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Government and Politics Autumn CPD 2012 GP1 and GP2. Skills issues at AS level. Better time management/ sustained responses across 2 whole questions Little evidence of planning (esp part (c)) Handwriting issues – illegibility and informality Careless usage of terminology Accuracy issues.
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Skills issues at AS level • Better time management/ sustained responses across 2 whole questions • Little evidence of planning (esp part (c)) • Handwriting issues – illegibility and informality • Careless usage of terminology • Accuracy issues
Skills issues at AS level • Part (a) – many candidates earn 4 or 5 marks. • Better on GP2 than GP1 (slightly) • Advice remains: • Define • Develop • Fact or example About 4-5 lines in total
Skills issues at AS level • Part (b) • Main problems: • Lack of range (only one point made) • Essay response (too long) • Descriptive response (explanation is needed) • Lists without development • Insufficient use of extract
Skills issues at AS level • Part (b) advice remains: • 3 factors or reasons is about right (3 paragraphs) • At least 1 will be in the extract • Need to explain not just describe PEELformula, ‘explain’ words (see Teacher Guide) • No requirement for an introduction and conclusion
Skills issues at AS level • Part (c) – improving slowly! • Too many candidates with good knowledge stuck at level 2 • Too many essays that are a list of points; no indication of how they answer the question set • Too much description; not enough focus and analysis • Incorrect assertions/ generalisations
Skills issues at AS level • What ensures candidates reach level 3 for part (c)? • Deal with the view in the question first – range, arguments,focus/ structure • Deal with counter-arguments next – range, arguments, focus/structure • Cover most/ all of the topic area in the spec - range • Relevant example for each paragraph – range and depth • Apply K&U to specific question set (PEEL), no ‘model answers’ – depth,arguments, focus • Brief introduction, conclusion that sums up overall answer to question set – arguments, focus/structure AO1AO2 AO3
Skills issues at AS level • Implications for teaching: • Balance of content teaching to skills teaching • Progressive development of skills • Skills practice/ use of scripts • Clarity about what is examined in each topic area (Teacher Guide) • Need to build in identification of examples • Balance of range to depth: candidates need to be able to adapt and use the range of knowledge they have, and develop it
Issues of content – GP1 • Topic 1 – models of voting behaviour, importance of partisan alignment today, knowledge of core voting for major and minor parties • Topic 2 – focus on systems in the specification: FPTP, AMS, STV, AV is not there (and not in use in UK). Accuracy of knowledge of how they work. Referendums are not an electoral system (see Teacher Guide)
Issues of content – GP1 • Topic 3 – detailed knowledge across a range of parties, factions, examples of parties’ impact, Wales • Topic 4 – examples of pressure group success (case studies?), New Social Movements
Issues of content – GP2 • Topic 1 – the judiciary, range of arguments about whether the UK needs a written constitution, how the British Constitution works in practice • Topic 2 – detailed K&U of the 3 functions in the specification for both Westminster and Wales: how they work, and how effective they are
Issues of content – GP2 • Topic 3 – the dynamism and interdependence of the institutions of the Core Executive, recent developments, examples of special advisors at Westminster and Wales levels • Topic 4 – local government