Our vision is to transform interested students into knowledgeable and informed political scientists. We aim to develop in our students the political knowledge of both UK and US Government and Politics which they will then be able to critically apply to address the key political issues of the day in a balanced and informed manner Through wider reading and research, and through their engagement with political issues and ideas, as well as with the main political ideologies, our students will develop into politically literate and engaged young adults.
Teachers: JH, MH, CH & NCD
4Our vision is to transform interested students into knowledgeable and informed political sc44ientists. We aim to develop in our students the political knowledge of both UK and US Government and Politics which they will then be able to critically apply to address the key political issues of the day in a balanced and informed manner Through wider reading and research, and through their engagement with political issues and ideas, as well as with the main political ideologies, our students will develop into politically literate and engaged young adults.
● Create politically literate and engaged young adults
● Critically tackle current political issues
● Develop critical thinking through wider reading & research
● Our vision is to transform interested students into knowledgeable and informed political scientists.
Year 12 Module UK GOV 1: The UK Constitution
Content: Nature & sources of the UK Constitution, Constitutional change since 1997, impact of devolution, debates on further reform.
Module UK POL 1: Democracy & Participation
Content: Current systems of representative democracy and direct Democracy; The features, similarities and differences. Advantages and disadvantages and the consideration of the case for reform
A wider franchise and debates over suffrage; Key milestones in the widening of the franchise in relation to class, gender, ethnicity and age The work of the suffragists/suffragettes to extend the franchise
Start Module UK GOV 2: UK Parliament
Content: Structure & role of the House of Commons & House of Lords, comparative powers, legislative process, Parliament-Executive interaction
Start Module UK POL 2: Political parties
Content: Political Parties; The functions and features of political parties in the UK’s representative democracy. Party funding and debates on current system
Established Political Parties; The origins and historical development of the Conservative, Labour and Liberal Democrat Party’s Current policy on the economy, law and order, welfare and foreign affairs.
Emerging and minor UK political parties; Importance and case study of three minor parties.
Start Module UK GOV 3: Prime Minister & the Executive
Content: The structure, role, and powers of the Executive; Its structure, including PM, the Cabinet, junior ministers and government departments. Its main roles, including proposing legislation, proposing a budget, making policy decisions within laws and budget. The main powers of the Executive, including Royal Prerogative powers, initiation of legislation and secondary legislative power The concept of ministerial responsibility; individual and collective ministerial responsibility
Start Module UK GOV 4: Relations between branches
Content: Supreme Court, Executive-Parliament relationship, influence of EU on UK Government, location of sovereignty.
Start Module UK POL 3: Electoral Systems
Content: Functions of an electoral system, Workings of FPTP, Different electoral systems, referendums & how they are used, electoral system analysis
Finish off Relations between branches
Start Political Ideologies module: Liberalism
Start Module UK POL 4: Voting Behaviour & the media
Content: Demographic factors influencing voting behaviour, non-demographic explanations for voting behaviour, Case studies of 3 key general elections, influence of the media
Content: Core ideas & principles (individualism, freedom, state, rationalism, equality, liberal democracy); differing views & tensions within socialism (classical, modern); Key thinkers (John Locke, Mary Wollstonecraft, John Stuart Mill, John Rawls, Betty Friedan)
Finish Voting Behaviour & the Media
UK:
1: an understanding of the emergence and development of the UK’s democratic system and the similarities, differences, connections and parallels between direct and indirect democracy.
2.) a critical evaluation of role of the individual in the political process and their relationship with the state and their fellow citizens.
3.) a fundamental understanding of the nature of law making and UK constitution, assessing where, how and by whom political decisions are made with further comparisons with other political systems
4 ) Exploring the main branches of Government, relationships and balance of power between them, with a consideration of where sovereignty now lies within this system
5 ) Understanding of the factors which influence voting behaviour and the viability of the electoral system they are voting in.
The
Floreat schola Cryptiensis: “to flourish “
Our vision is to transform interested students into knowledgeable and informed political scientists. We aim to develop in our students the political knowledge of both UK and US Government and Politics which they will then be able to critically apply to address the key political issues of the day in a balanced and informed manner Through wider reading and research, and through their engagement with political issues and ideas, as well as with the main political ideologies, our students will develop into politically literate and engaged young adults.
Teachers:
JH, MH, CH & NCD
Year 13 CH
T&L Module 1: The US constitution
Content: The nature of the Constitution; the main aims & principles of the US Constitution; its founding; the Bill of Rights & other amendments; constitutional amendment & the role of the SC; federalism & constitutional change. Debates about its effectiveness today.
NCD
T&L Module 2: The Supreme Court, Rights & Liberties
Content: The nature and role of the SC; the appointment process, the SC & public policy; the protection of rights & liberties; race & rights in the USA today
JHs
Recap & consolidate T&L Module 2: Liberalism
Content: Core ideas & principles (individualism, freedom, state, rationalism, equality, liberal democracy); differing views & tensions within socialism (classical, modern); Key thinkers (John Locke, Mary Wollstonecraft, John Stuart Mill, John Rawls, Betty Friedan)
NCD & CH
Completion of modules 1 & 2
NCD
T&L Module 3: The US Congress
Content: the structure of Congress; The functions of Congress; interpretations & debates
CH
T&L Module 4: The Presidency
Content: Formal sources of presidential power as outlined in the US Constitution and their use; Informal sources of presidential power and their use; The presidency over time; Interpretations & debates of the US presidency
JHs
T&L Module 2: Conservatism
Content: Core ideas & principles (pragmatism, tradition, human imperfection, organic society, paternalism, libertarianism); differing views & tensions within socialism (traditional, one-nation, new right); Key thinkers (Thomas Hobbes, Edmund Burke, Michael Oakeshott, Ayn Rand, Robert Nozick)
NCD & CH
Completion of modules 3 & 4
JHs
T&L Module 3: Socialism
Content: Core ideas & principles (collectivism, common humanity, equality, social class, workers’ control); differing views & tensions within socialism (revolutionary socialism, social democracy, third way); Key thinkers (Karl Marx, Beatrice Webb, Rosa Luxembourg, Anthony Crosland, Anthony Giddens)
NCD & CH
T&L Module 5: Democracy & Participation
Content: Electoral systems in the USA; Campaign finance; The key ideas and principles of the Democratic and Republican parties; The current conflicts and tendencies and the changing power and influence that exist within the parties. Coalition of supporters for each party; Interest groups in the USA –their significance, resources, tactics and debates about their impact on democracy; Interpretations and debates of US democracy and participation including
JHs
T&L Module 4: Feminism
Content: Core ideas & principles (sex & gender, patriarchy, personal is political, equality feminism & difference feminism, intersectionality); differing views & tensions within feminism (liberal, socialist, radical & post-modern feminism); key thinkers (Charlotte Perkins Gilman, Simone de Beauvoir, Kate Millett, Sheila Rowbotham, Bell Hooks)
Revision for all teachers
NCD/CH to revise all US content plus links to UK for paper 3 and to support papers 1 & 2
JHs to revise ideologies & UK content for papers 1 and 2
A level exam
USA:
1: a deep understanding & critical appraisal of the nature of US Government and the role of, and relationship between, the different branches of US Government and between federal and state governments within a federal system;
2: an understanding of the rights and liberties of US citizens & an evaluation of how well they are protected today;
3: an understanding of the nature of US democracy and an evaluation of its strengths and weaknesses;
4: an appraisal of the similarities and differences between US and UK Government and Politics
5: An understanding of the historical context which impacted how key principles of conservatism, liberalism & socialism developed
6: Ability to analyse the divisions within each ideology & evaluate the degree to which they are cohesive & united
7: Ability to analyse how key thinkers have influenced each ideology's principles & focus.
Cultural Capital – 'the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human achievement and creativity' Through their studies of UK and US Politics & Government students will develop:
An understanding of the fundamental importance of democracy in helping to create trust and citizenship within society
An understanding that democratic societies require the active consent and involvement of their citizens to be able to function well
An appreciation of different ideas which give rise to different analyses to the causes, and improvement of societal problems and concerns
An awareness of the importance of equal rights which give rise to tolerance, diversity and mutual respect within society
Justification for structure of POS:
The
Floreat schola Cryptiensis: “to flourish “
Our vision is to transform interested students into knowledgeable and informed political scientists. We aim to develop in our students the political knowledge of both UK and US Government and Politics which they will then be able to critically apply to address the key political issues of the day in a balanced and informed manner Through wider reading and research, and through their engagement with political issues and ideas, as well as with the main political ideologies, our students will develop into politically literate and engaged young adults.
Teachers: JH, MH, CH & NCD
Year 12 Politics:
● We start the course by looking at the “UK Constitution” and “Democracy and Participation” modules as this gives students an introductory understanding about the importance of participation in politics as well as the foundation of our government and law.
● Teaching “Parliament” and the “Prime Minister and the Executive” modules alongside each other, provides students the opportunity to compare the two branches of government and link any crossover of powers which will support the next, more challenging, aspect of the course
● The final aspect of Component 2 “Relations between Institutions” should only be taught after students have completed the above modules as direct understanding of all components of government will be needed
● “Political Parties”, is taught before “Electoral systems” as it is necessary to understand the role of parties before understanding the system in which we vote for them.
● Finally, “Voting Behaviour and the Media” and “Liberalism” are taught last in year 12. “Voting Behaviour” is taught here because students need to appreciate the system of voting and the different political parties first, before looking at voting trends and the role of the media “Liberalism” is taught here as it begins the teaching for “Political Ideologies” a big focus for year 13
● 2023-24 UPDATE:
o This year Meggie tried out a different sequencing to see if understanding key developments in the Labour and Conservative Party (e g New Labour and Thatcherism) will help students understand the role and influence of PMs especially as we look at Blair and Thatcher as well as the 1997 and 1979 elections in the course Meggie has concluded that teaching political parties first has not impacted their understanding of this module (they received a class average of 70% in their most recent facts tests - higher than other years) and she will reflect on students' understanding of the PM after term 3. If this is also successful then Meggie will propose an official programme of study change.
o Cory is teaching UK Constitution, UK Parliament & Relations between institutions through a series of enquiry questions – we will evaluate the effectiveness of this at the end of the academic year
▪ Does the UK Constitution need to be codified?
▪ How effective is the UK at protecting rights?
▪ Individual vs Collective rights?
▪ How effective is Parliament at performing its function?
▪ How effective is Parliament at scrutinising the executive?
▪ Has the process of devolution weakened parliamentary sovereignty?
▪ Does the UK need to democratise further? Has democratisation since 1997 gone too far?
▪ Who holds more power in the UK; parliament or the executive?
▪ Is the Supreme Court too powerful?
▪ Is the Supreme Court democratic?
▪ Are rights sufficiently protected in the UK?
The
Floreat schola Cryptiensis: “to flourish “
Our vision is to transform interested students into knowledgeable and informed political scientists. We aim to develop in our students the political knowledge of both UK and US Government and Politics which they will then be able to critically apply to address the key political issues of the day in a balanced and informed manner Through wider reading and research, and through their engagement with political issues and ideas, as well as with the main political ideologies, our students will develop into politically literate and engaged young adults.
Teachers: JH, MH, CH & NCD
▪ Are efficient checks on executive/parliament/Supreme Court?
▪ Does the UK have a sufficient constitution that provides an effective check on the executive?
Year 13 Political Ideology:
● Liberalism is chronologically speaking the first political ideology that existed – therefore it makes sense to teach this first. Conservatism is partly a backlash to liberalism and has older roots thus is taught second. Finally socialism is the most recent ideology & either builds on or takes issue with parts of conservatism & liberalism – therefore this is taught last.
● Feminism is taught after all the core political ideologies, as it builds on many of these concepts, as it is a more recent ideological development. It can only really be understood with knowledge of the core political ideologies. Feminism is taught because of it’s value in a recently mixed school environment.
Year 13 USA:
● The American course starts with an examination of the US Constitution: a detailed understanding of that document and the debates which shaped it, remain the foundation upon which any study of contemporary US Government and Politics rests.
● At the same time as studying the US Constitution, which provides for the framework of both federal and state government, as well as the rights and liberties of US Citizens, students will explore the role and powers of the Supreme Court in both upholding and reinterpreting the Constitution, as well as its role in upholding and advancing the fundamental rights and liberties that were set out in the Constitution and in the Bill of Rights of 1791.
● Having a secure knowledge and understanding of the US Constitution and the role of the Supreme Court, students will then develop an understanding of the other two branches of US Federal Government established in the Constitution - the legislature (Congress) and the executive (Presidency).
● Students will study Congress, which was intended to be the most powerful branch of the US Federal Government, and the Presidency at the same time: this will enable a comparison of their relative powers today and whether each branch of federal government has now become too powerful, and/or dysfunctional.
● The course will be completed through an examination of American democracy and political participation: the Founding Fathers created a representative form of government, through which government at all levels was to be accountable to the citizens of the new Republic. Students will explore the extent to which America is democratically governed today through an examination of elections, political parties and pressure groups.
● In each of the above topics, students will also spend time comparing US Government and Politics with their knowledge and understanding derived from their Year 12 work of UK Government and Politics, to consider both the similarities and differences between the two systems of government.
