Please note this curriculum is with reference to students beginning Year 12 in 2022
In term 1, students will begin their study of UK politics by examining the different forms of democracy that operate in in the UK: direct democracy and representative democracy. Students will assess the merits of each and review the status of UK democracy regarding turnout rates, political party membership and other forms of participation. Students will also examine the role of pressure groups, think tanks, corporations, and lobbyists and whether these groups are healthy for UK democracy.
In addition, students will begin their study of UK Government with an exploration of the UK constitution, its historic development and its nature and sources. Students will review the changes made to the UK constitution after the election of Labour under Tony Blair in 1997, with a particular focus on devolution.
The rightful use of power in accordance with pre-set criteria or widely-held agreements, such as a government’s right to rule following an election or a monarch’s succession based on the agreed rules.
All individuals express their opinions themselves and not through representatives acting on their behalf. This type of democracy emerged in Athens in classical times and direct democracy can be seen today in referendums.
A more modern form of democracy through which an individual selects a person (and/or political party) to act on their behalf to exercise political choice.
Franchise and suffrage both refer to the ability/right to vote in public elections. Suffragettes were women campaigning for the right to vote on the same terms as men.
A lobbyist is paid by clients to try to influence the government and/or MPs and members of the House of Lords to act in their clients’ interests, particularly when legislation is under consideration.
A type of democracy in which a government makes decisions as a result of the interplay of various ideas and contrasting arguments from competing groups and organisations.
A flaw in the democratic process where decisions are taken by people who lack legitimacy, not having been appointed with sufficient democratic input or subject to accountability.
A lack of engagement by a significant number of citizens to relate to the political process either by choosing not to vote or to join or become members of political parties or to offer themselves for public office.
A body of experts brought together to collectively focus on a certain topic(s) – to investigate and offer solutions to often complicated and seemingly intractable economic, social or political issues.
A set of rules determining where sovereignty lies in a political system, and establishing the relationship between the government and the governed.
A constitution with no special procedure for amendment.
A constitution not contained in a single written document.
A political system where all legal sovereignty is contained in a single place.
The principle that Parliament can make, amend or unmake any law, and cannot bind its successors or be bound by its predecessors.
The principle that all people and bodies, including government, must follow the law and can be held to account if they do not
Laws passed by Parliament.
Laws made by judges where the law does not cover the issue or is unclear.
Traditions not contained in law but influential in the operation of a political system.
Works written by experts describing how a political system is run, they are not legally binding but are taken as significant guides.
Formal agreements with other countries, usually ratified by Parliament
The dispersal of power, but not sovereignty, within a political system.
Students will examine a range of concepts such as the protection of human rights, the advantages of a democratic system, the rule of law and liberal values.
Students will examine alternative methods of participating in politics, such as partaking in petitions, protest and pressure groups. By analysing the causes such groups campaign for, students will develop an awareness of power of working collectively.
Please note this curriculum is with reference to students beginning Year 12 in 2022
Term 2 will see students continue their study of UK politics with an exploration of the role of the major political parties, namely the Conservatives, Labour, and the Liberal Democrats. In addition, students will also examine minor and emerging UK political parties and the factors affecting their success or otherwise. Lastly, students will investigate the theory behind the different party systems that potentially operate in the UK.
Alongside the study of political parties, students will continue with their study of UK Government with a thorough examination of Parliament, both the House of Commons and the House of Lords. Students will investigate the legislative process as well as assessing the effectiveness of parliament in fulfilling its roles of representation, legislation and scrutiny.
Key Labour principles embodying nationalisation, redistribution of wealth from rich to poor and the provision of continually improving welfare and state services, which largely rejected Thatcherite/ free-market reforms or a Blairite approach.
A revision of the traditional Labour values and ideals represented by Old Labour. Influenced by Anthony Giddens, the ‘Third Way’ saw Labour shift in emphasis from a heavy focus on the working class to a wider class base, and a less robust alliance with th
A paternalistic approach adopted by Conservatives under the leadership of Benjamin Disraeli in the 19th century and continued by David Cameron and Theresa May in the 21st century, that the rich have an obligation to help the poor
There are two elements – (i) the neo (or new) Conservatives who want the state to take a more authoritarian approach to morality and law and order and (ii) the neo-liberals who endorsed the freemarket approach and the rolling back of the state in people’s
Classical liberalism is a philosophy developed by early liberals who believed that individual freedom would best be achieved with the state playing a minimal role.
Modern liberalism emerged as a reaction against free-market capitalism, believing this had led to many individuals not being free. Freedom could no longer simply be defined as ‘being left alone’.
The way or manner in which the political parties in a political system are grouped and structured. There are several variants that could apply to the UK, these include one-party dominant, two-party, two-and-a-half party and multi-party systems.
A widely-used term for those who desire change, reform and alteration to the way in which society operates. Often this involves radical criticisms of the capitalism made by liberal and socialist parties.
This term reflects support for the status quo, little or no change, stressing the need for order, stability and hierarchy – generally relates to Conservative parties.
The British legislature made up of the House of Commons, the House of Lords and the monarch.
The primary chamber of the UK legislature, directly elected by voters.
The second chamber of the UK legislature, not directly elected by voters.
The rights to remove the government and to grant or withhold funding. Also used to describe a type of informal coalition agreement where the minority partner agrees to provide these things in exchange for policy concessions.
The convention whereby the House of Lords does not delay or block legislation that was included in a government’s manifesto.
The right of MPs or Lords to make certain statements within Parliament without being subject to outside influence, including law.
Proposed laws passing through Parliament
Committees responsible for looking at bills in detail.
MPs or Lords who do not hold any government office.
Committee responsible for scrutinising the work of government, particularly of individual government departments.
The MPs and Lords who are not members of the governing party or parties.
Through the study of political parties in the UK, students will be exposed to a multitude of political ideas and views, allowing them to formulate their own political beliefs.
Students will understand the importance of communities in the constituency model that is a key feature of UK democracy
Please note this curriculum is with reference to students beginning Year 12 in 2022
Term 3 will see students examining the various electoral systems used for elections throughout the UK. Students will compare the merits and of FPTP with STV, AV and AMS electoral systems and engage in the debate around further electoral reform. There will also be an in-depth look at the role of referendums in UK politics through a series of case studies.
In conjunction with their study of UK politics, students will also explore the executive branch of the UK government. Students will gain knowledge and understanding of the structure, role, and powers of the executive, the concept of individual and collective ministerial responsibility and the role of the Prime Minister and cabinet. Students will assess the influence of a number of prime ministers, including Thatcher and Blair and their influence on both their inner cabinet and wider government.
An electoral system where the person with the most number of votes is elected. Victory is achieved by having one more vote than other contenders – it is also called a plurality system.
A hybrid electoral system that has two components or elements. The voter makes two choices. Firstly, the voter selects a representative on a simple plurality (FPTP) system then a second vote is apportioned to a party list for a second or ‘additional’ repr
This system allows voters to rank their voting preferences in numerical order rather than simply having one voting choice. In order to obtain a seat, a candidate must obtain a quota. After the votes are cast, those with the least votes are eliminated and
This is a majoritarian system. The voter makes two choices (hence the term ‘supplementary’). If one candidate obtains over 50% on the first vote then the contest is complete, if no candidate attains this level, all but the top two candidates remain. Then
A seat in which the incumbent has a considerable majority over the closest rival and which is largely immune from swings in voting choice. The same political party retains the seat from election to election.
A seat held by the incumbent with a small majority. Marginal seats are important as they are where the outcomes of elections are decided.
government that enters office but which does not have a majority of seats in the legislature (Parliament). This makes passing legislation very difficult.
A government that is formed of more than one political party. It is normally accompanied by an agreement over policy options and office of state, as was the Conservative-Liberal-Democrat coalition from 2010–2015
The collective group of Prime Minister, Cabinet and junior ministers, sometimes known as ‘The Government’.
The Prime Minister and senior ministers, most of whom lead a particular government department.
An MP or member of the House of Lords appointed to a position in the government, usually exercising specific responsibilities in a department.
A part of the executive, usually with specific responsibility over an area such as education, health or defence.
A set of powers and privileges belonging to the monarch but normally exercised by the Prime Minister or Cabinet, such as the granting of honours or of legal pardons.
Powers given to the Executive by Parliament to make changes to the law within certain specific rules.
The principle by which ministers are responsible for their personal conduct and for their departments.
Principle by which ministers must support Cabinet decisions or leave the Executive.
An executive dominated by one individual, this may be a President but is also used to describe a strong, dominant Prime Minister.
The subject of politics covers British values in depth. Students will gain an enhanced understanding of how their vote works and as such make more informed judgments.
Students will gain an appreciations of how the executive works in a collaborative fashion, with the Prime Minister 'first among equals'.
Please note this curriculum is with reference to students beginning Year 12 in 2022
In term 4, students finalise their study of UK politics by studying voting behaviour and the media.
Students will explore the social factors that determine voter behaviour in the UK through quantitative analysis. In addition, students will explore the impact of non-social factors such as the salient issues, leadership, and the media. The above factors will be examined through case studies of UK general elections including 1979, 1997 and 2019.
Students' study of UK government will culminate with an analysis of the relations between the governmental branches. Here, students will explore how the various institutions in the UK interact with one another. There is particular emphasis on the judiciary and how the 2005 Constitutional Reform Act separated the executive and judiciary in the UK.
The process where individuals no longer identify themselves as belonging to a certain class and for political purposes fail to make a class connection with their voting pattern
The process where individuals no longer identify themselves on a long-term basis by being associated with a certain political party
The perceived ability of the governing party in office to manage the affairs of the state well and effectively. It can also be a potential view of opposition parties and their perceived governing competency if they were to secure office
A process of disengagement with politics and political activity. Having no confident in politics and politicians as being able to solve issues and make a difference. Manifested in low turnout at elections and poor awareness of contemporary events.
In its manifesto, a political party will spell out in detail what actions and programmes it would like to put in place if it is successful in the next election – a set of promises for future action
The successful party following an election claims it has the authority (mandate) to implement its manifesto promises and also a general permission to govern as new issues arise
The highest court in the UK political system.
The principle that judges should not be influenced by their personal political opinions and should remain outside of party politics
The principle that judges should not be influenced by other branches of government, particularly the Executive
The power of the judiciary to review, and sometimes reverse, actions by other branches of government that breach the law or that are incompatible with the Human Rights Act
A government that dominates Parliament, usually due to a large majority, and therefore has few limits on its power
A political and economic union of a group of European countries
The principle of free movement of goods, services, capital and people within the EU’s single market
The legal right to exercise sovereignty – i.e. sovereignty in theory.
The political ability to exercise sovereignty – i.e. sovereignty in practice.
Literally ‘beyond the powers’. An action that is taken without legal authority when it requires it.
Students will become aware of the factors that impact success at the ballot box and in turn make more informed judgements about the information they consider when forming their own judgements about politics.
Students will understand how the branches of government interact with each other in a collective fashion, with each branch providing accountability to the other.
Please note this curriculum is with reference to students beginning Year 12 in 2022
Term 5 will see students examine two of the three core ideologies that have influenced political thought in the UK: liberalism and conservatism. There will be an in-depth examination of the origins of each of these ideologies and how each ideology developed and evolved through the prism of key thinkers associated with each ideology. Students will assess the various strands within each ideology, such as classical liberalism and modern liberalism within the liberal tradition and one-nation conservatism and the New Right within conservatism. Ultimately students will assess the tensions within each ideology and evaluate its coherence.
The Conservative belief that society is naturally organised in fixed tiers, where one’s position is not based on individual ability
For Conservatives, this is the idea that people in higher positions in society are best able to make decisions in the interests of the whole society; authority thus comes from above
That society should adapt to changing circumstances rather than reject change outright and risk rebellion and/or revolution
That society is made up of self-interested and self-sufficient individuals (also known as egoistical individualism)
The duty of the wealthy and privileged to look after those less fortunate
A rejection of permissiveness, which is the belief that people should make their own moral choices, suggesting there is no objective right and wrong.
Belief whose ideas favour drastic political, economic and social change.
The traditional conservative belief that humans are flawed in a number of ways which makes them incapable of making good decisions for themselves
A preference towards minimal government intervention in business and the state.
The idea that knowledge comes from real experience and not from abstract theories
Rights that all humans have by virtue of being born which cannot be taken away (also known as natural rights and inalienable rights).
The idea that all individuals have the same legal and political rights in society.
The idea that all individuals should have equal chances in life to rise and fall
The idea that the state/society is set up with agreement from the people to respect its laws which serve to protect them
A society organised on the basis that success is based on ability and hard work
A willingness to respect values, customs and beliefs with which one disagrees.
The role of government is limited by checks and balances, and a separation of powers because of the corrupting nature of power.
The idea that individual freedom is associated with self-interest and self-reliance (see also atomism)
The idea that individual freedom is linked to human flourishing
The absence of external constraints in society as well as no interference in the private sphere
The absence of external constraints in society as well as no interference in the private sphere
An economic system that requires government involvement to stimulate the economy to achieve full employment and price stability.
The idea that individuals should be free to do anything except harm other individuals
The idea that the role of the state must be restricted in order to preserve individual liberty
A larger state that helps individuals to achieve their potential and be free
By showing an understanding of a multitude of ideological beliefs, students will be in a healthy position to begin crafting their own ideological positions.
Whilst students may begin to cultivate their own ideological beliefs, they should also gain an appreciation of how a multitude of different ideological beliefs form the fabric of a healthy and tolerant society
Please note this curriculum is with reference to students beginning Year 12 in 2022
Term 6 will see students examine the last of the core ideologies that have influenced political thought in the UK: socialism. Students undertake an in-depth examination of the origins the ideology and how it developed and evolved through the prism of key thinkers associated with it, such as Marx and Webb. Students will assess the various strands within the ideology, such as classical Marxism and Third way socialism. Ultimately students will assess tensions within the ideology and evaluate its coherence.
Alongside their study of core ideologies, students will also study a non-core ideology from the following options: Anarchism, Ecologism, Feminism, Multiculturalism and Nationalism. Students will again explore the origins and development of the ideology through the prism of five key thinkers, whilst assessing the tensions between strands.
The bonds of comradeship between human beings
Working collectively to achieve mutual benefits
An economic system, organised by the market, where goods are produced for profit and wealth is privately owned
Is the common ownership of the means of production so that all are able to benefit from the wealth of society and to participate in its running
The communal organisation of social existence based on the common ownership of wealth
A parliamentary route, which would deliver a long-term, radical transformation in a gradual, piecemeal way through legal and peaceful means, via the state
An ideological system, within socialism, that drew on the writings of Marx and Engels and has at its core a philosophy of history that explains why it is inevitable that capitalism will be replaced by communism
A move to re-define socialism that involves a less radical view of capitalism and a reformed view of socialism
A distribution of wealth that is morally justifiable and implies a desire to limit inequality
The self-understanding of social class that is a historical phenomenon, created out of collective struggle
Marxist theory that the economic base (the economic system) forms the superstructure (culture, politics, law, ideology, religion, art and social consciousness)
A process of development that occurs through the conflict between two opposing forces. In Marxism, class conflict creates internal contradictions within society, which drives historical change
Government intervention – can stabilise the economy and aims to deliver full employment and price stability
By showing an understanding of a multitude of ideological beliefs, students will be in a healthy position to begin crafting their own ideological positions.
Whilst students may begin to cultivate their own ideological beliefs, they should also gain an appreciation of how a multitude of different ideological beliefs form the fabric of a healthy and tolerant society.