GCSE Citizenship Studies — 1CS0/01 Paper 1 Feedback

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Class Question Level Analysis (QLA)

Class Overview

🍎 Teacher Next Steps & Interventions

Question Breakdown

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Question	Topic / Title	Max Marks	Class Avg	Performance %	RAG Rating

Examiner's Report & Best Practice

May 2024

1. General Performance Overview

Overall: Candidates and centres performed creditably in this exam series. However, there were notable areas for improvement, with Theme B (Democracy at work in the UK) and, to a lesser extent, Theme C (Law and justice) continuing to be the most challenging sections for students.

Strongest question: Question 1(d), which asked for examples of how community cohesion is promoted, was answered very well by the vast majority of candidates. The multiple-choice question 1(b) on discrimination was also answered correctly by an overwhelming majority.
Weakest question: Multiple-choice question 1(a) on the UN Convention on the Rights of the Child was answered correctly by only a minority. Question 3(c), which required identifying issues of disagreement between political parties, also proved surprisingly difficult for many.
Common issue: A significant minority of candidates tended to repeat the knowledge presented in the 6-mark source questions (e.g., Q2, Q4d, Q6c) rather than applying this knowledge to show a working appreciation of its context. This was particularly evident in questions with an international example, where the task is to compare with the UK, not just repeat facts about the other country.

2. Deep Dive: Source Evaluation (Question 7d)

"Which view do you agree with more? Explain your answer, referring to the differing arguments made in both parts of the source." (12 Marks)

✅ What Went Well

The overwhelming majority of students understood the two opposing viewpoints on devolution presented in the source.
Most candidates were able to state which view they sided with and provide a verdict.
Many students were well-prepared for this style of evaluative question and understood the need to make a judgment.

❌ Common Errors

Simply summarising both sides of the argument without offering a personal, justified conclusion on which was more convincing.
Agreeing with one side and then agreeing with the other without a clear, comparative judgment or a final verdict.
Failing to adopt a nuanced approach that weighs the strengths and weaknesses of each argument before reaching a final, substantiated conclusion.

🏆 Examiner Exemplar

Overall, the Institute for Government's critical view is more persuasive as it is grounded in the complex realities that have emerged since devolution was introduced. While Tony Blair rightly argues that devolution brought 'lasting peace' to Northern Ireland, the Institute correctly highlights that the assembly has been 'suspended for as long as it has been in operation' and that deep community divisions 'remain'. This shows that the initial success has not been sustained. Furthermore, devolution has failed in other areas too. The Institute's evidence of uneven outcomes provides a more convincing and realistic assessment than Blair's more optimistic, historical perspective.
              

3. Deep Dive: The Essay (Question 8)

"The ages at which people become legally responsible – such as to drive, to marry, to work and to vote – need to be increased. How far do you agree with this view? Give reasons for your opinion, showing that you have considered different views on the topic." (15 Marks)

✅ What Went Well

The question was highly engaging, and a large number of students had clear, well-argued opinions.
Most students successfully considered both sides of the debate, as required by the question.
Many demonstrated good knowledge of specific issues, such as the high accident rates for young drivers and the arguments for lowering the voting age to 16.
Strong answers effectively linked the topic to core Citizenship concepts like rights, duties, and the values underpinning democracy.
Students were able to use real-world examples, such as joining the army at 18, to make powerful comparative arguments.

❌ Common Errors

A common point of confusion was the legal age for marriage. Many students were unaware that the law in England and Wales was changed in February 2023, raising the minimum age to 18, even with parental consent.
Weaker responses tended to be a series of disconnected statements rather than a well-structured, coherent argument.
Some answers failed to provide a clear, substantiated conclusion that directly answered the "How far do you agree?" part of the question.
A few responses relied on generalisations or stereotypes (e.g., "all young people are irresponsible") without providing evidence or nuance.

🏆 Examiner Exemplar

In the UK, there are age limits for certain activities for our safeness. Some of these examples are: driving, voting and marriage. Many argue that the age limit should be increased. However it is also argued that it should stay as it is.This is a great opening sentence that immediately shows the examiner the essay will be balanced and consider different views, a key requirement for high marks.

Majority of the population agree with the ages that the government has set for when you become legally responsible. This is because it gives us a sense of independence and allows us to help increase democracy. For example: the right to vote at the age of 18. If we were to increase the age we become legally responsible, it would hinder the UK's attempts to make Britain more democratic (as not everyone gets a say).Excellent. The student links a specific right (voting) directly to a core Citizenship concept (democracy) to build a strong argument.

In addition to this, at the age of 18 we are allowed to join the military - this is far more severe than voting or driving. It could result in dying at war, which is a greater responsibility than driving or getting married.This is a powerful and effective comparative point. It uses a high-stakes example to question the logic of increasing the age for lower-stakes responsibilities. If we are allowed to have such great responsibilities, then why wouldn't we be allowed to drive and vote at the age of 18?

Along with this, some may argue that getting married at 16 is irresponsible as we don't fully understand responsibilities yet. However, this is with parental consent which ensures that what happens is best for us.This is the main area of factual inaccuracy. While the reasoning is sound, the law in England and Wales changed in 2023 to make 18 the minimum age for marriage under any circumstances. The report noted this was a common point of confusion.

However, teenagers who drive from the ages of 18-25 are usually found in accidents. Studies show that 1 out of every 3 people (who are aged 18-25) get into severe car accidents and die.Using evidence and statistics, even if generalised, strengthens an argument significantly. It moves the point from a simple opinion to a supported claim. This increases the difficulties of the NHS and costs a lot more as the environment may also get damaged.

In conclusion, I believe that the ages the government have set for when we become legally responsible should remain how they are.A clear and decisive conclusion that directly answers the question. Despite the divorces and accidents, although people argue that it would cost the government more and risk the individual's life, at the end of the circumstances, they can learn from their mistakes and improve.This is a mature and reflective final point. It shows an understanding of the complexity of the issue and acknowledges that responsibility also involves learning from failure, which is a hallmark of a high-level response. For example: if an individual got into a car accident and passed away, his friend wouldn't begin doing the actions that individual did, rather, he would be cautious and ensure that he is safe.

Class Question Level Analysis (QLA)

Class Overview

🍎 Teacher Next Steps & Interventions

Question Breakdown

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Question	Topic / Title	Max Marks	Class Avg	Performance %	RAG Rating

Examiner's Report & Best Practice

May 2024

1. General Performance Overview

Overall: The cohort of 27 students achieved a class average of 40.8/80 (51%) with a pass rate (Grade 4+) of 67% (18 of 27 students). The strongest performance was in the multiple choice and short-answer sections, with Q7b (Institute for Government view, 89%), Q7a (Blair view, 93%) and Q1b (discrimination, 100%) all scoring very well. The weakest area by far was Q7c (Source Agreement, 13%), suggesting students struggled to identify points of agreement between the two sources. The higher-tariff extended writing questions (Q7d and Q8) also showed significant room for improvement.

Grade Distribution: Grade 8: 2 students | Grade 7: 1 | Grade 6: 3 | Grade 5: 7 | Grade 4: 5 | Grade 3: 6 | Grade 2: 2 | Grade U: 1
Source Analysis (Q7c): Only 13% average — the single biggest area of concern. Students consistently identified points of disagreement instead of agreement, or left the question blank.
Command Words: There was continued confusion between "Explain" (requires reasoning/linking) and "Identify" (requires simple recall), particularly in Q1c where repeated points scored only 2/4.
MCQ Knowledge Gaps: Q1a (UNCRC ratification, 41%) and Q4b (Prime Minister facts, 41%) reveal gaps in factual recall that straightforward revision could address.

2. Deep Dive: Source Analysis (Q7d)

"Which view do you agree with more?" (12 Marks)

✅ What Went Well

Most candidates correctly identified the two opposing views and chose a side.
Candidates successfully quoted text from Source A and B to support basic points.
The class average for Q7d was 4.89/12 (41%) — most students reached at least Level 2.

⚠️ Areas for Improvement

Evaluation: Many students described what the source said but didn't explain why one argument was stronger. This capped most responses at Level 2 (max 6 marks).
Own Knowledge: Candidates must bring in outside facts not in the source. Simply rewriting the source limits the score to Level 2.
Q7c linked failure: The very low score on Q7c (13%) suggests students did not read the source carefully enough before attempting Q7d.

🏆 Exemplar: Excellent Integration of Own Knowledge

Hover over the highlighted text to see the examiner's commentary.

"I agree with the Institute for Government that devolution has been uneven. The source states that "support for independence has grown to 45%", which contradicts Blair's aim of unity.EXAMINER COMMENT: 
Excellent use of the source. The student selects a specific statistic to directly challenge the opposing view. However, to evaluate this further, we must look at Northern Ireland. While the source mentions peace, it fails to mention the collapse of Stormont in 2017 and 2022 due to the RHI scandal and Brexit protocols.EXAMINER COMMENT: 
This is the 'Golden' standard. The student brings in precise OWN KNOWLEDGE (Stormont collapse, dates, specific reasons) that is NOT in the text to evaluate the success of devolution. This proves that devolution has not just failed to unite, but has led to governance failure."
                    

3. Deep Dive: The Essay (Q8)

"The ages of responsibility should be increased." (15 Marks)

✅ What Went Well

Most students attempted Q8 and addressed both sides of the argument — essential for accessing higher levels.
The brain development / prefrontal cortex argument appeared in several scripts and was well-used where it appeared.
Class average was 6.89/15 (46%) — solidly in Level 2/3 territory for most students.

⚠️ Areas for Improvement

Scope: Many students focused only on voting or driving. The best answers discussed marriage, criminal responsibility (age 10), and consent age.
Structure: Weak paragraphs often started with "I think..." rather than a clear thematic point.
Depth: To reach Level 4 (12–15 marks), students must develop each argument with specific evidence and explain its significance to the question.

🔍 Exemplar: Comparison of Conclusions

weak Conclusion:

In conclusion I think the ages should stay the same because young people are mature enough and it would be unfair to change them now.EXAMINER COMMENT: 
This is a weak conclusion. It simply repeats a personal opinion ("I think") without summarizing the key arguments discussed or offering a nuanced judgement.

Strong Conclusion:

In conclusion, a blanket increase in ages is inappropriate. While there is scientific evidence regarding brain development that supports raising the driving age to 21 to save lives,EXAMINER COMMENT: 
This is excellent. The student acknowledges a specific nuance (Driving) where the argument for 'raising' the age is valid. this does not justify delaying democratic rights. To raise the voting age would disenfranchise a generation who are already legally responsible for their own taxes and relationships.EXAMINER COMMENT: 
Strong justification. The student distinguishes between 'safety' rights (driving) and 'civic' rights (voting), providing a sophisticated final judgement.

Explain two principles or rights which support democracy in the UK. (4 marks)

Suggest two examples of how community cohesion is promoted in UK society. (2 marks)

Explain one reason why a government may need to temporarily restrict citizens' freedom of speech. (2 marks)

Explain how people's identities have now become more varied and widely accepted by society. (6 marks)

Name one of the principal roles of the Chancellor of the Exchequer. (1 mark)

Explain two of the main features of the UK's constitution. (4 marks)

Identify three issues on which the UK's major political parties often disagree. (3 marks)

Compare how the UK and North Korea differ in forming and selecting governments. (6 marks)

Suggest two types of case which a civil court will deal with. (2 marks)

Suggest three different methods used to punish offenders as a means of reducing crime. (3 marks)

Explain one way by which Youth Courts differ from other courts. (2 marks)

Identify two rights of a person when placed under arrest. (2 marks)

Using the source, explain the benefits that magistrates bring to our legal system. (6 marks)

Analyse the source to identify two areas on which there is agreement. (2 marks)

Which view do you agree with more? Explain your answer, referring to the differing arguments made in both parts of the source. (12 marks)

The ages at which people become legally responsible – such as to drive, to marry, to work and to vote – need to be increased. How far do you agree with this view? Give reasons for your opinion, showing that you have considered different views on the topic. (15 marks)

Model Answer (4 marks)

One principle that supports democracy is the rule of law.EXAMINER: This correctly identifies a key principle for one mark. This means that all citizens, including government ministers, are equal under the law and held accountable by independent courts, which prevents the abuse of power.EXAMINER: This provides a clear and accurate explanation of the principle, earning a second mark.

Another key democratic right is the right to vote in free and fair elections.EXAMINER: This identifies a second, distinct right for a third mark. This allows citizens to choose their representatives and hold the government to account, ensuring that power ultimately rests with the people.EXAMINER: The explanation of how this right supports democracy secures the final mark. Everyone gets a choice.EXAMINER: This is too vague and lacks the specific detail needed for the explanation mark.

Model Answer (2 marks)

One example is schools promoting 'British Values', such as mutual respect and tolerance for different faiths and beliefs, which helps young people to understand and appreciate diversity.EXAMINER: This is a specific and relevant example of promoting community cohesion, earning one mark. A second example is local councils organising multicultural festivals, which bring people from different backgrounds together to share their cultures and build positive relationships.EXAMINER: This provides another valid and distinct example for the second mark.

Model Answer (2 marks)

A government may need to restrict freedom of speech to prevent the incitement of hatred or violence.EXAMINER: This correctly identifies a valid reason for one mark. This is necessary to protect minority groups from harm and to maintain public order and community cohesion, as hate speech can lead to discrimination and conflict.EXAMINER: This develops the reason by explaining the potential consequences, earning the second mark. To stop people being mean.EXAMINER: This is too simplistic and does not use appropriate terminology to explain the legal or social justification.

Model Answer (6 marks)

People's identities have become more varied as society now recognises that individuals have multiple, layered identities, as suggested in Source A.EXAMINER: This uses the source as a stimulus to introduce the concept of multiple identities. The source notes that Londoners may identify with their city before their nationality, showing that local or regional identity can be very strong. This extends to other aspects of life, where a person's identity can be shaped by their profession, hobbies, and family, not just a single national label.

These varied identities are also more widely accepted, partly due to a greater celebration of diversity.EXAMINER: This links the source's point about diversity to wider knowledge. The source states that "Diversity is no longer a problem", reflecting a societal shift. This acceptance is supported by legislation like the Equality Act 2010, which protects people from discrimination based on characteristics such as their religion, sexuality, or ethnicity, legally reinforcing the acceptance of varied identities.

Furthermore, society has moved away from the rigid labelling of the past, allowing for more personal choice in identity.EXAMINER: This develops another point from the source with applied understanding. Source A claims that stereotyping is a "thing of the past" and individuals can "choose identities when they discover how they relate to them". While stereotypes still exist, there is far greater freedom for people to express themselves without fear of judgement, leading to a more tolerant and accepting society.

Model Answer (1 mark)

One of the principal roles of the Chancellor of the Exchequer is to manage the government's finances and set the annual budget.EXAMINER: This is a clear and correct identification of a key role. To help run the country.EXAMINER: This is too vague and could apply to any senior minister.

Model Answer (4 marks)

One main feature of the UK's constitution is that it is uncodified.EXAMINER: This correctly identifies a key feature for one mark. This means it is not written down in a single, authoritative document but is instead drawn from various sources, including statutes, conventions, and common law.EXAMINER: This explanation is accurate and detailed, earning the second mark.

A second feature is that the constitution is flexible.EXAMINER: This identifies another valid feature for the third mark. Because it is not entrenched in a single document, it can be changed by a simple Act of Parliament, making it easier to adapt to changing social and political circumstances compared to codified constitutions.EXAMINER: This explanation correctly links flexibility to the uncodified nature and provides a comparison, securing the final mark.

Model Answer (3 marks)

One issue is the level of taxation and public spending, with parties disagreeing on whether to raise taxes to fund public services or cut them to stimulate the economy.EXAMINER: This is a clear and specific policy area of disagreement. A second issue is immigration policy, including rules on asylum seekers and levels of net migration.EXAMINER: This identifies another distinct and relevant issue. A third area of disagreement is the extent of nationalisation versus privatisation of key industries and services, such as railways and energy.EXAMINER: This provides a third valid point.

Model Answer (6 marks)

A key difference is the basis of political power. The UK is a multi-party democracy where the government is formed by the party that wins a majority in a general election.EXAMINER: This correctly describes the UK system, providing a basis for comparison. In contrast, Source B shows North Korea is a one-party state where the Workers' Party of Korea has been in power since 1948 and "there is no opposition", meaning citizens have no choice of government.

The systems also differ in their separation of powers. In the UK, the executive, legislature, and judiciary are largely separate to provide checks and balances.EXAMINER: This applies knowledge of the UK system to make a direct comparison with the source. However, the source states that in North Korea these branches "overlap" and are all under the control of the ruling party. All new legislation originates with the leader, Kim Jong-un, unlike in the UK where it is debated by Parliament.

Finally, the way officials hold and leave office is fundamentally different. In the UK, ministers are held to account by Parliament and can be removed from office through elections.EXAMINER: This effectively contrasts the accountability mechanisms in the two countries. Source B highlights that in North Korea, power is hereditary, and the leader uses "purges or removals" and even executions to maintain control and instil fear, which is the opposite of a democratic process.

Model Answer (2 marks)

One type of case is a personal injury claim, where an individual seeks financial compensation for an injury caused by someone else's negligence.EXAMINER: This is a correct example of a civil case. Another type is a dispute over a will, where family members might contest how a deceased person's property has been divided.EXAMINER: This is a second, distinct example of a civil matter. Theft.EXAMINER: This is a criminal offence and would be dealt with in a criminal court, not a civil one.

Model Answer (3 marks)

One method is a custodial sentence, where an offender is sent to prison, depriving them of their liberty.EXAMINER: This correctly identifies a method of punishment. A second method is a fine, which requires the offender to pay a sum of money to the state as a penalty for their crime.EXAMINER: This is another valid method. A third method is a community order, which can require an offender to carry out unpaid work to benefit the community.EXAMINER: This provides a third correct method. Deterrence.EXAMINER: This is a theory or aim of punishment, not a specific method used by a court.

Model Answer (2 marks)

One way Youth Courts differ is that members of the public are not allowed in to observe the proceedings.EXAMINER: This identifies a key difference for one mark. This is done to protect the identity of the young defendant and to create a less intimidating atmosphere, which is different from adult courts that are usually open to the public.EXAMINER: The explanation of the reason for this difference earns the second mark.

Model Answer (2 marks)

One right is the right to be told the reason for the arrest, so the person understands the allegation against them.EXAMINER: This is a fundamental right upon arrest. A second right is to have someone informed of their arrest, such as a relative or friend, to ensure their welfare.EXAMINER: This is another correct and distinct right. The right to a fair trial.EXAMINER: While a crucial right, this applies to the later court process, not the immediate period of being placed under arrest.

Model Answer (6 marks)

A major benefit of magistrates is that they are cost-effective for the justice system.EXAMINER: This identifies a benefit from the source. The source states they are "cheap to operate as they do not receive pay for the work as they are volunteers". This saves the taxpayer a significant amount of money, especially considering magistrates handle 95% of all criminal cases, which would otherwise require expensive, legally-qualified judges.

Magistrates also bring local knowledge and a diversity of experience to the courtroom.EXAMINER: This develops another point from the source with applied understanding. Source C highlights that they "come from a diverse background in the local community". This means they are ordinary people who understand the specific problems of their area, ensuring justice is seen to be delivered by peers and not by a distant, out-of-touch judiciary. This helps to build public trust and confidence in the legal system.

Finally, the use of a panel of three magistrates ensures a balanced and fair judgement.EXAMINER: This explains the benefit of the bench system mentioned in the source. The source says, "Three magistrates sit on a case to give a wider perspective of justice". This collective decision-making process reduces the risk of individual bias influencing a verdict or sentence and ensures that different viewpoints are considered, leading to a more robust and just outcome.

Model Answer (2 marks)

One area of agreement is that devolution has resulted in new and different policies being introduced in the devolved regions.EXAMINER: This correctly identifies a point made in both Tony Blair's view and the Institute for Government's view. A second area of agreement is that one of the original motivations for devolution in Scotland was to address the desire for independence.EXAMINER: This is another point of consensus, as Blair mentions curbing independence and the IfG discusses whether this aim has been achieved.

Model Answer (12 marks)

I agree more with the view from the Institute for Government (IfG), which argues that devolution has largely failed. While Tony Blair presents a positive case based on the original aims of devolution, the IfG provides more compelling evidence that it has created new problems and failed to solve existing ones.

Tony Blair’s argument for devolution is based on its democratic and peace-building successes.EXAMINER: This accurately summarises the 'for' argument from the source. He claims it brought "decision making... closer to the people" and led to "lasting peace" in Northern Ireland. These are powerful points, as local decision-making is a key democratic principle, and the Good Friday Agreement, linked to devolution, was a historic achievement. He also points to widespread support in Wales as evidence of success.

However, the Institute for Government provides a strong counter-argument by highlighting devolution's failures across the UK.EXAMINER: This summarises the 'against' argument, setting up the evaluation. They state that in Scotland, support for independence has actually grown, directly contradicting one of Blair's key aims. They also point out that the Northern Ireland assembly "has been suspended for as long as it has been in operation", questioning the idea of "lasting peace" and stable shared government. This evidence directly undermines Blair's optimistic assessment.

The most convincing argument from the IfG is that devolution has been "delivered in an uneven manner", creating unfairness.EXAMINER: This evaluates the arguments, selecting the strongest point and explaining why. The example that Scottish or Welsh university students leave with less debt than English students highlights a significant problem. This creates a sense of injustice and division within the UK, which is the opposite of the new, stable "settlement" Blair hoped to create. Blair's view focuses on the process, whereas the IfG focuses on the negative outcomes, which are more tangible.

In conclusion, while devolution was introduced with positive intentions, the evidence presented by the Institute for Government is more persuasive. The failure to quell Scottish independence, the instability in Northern Ireland, and the creation of new inequalities between the nations of the UK suggest that devolution has brought more harm than good, making the IfG's critical view the one I agree with more.

Model Answer (15 marks)

I largely disagree with the view that the ages at which people become legally responsible need to be increased across the board. While a case can be made for specific increases, such as for driving, a blanket increase would fail to recognise the capabilities of young people and would contradict key democratic values. A more nuanced, issue-by-issue approach is required.

There is a compelling argument for increasing the age of legal responsibility for driving from 17.EXAMINER: This presents a clear argument for one side of the debate, using a specific example. Scientific evidence shows that the part of the brain responsible for risk assessment is not fully developed until the mid-20s. This is reflected in road safety statistics, which consistently show that young drivers are disproportionately involved in serious accidents. Increasing the driving age to 18, or introducing a graduated licensing system, would be a sensible legal measure to deal with this complex problem, prioritising public safety.

However, this logic does not apply to all responsibilities. For example, increasing the age at which a person can work would be a regressive step.EXAMINER: This provides a counter-argument, showing consideration of different views. Currently, young people can do part-time work from 13. This provides them with valuable experience, financial independence, and a sense of responsibility. To increase this age would deny them these opportunities and could particularly harm those from less affluent backgrounds. The law here correctly balances protection with the right to work.

Furthermore, in the context of democratic rights, the age of responsibility should arguably be decreased, not increased.EXAMINER: This introduces another perspective, strengthening the evaluation by considering lowering the age. The right to vote is currently 18, but a strong campaign exists to lower it to 16. At 16, a citizen can leave school, work full-time and pay income tax, consent to medical treatment, and join the armed forces. The democratic principle of 'no taxation without representation' suggests that if 16-year-olds contribute to society, they should have a say in how it is governed.

Opponents might argue that 16-year-olds lack the maturity and life experience to make informed political decisions.EXAMINER: This acknowledges and refutes a counter-argument, demonstrating strong evaluation skills. However, with citizenship education now a part of the national curriculum, many young people are well-informed about political issues. The role of the law should be to empower citizens, and lowering the voting age would encourage political engagement from a younger age, strengthening democracy in the long term. This contrasts with the recent, and correct, decision to raise the marriage age to 18 in England and Wales, a move designed to protect vulnerable young people from coercion, showing that the law can and should treat different responsibilities differently.

In conclusion, I disagree with the proposition. The law must be sophisticated enough to handle the complexity of different responsibilities. While safety concerns may justify raising the driving age, the rights and duties related to work and democratic participation are either correctly set or, in the case of voting, should be extended to younger citizens. A uniform increase would be an overly simplistic and ultimately unjust approach.

Mark Scheme (1 Mark)

Correct Answer: B

B is the correct answer. The United States of America has not ratified the UN Convention on the Rights of the Child. A is incorrect because Turkey has ratified it. C is incorrect because France has ratified it. D is incorrect because Brazil has ratified it.

Mark Scheme (1 Mark)

Correct Answer: D

D is correct because being treated differently because of your religion is classed as discrimination. A is incorrect as differences are accepted for choosing preferred candidates in a job interview. B is incorrect as taking illegal drugs in sport is a criminal act. C is incorrect as making a choice over personal food consumption is not discrimination.

Mark Scheme (4 Marks)

Award 1 mark for identifying a principle/right and a further mark for explanation, up to a maximum of 4 marks.

Free speech: Democracy is built on the value and worth of free speech (1), which allows different opinions to be voiced in order for there to be choice (1).
Respect and tolerance: Democracy in the UK is supported by respect and tolerance for others (1), meaning we treat all other people with an equal right to express their views (1).
Right to vote: There is a right to vote for each person (1), which guarantees representation (1).
Freedom of association: Democracy is supported by the right to form groups and associations (1), which allows a collective approach to problems and aids unity (1).
Rule of law: Democracy is supported by the acceptance of rule-based law (1), which means that rules are binding on all and are accepted (1).

Mark Scheme (2 Marks)

Award 1 mark for each valid example of how community cohesion is promoted.

Cohesion is promoted by schools promoting common values and interests of others to show what we have in common.
We promote British values which endorse mutual respect.
It is promoted by gaining a wider understanding of the background of others in the same neighbourhood.
It is promoted by creating strong local partnerships which unite the community.
It can be provided by recreation and sporting events when communities come together.
It can be promoted by active community centres where events and gatherings are held.
It is promoted by local councils to further integration.
Neighbourhood groups who are active in a range of areas from hobbies to neighbourhood watches.

Mark Scheme (2 Marks)

Award 1 mark for the reason and a second mark for development/explanation.

National security: Freedom of speech may have to be limited in wartime (1) to protect the security of the state (1).
Public safety/order: It may be limited if it presents issues which can instil fear or harm to wider society (1), such as hate speech (1).
Protecting reputations: It can be limited if it is circulating false facts about a person or event (1), as this can lead to vigilante actions on innocent people (1).
Ensuring a fair trial: It can be limited if it has an unfair impact on others (1), such as biased comments before a fair trial of an individual takes place (1).
Legal settings: It may be limited in certain legal settings (1), such as contempt of court or if a court issues an injunction (1).

Mark Scheme (6 Marks)

Indicative content:

A person may identify closely with the region or area where they live - their locality or even their national preference.
A person may seek to define identity with the clothes which they wear and their style of dress.
A person may have another layer of identity from their gender or sexuality.
A person may wish to be clearly identified with a religion as it may support a style of life which they have an affinity with.
A person may identify with a particular ethnic group as they share their values and history - and this may lead to cultural identity.

Mark Scheme (1 Mark)

Award 1 mark for a correct role.

The Chancellor (CoE) runs the Treasury department.
The CoE allocates spending to government departments.
The role is to be the Chief financial officer of the country.
This role means that the Chancellor is responsible for raising tax.
The Chancellor decides how a government spends its money.

Mark Scheme (4 Marks)

Award up to 2 marks for each feature identified and explained.

Uncodified: The UK's constitution is uncodified (or unwritten) (1). The core aspect of this is that it is not found in one single document (1).
Flexible: The UK constitution is said to be flexible (1). This means that it is easily changed and amended as it is not entrenched (1).
Conventions: The UK constitution is made up of conventions or traditions (1). These, although not legally enforceable, are accepted and followed as legally binding rules (1).
Statute Law: The UK constitution is derived from Statutes or Acts of Parliament (1). These pieces of legislation determine the form of the UK's constitution (1).
Works of Authority: The UK constitution is interpreted by well-known works of authority (1). These are well-known texts by constitutional experts who set out precedent which has been followed (1).
Constitutional Monarchy: As the UK is a constitutional monarchy, this creates a distinct type of constitution (1). It thus gives a prominent ceremonial role for the monarch (1).
Rights: A range of rights feature heavily as an aspect of the UK's constitution (1), such rights being free speech and freedom of assembly among others (1).

Mark Scheme (3 Marks)

Award 1 mark for each distinct issue identified.

Economic policy covering issues such as taxation and spending.
The level of support given to the vulnerable in society.
The funds allocated to the NHS.
Immigration levels and the recent Rwanda plan.
If the UK should have a UK based Bill of Rights.
Whether to follow privatisation or nationalisation.
Attitudes to the European Union (EU).
Solutions to the cost-of-living crisis.

Mark Scheme (1 Mark)

Correct Answer: C

C is correct because a referendum is an example of direct democracy granted by Parliament. A is incorrect as they are not held annually. B is incorrect as they do not necessarily occur after a closely contested vote. D is incorrect as they are not required after a general election with no single party winner (that would be a hung parliament).

Mark Scheme (1 Mark)

Correct Answer: D

D is correct as all Ministers and the PM are appointed by the Monarch. A is incorrect as there is no need for a party majority in both Houses. B is incorrect as a PM can be replaced at any point (e.g., through a vote of no confidence or party leadership contest). C is incorrect as the PM does not have to approve all bills in Parliament.

Mark Scheme (1 Mark)

Correct Answer: B

B is correct as the House of Lords is comprised of hereditary, life, and spiritual peers. A is incorrect as the House of Lords does not appoint judges. C is incorrect as the House of Commons has the final say on taxation issues. D is incorrect as members of the House of Lords do not have constituents.

Mark Scheme (6 Marks)

Indicative content:

Separation of Powers: In the UK there is a large degree of separation between the legislature, judiciary and executive, unlike North Korea where there is vast overlap.
Political Parties: In the UK there are multiple parties and opposition is part of the process of democracy. In North Korea, power is restricted and only one party is allowed.
Leaving Office: In the UK people leave office at others' request - they are not purged, driven from office, or executed. Such fates fall to some in North Korea.
Legislation: New legislation in the UK is a result of democratic elections and popular choice, but in North Korea it is at the demand of the leader.
Role of the Army: In the UK the army takes no part in politics, whereas in North Korea they are more politically significant.
Power and Elections: In the UK political power is not concentrated in one family who pass power on – there are competitive elections, unlike in North Korea.

Mark Scheme (2 Marks)

Award 1 mark for each type of case dealt with by a civil court.

Business law such as contracts between businesses.
Issues such as the contest of a will or the granting of probate.
A person obtaining a divorce.
Family matters such as the rights of children, adoption etc.
Property disputes such as ownership and rights.
Damages where a person claims for personal injury.

Mark Scheme (3 Marks)

Award 1 mark for each different method of punishment.

Imposing a custodial sentence (jail) to take away freedom/liberty.
Imposing a suspended prison sentence, which comes into force if the offender breaks the law again.
Restricting freedom by curfew orders and by tagging.
Imposing fines on those guilty of a criminal offence.
A community service order, where an offender has to take part in projects for the benefit of the community.
Placing an offender on probation.
Forms of restorative justice.

Mark Scheme (2 Marks)

Award 1 mark for identifying a difference and a further mark for explanation.

Public Access: In Youth Courts the public are not allowed to see or witness the proceedings (1), which differs from other courts where the public are given access (1).
Formality: In Youth Courts the proceedings are less formal (1), which differs from the clear formal process of other courts, especially the higher courts (1).
Specialist Magistrates: Youth Courts will have a dedicated magistrate trained in dealing with young offenders (1), a specialism not provided for the accused in other courts (1).
Accompaniment: In a Youth Court, a person under 16 must be accompanied by an adult over 18 (1), which does not apply in other courts (1).

Mark Scheme (1 Mark)

Correct Answer: C

C is correct as restorative justice involves an offender reaching out to their victim to make amends. A is incorrect as the victim does not determine the sentence. B is incorrect as police using excessive force is not restorative justice. D is incorrect as punishing accomplices is part of the standard justice process, not specifically restorative justice.

Mark Scheme (2 Marks)

Award 1 mark for each right identified.

The right to know why and for what reason they have been arrested.
The right to inform another person about their arrest.
The right to see a solicitor to obtain advice and guidance.
The right to remain silent (with the proviso that withholding information may harm their defence).
The right to a fair trial (foundation is laid at arrest).

Mark Scheme (6 Marks)

Indicative content:

Experience: Magistrates have a long history (over 650 years) in our legal system of service and performance.
Workload: They deal with the vast bulk of all criminal cases (95%), which is a huge workload.
Expertise: They receive training which equips them well to deal with family law and youth justice.
Local Knowledge: Magistrates are recruited and serve in the locality, which connects the operation of the law with the community and instils trust and confidence.
Representation: They reflect the community in its diverse forms, being comprised of a representative cross-section of society.
Cost-Effective: In terms of cost, they are quite inexpensive (volunteers) and provide value for money.
Perspective: Three magistrates sit on a case to give a wider perspective of justice.

Mark Scheme (1 Mark)

Correct Answer: C

C is correct as Tony Blair's view states that in Wales, support for devolution was borderline but now has widespread support. A is incorrect as he argues devolution brought peace to NI. B is incorrect as Scotland's view is not described as 'unsure'. D is incorrect as the power of the Mayor of London is presented as a positive outcome.

Mark Scheme (1 Mark)

Correct Answer: D

D is correct as the Institute for Government (IFG) view states that devolution has been delivered in an uneven manner to the different regions. A, B, and C are not stated in the IFG's view in the source.

Mark Scheme (2 Marks)

Award 1 mark for each area of agreement identified from the source.

Both sources agree that new policies in the devolved regions have arisen.
Both sources agree that devolution has created a new constitutional settlement in the UK.
Both sources agree that before devolution was introduced, it was an attempt to curb the enthusiasm for Scottish independence/prevent the breakup of the UK.
Both sources mention the creation of elected mayors in cities.

Mark Scheme (12 Marks)

Indicative content:

The case for devolution (Tony Blair's view):

Devolution allowed decision-making to be closer to the people it affected and allowed flexibility in policy creation.
It enhanced civic pride and identity in the regions.
It prevented or at least reduced the pursuit of independence in Scotland and the break-up of the UK.
In Northern Ireland, the process of devolution went hand in hand with the promotion of peace and shared government.
Devolution gave back identity to cities as new Mayors were elected into office.

The case against devolution (Institute for Government's view):

Devolution has not quelled the demand in Scotland for independence; it is stronger now than it was before.
The NI assembly has not been operative all the time, having been suspended due to internal quarrels.
In Wales, there has been a fault in how it has progressed and developed services under a devolved body.
So-called 'new policy' has not produced anything of substance.
The process has been uneven across the whole of the UK, meaning different outcomes for citizens of the same state (e.g. university fees).

Mark Scheme (15 Marks)

Indicative content:

Arguments to support increasing the ages of legal responsibility:

The age of voting at 18 could be increased to 21, as young people may lack maturity.
Compulsory education could be extended to 21 to ensure people are better prepared for adult life.
The driving age could be deferred until 21 to avoid the high number of road deaths involving young drivers.
The minimum age of marriage has already been increased from 16 to 18, reflecting a view that younger people are not ready for this responsibility.
The age at which young people are allowed to work could be increased, as time should be spent on education.
The age of criminal liability (10) is far too young and needs to rise in line with most other countries.
The age of consent for sexual relations (16) could be increased to 18.

Arguments to counter the statement (i.e., to decrease or keep ages the same):

The right to vote at 18 is too high and should be reduced to 16, given the maturity and education of young people.
The driving age of 17 could be reduced to 16; the earlier people learn, the more experience they gain.
The legal age of marriage could be lowered to 16 without parental consent.
Young people should be allowed to leave education at a younger age to gain vocational skills and work.
The age of consent for sexual relations could be lowered to 15.
Banning younger people from watching certain films or games is wrong and should be lowered.

🔒 Unlock Your Scores

Answer these questions about your own feedback to unlock your marks. You need 3 out of 5 correct.

Remember: For extended writing questions (Q7d and Q8), your score is indicative — experienced examiners typically vary by 2–3 marks on these questions. The detailed feedback you have just read is more valuable than the number.

Question 1 of 5

1. Your feedback on Q1(d) said your second point was marked in red. What was the reason given?

2. Your feedback on Q2 (Identity, 6 marks) said your answer was capped below the top level. What did the feedback say you needed to do to improve?

3. On Q7(c), your feedback said your first point was incorrect. Why?

4. Your Q7(d) essay (Devolution, 12 marks) was awarded Level 3. According to your feedback, what was the single most important thing you did?

5. On Q8 (Age of Responsibility, 15 marks), what did your feedback say you needed to do to reach the very top level?