservatism, liberalism, socialism, unionism and nationalism; understand the major aims and policies of these parties; and compare the stances of the parties on major issues such as the economy, education, health, the environment and crime. Electoral performance examine how and why the electoral performance of the main political parties has changed over the last three elections. Electoral systems and reform understand the major features of the different types of electoral system used within the UK; and compare these systems and consider the cases for and against electoral reform. Pressure groups understand the meaning and purpose of pressure groups; distinguish between different types of pressure group and provide examples of each; explain how pressure groups may try to achieve their aims; and evaluate the contribution of pressure groups to democracy. 11
3.3 International politics This section allows students to examine how politics is conducted internationally and to consider the parts played by international institutions such as the G20 and United Nations. It also enables them to investigate one other political system in some depth and to compare it with that of the UK. Content Learning Outcomes Interdependence explain why countries are increasingly interdependent; and consider the types of issues that might require international cooperation. Conflict and its resolution understand the factors that cause some societies to be divided and illustrate these with examples; explain how major conflicts within and between countries may be resolved peacefully; and consider if, and when, countries or international bodies may be justified in using force. International bodies explain the roles played by bodies such as the United Nations, NATO and G20 in securing greater international cooperation and resolving disputes and conflicts between countries. Other political systems investigate one major political system from the following list: the European Union, France, Germany, the Republic of Ireland or the United States of America; describe the main features of the constitution, political institutions, electoral system, political parties and current political issues of this system; and compare and contrast these features and issues with those of the UK. 12
4 Scheme of Assessment 4.1 Assessment opportunities You can see the availability of the examinations in Section 2 of this specification. 4.2 Assessment objectives Below are the assessment objectives for this specification. Students must: demonstrate knowledge and understanding of relevant institutions, political concepts, terms and issues (AO1); apply skills, knowledge and understanding in a variety of contexts (AO2); and analyse and evaluate evidence, construct reasoned arguments and reach appropriate conclusions making use of relevant political vocabulary (AO3). 4.3 Assessment objective weightings The table below sets out the assessment objectives for each assessment component and the overall GCSE qualification: Assessment Objective Assessment objective weighting for each component Overall Weighting Paper 1 Paper 2 AO1 27% 40% 35% AO2 40% 30% 34% AO3 33% 30% 31% 13
4.4 Quality of written communication In GCSE Government and Politics, students must demonstrate their quality of written communication. In particular, students must: ensure that text is legible and that spelling, punctuation and grammar are accurate so that meaning is clear; select and use a form and style of writing appropriate to their purpose and to complex subject matter; and organise information clearly and coherently, using specialist vocabulary where appropriate. Examiners assess the quality of students written communication in their responses to questions or tasks that require extended writing and which include AO3 within their assessment. 4.5 Reporting and grading We award GCSE qualifications on an eight grade scale from A* to G, with A* being the highest. For students who fail to attain a grade G, we report their results as unclassified (U). We award grades that match the grade descriptions detailed in Section 5. 14
5 Grade Descriptions Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content in the specification; they are not designed to define that content. The grade awarded depends in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates performance in the assessment may be balanced by better performances in others. Grade Description A Candidates demonstrate an accurate and detailed knowledge and understanding of relevant political institutions, concepts, terms and issues. They select and organise information from a wide variety of sources to investigate political issues in a variety of contexts. They use a wide range of skills appropriately and apply their knowledge and critical understanding effectively to address problems and issues. They effectively analyse and critically evaluate political information, arguments and explanations, distinguish between facts and opinions where appropriate, and reach reasoned conclusions using a range of relevant evidence, examples and political vocabulary. C Candidates demonstrate knowledge and understanding of relevant political institutions, concepts, terms and issues. They select and organise information from a variety of sources to investigate political issues in different contexts. They use a range of skills and apply their knowledge and understanding relevantly to address problems and issues. They analyse and evaluate political information, arguments and explanations, on occasions distinguishing between facts and opinions, and reach conclusions using some appropriate evidence, examples and political vocabulary. 15
F Candidates demonstrate some basic knowledge and understanding of relevant political institutions, concepts, terms and issues. They show some ability to select and organise simple information to investigate political issues. They use a limited range of skills and apply some knowledge and understanding relevantly to begin to address problems and issues. They present political information, arguments and explanations in their own words but rarely distinguish between facts and opinions. They may make some basic points for or against a particular position and begin to draw conclusions, but make only limited use of evidence, examples and political vocabulary. 16
6 Links 6.1 Support We provide the following resources to support this specification: our website; a subject microsite within our website; and specimen papers and mark schemes. Over time, we intend to expand our range of support to include the following: past papers and mark schemes; Chief Examiner s reports; an exemplar scheme of work; support seminars for teachers; a resource list; a course companion for students; and exemplification of examination performance. You can find our Annual Support Programme of events and materials for Government and Politics on our website at www.ccea.org.uk 6.2 Curriculum objectives This specification addresses and builds upon the broad curriculum objectives for Northern Ireland, England and Wales. In particular, it enables students to: develop as individuals and contributors to the economy, society and environment by thinking critically about political issues; engage with the moral, ethical, social, legislative and cultural issues that may influence political attitudes and responses to government proposals and decisions; consider the effects of political decisions on the health and safety of workers and consumers; evaluate the implications of European political developments such as the enlargement of the EU; appreciate the international and global significance of governmental decisions; develop skills that contribute to their employability such as the ability to think for themselves and communicate effectively in a variety of forms; and make effective use of information and communication technology. 17
6.3 Integration of Skills This specification provides opportunities for students to develop the following nationally recognised Key Skills: Application of Number; Communication; Improving Own Learning and Performance; Information and Communication Technology; Problem-Solving; and Working with Others. You can find details of the current standards and guidance for each of these skills on the Ofqual website at www.ofqual.org.uk. 6.4 Examination entries Entry codes for this subject and details on how to make entries are available on our Qualifications Administration Handbook microsite, which you can access at www.ccea.org.uk Alternatively, you can telephone our Examination Entries, Results and Certification team using the contact details provided in this section. 6.5 Equality and inclusion We have considered the requirements of equalities legislation in developing this specification. GCSE qualifications often require the assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare students for a wide range of occupations and higher level courses. The GCSE criteria identify whether any of the competences presented a potential barrier to any students with disabilities. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability and equality groups and with people with disabilities. During the development process, we carried out an equality impact assessment. This was to ensure that we identified any additional potential barriers to equality and inclusion. Where appropriate, we have given consideration to measures to support access and mitigate barriers. Reasonable adjustments are made for students with disabilities in order to reduce barriers to access assessments. For this reason, very few students will have a complete barrier to any part of the assessment. 18
It is important to note that where access arrangements are permitted, they must not be used in any way that undermines the integrity of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Access Arrangements and Special Consideration: Regulations and Guidance Relating to Candidates Who Are Eligible for Adjustments in Examinations. 6.6 Contact details The following list provides contact details for relevant staff members and departments: Specification Support Officer: (telephone: (028) 9026 1200, extension 2291, email: aashfield@ccea.org.uk) Officer with Subject Responsibility: (telephone: (028) 9026 1413, email: nheard@ccea.org.uk) Examination Entries, Results and Certification (telephone: (028) 9026 1262, email: entriesandresults@ccea.org.uk) Examiner Recruitment (telephone: (028) 9026 1243, email: appointments@ccea.org.uk) Distribution (past papers and support materials) (telephone: (028) 9026 1242, email: cceadistribution@ccea.org.uk) Support Events Administration (telephone: (028) 9026 1401, email: events@ccea.org.uk) Information Section (including Freedom of Information requests) (telephone: (028) 9026 1200, email: info@ccea.org.uk) Business Assurance (appeals) (telephone: (028) 9026 1244, email: appealsmanager@ccea.org.uk). 19
Appendix Glossary of Assessment Terms Term Definition Component A discrete, assessable element within a qualification that is not itself formally reported and for which the awarding body records the marks. May contain one or more tasks. External assessment Mark scheme A form of independent assessment in which question papers, assignments and tasks are set by the awarding body, taken under specified conditions (including detailed supervision and duration) and marked by the awarding body. A scheme detailing how credit is to be awarded in relation to a particular unit, component or task. Normally characterises acceptable answers or levels of response to questions/tasks or parts of questions/tasks and identifies the amount of credit each attracts. May also include information about unacceptable answers. Task Task marking A discrete element of external or controlled assessment that may include examinations, assignments, practical activities and projects. Specifies the way in which credit is awarded for candidates outcomes. Involves the use of mark schemes and/or marking criteria produced by the awarding body. 20