Paper 1 Section A Flashcards
DONE
2018
2019
Identify one function of a magistrate. (1)
Identify one function of a magistrate.
Award 1 mark for:
• A law officer who presides over court cases in their local community
• Magistrates hear less serious criminal and civil cases
• They also preside over preliminary hearings in more serious cases,
before they are tried in higher courts
• Decide sentences
AO1 = 1
Define the term ‘digital democracy’ (1)
Define the term ‘digital democracy’.
Award 1 mark for:
• Definition or example
• A definition referring to how the internet is used as a way of allowing
citizens to get involved in the political process
• Examples of digital democracy (such as online campaigns and
petitions) which serve as a definition
AO1 = 1
Identify two differences between petitions and referendums. (2)
Identify two differences between petitions and referendums.
Award 1 mark for each correct answer up to a maximum of 2.
Responses might include:
Petition • List of signatures calling for change • Petitions allow for wider participation • Government are under no obligation to act in response to a petition
Referendum • A yes/no vote called by the government • Referendums normally allow for participation by registered voters only • Governments are expected to act in accordance with referendum outcomes AO1 = 2
Using an example, explain the meaning of the term ‘demonstration’ in the context of
active citizenship. (2)
Using an example, explain the meaning of the term ‘demonstration’ in the
context of active citizenship.
Award 1 mark for correct understanding of the term and 1 mark for an
appropriate example.
• A demonstration is a street-based form of public protest
• The example may relate to the student’s own citizenship activity or to
relevant activities undertaken by the broader community
• Historic and non UK examples will be awarded marks
AO1 = 2
Explain one reason why people wishing to bring about change might choose to join a
political party. (2)
Explain one reason why people wishing to bring about change might
choose to join a political party.
Award 1 mark for identifying a valid reason and 1 mark for developing an
explanation by using evidence or an example.
Reasons might include:
• Hope to change party policy
• A desire to get elected to political office, with a wish to work with other
people to support a cause
• A wish to join together with other like-minded individuals in order to pursue a common cause or causes
The reason may relate to the student’s own citizenship activity or to relevant activities undertaken by the broader community e.g. how some of
those who wanted the UK to leave the EU, joined UKIP.
AO1 = 2
Examine why people wishing to bring about change in society may choose to use the media.
In your response you should refer to Source A and examples of other groups who have used the media. (8)
``
source A -
The pressure group Surfers Against Sewage (SAS) was started in 1990 by a small
group of Cornish surfers and beach-lovers.
They were against the dumping of raw sewage into the sea where they surfed. Now the group is an environmental charity.
The charity SAS campaigns to protect the UK’s seas and beaches for everyone to enjoy safely and sustainably.
From the beginning, SAS used the media to educate the public and put pressure on people in power.
The group did not have the money to pay for advertising, but the members made sure they got free media coverage by using methods such as dressing in full surfing kit when lobbying Westminster politicians.
More recently, SAS have published environmental reports and press releases to
communicate their ideas to the public.
The group’s Marine Litter Report (2014) was reported in local and national press. The 2015 visit of Prince Charles to the SAS ‘Ocean Plastics Awareness Day’ was also reported in local and national press.
Indicative Content
It allows groups to reach out to an audience far beyond their immediate
membership
• Groups with limited material and financial resources gain free media
coverage by engaging in highly visual forms of physical protest
• Media exposure allows groups to recruit more members
• Positive media coverage can enhance the group’s legitimacy in the
eyes of the government
• Answers at the top Level of response are likely to demonstrate an awareness of the way in which different groups may use the media in
different ways
• Each of the points made will incorporate the use of suitable examples
For example, Source A shows protesters from the group Surfers Against
Sewage achieving wider media coverage by staging a photo-opportunity
outside of the Houses of Parliament. The group 38 Degrees benefits from
the relatively low cost of online activism to engage with its 1.9 million
members and encourage wider awareness and support for its campaigns.
The RSPCA use their involvement in television programmes such as ‘The
Dog Rescuers’ and ‘Animal Rescue’ to raise awareness of their activities,
widen their membership, and encourage donations.
AO2 = 4 AO3 = 4
Explain one way your interactions with individuals or groups outside the classroom
helped you with your investigation. (2)
`Explain one way your interactions with individuals or groups outside the
classroom helped you with your investigation.
Indicative content
Limited (1 mark) Individuals or groups are identified, interactions may be
described.
Developed (2 marks) Individuals or groups are identified and interactions
may be described – but there is also some attempt to show how such
links helped with the investigation e.g. providing technical or material
assistance.
AO1 = 2
Discuss which part of your investigation process was the most difficult and explain
why. (4)
ndicative content
The response will contain the following elements:
• One area of difficulty will be clearly identified and explained
• This area may relate to any part of the investigation, from initial
research, through to interactions with external agencies, or the task or
‘end-goal’ at the heart of the citizenship action
• There will be a clear attempt to show why this particular part of the
investigation presented the greatest difficulties
AO2 = 4
Evaluate the extent to which your investigation was an example of effective active
citizenship (6)
AO1
This account will discuss the nature of the citizenship task and of the
action taken as part of the investigation. There will be a clear account of
the action which will involve:
• What was planned to happen
• What actually took place
AO3
Answers may refer to:
• How the aims or goals of the action enhance citizenship
• The extent to which action positive citizenship outcomes
• Awareness of ways the action could have delivered better citizenship
outcomes
• Evidence which supports the claims/outcomes
AO1 = 2
AO3 = 4
Analyse the ways in which your research helped you to carry out your investigation.
Your answer should refer to:
• the range and type of research you did
• how your initial research helped you to choose this issue to investigate
• how research helped you to identify your investigation aims
• how you made sure your research was reliable
• how your research helped you to develop your investigation.
[12 marks]
AO2
The response will demonstrate:
• The students own participation in the investigation
• The research aspect of the investigation
• Linkage between the research undertaken and planning the
citizenship action
AO3
The response will:
• Explain the primary and/or secondary research carried out when
planning the citizenship action e.g. specific reference(s) should be
made to the kinds of resources that were used and the nature and
extent of interaction with individuals outside of the immediate school
environment as part of the research phase.
• Analyse ways research helped to inform the choice of issue to
investigate and ways research helped to identify the investigation
aims e.g. specific reference(s) should be made to the way in which
material discovered or the greater understanding gained during the
research phase was used in the planning of the citizenship action.
• Analyse ways the student ensured the research was reliable eg by
making reference to the kinds of sources used, describing the method
for deciding on the reliability and an evaluation of the reliability.
• Demonstrate ways research enabled effective planning e.g. there
should be some sense of the way in which the research undertaken in
preparation for the citizenship action resulted in a more effective
outcome than might have been the case without it.
AO2 = 4
AO3 = 8
Identify one role played by a pressure group.
Identify one role played by a pressure group.
Award one mark for identifying one role.
Examples might include:
• educating the public (and/or government) about issues
• representing (or campaigning for) the interest of their members
• enabling people to discuss/meet/develop ideas
• raising funds for a specific Government
• pressure on the Government
• specific examples of actions.
Award marks for any other relevant answer.
AO1 = 1
Define the term ‘political party’.
• a definition referring to a group of people who stand for election • group of people who share political interests • an example of a party that serves as a definition, e.g. the Labour Party is an organisation created to protect the interests of working class people.
Citizens can hold people in positions of power to account.
Explain one way this can be done.
[2 marks]
Responses might include:
• they can use their vote (1) to appoint/remove politicians from office(1)
• they can ask their MP (1) to ask parliamentary questions of ministers
on their behalf (1).
Explain the term ‘lobbying’.
Give one example to support your answer.
[2 marks]
• lobbying is the attempt to persuade a politician to vote/act in a
particular way
• the example may relate to the student’s own citizenship activity or to
relevant activities undertaken by the broader community, eg writing to
an MP, delivering a petition, visit Parliament in person to talk to an MP
to try to persuade them
