GCSE Citizenship Studies — Test 07, 10Q-Ci1 Feedback

Enter Your Candidate Number:

Learn from others: Browse anonymised top 3 and middle 3 mock exam results. No candidate numbers shown.

Class Question Level Analysis (QLA)

10Q-Ci1

🍎 Teacher Next Steps & Interventions

Question Breakdown

Click on column headers to sort the table.

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

Examiner's Report & Best Practice

Test 07 • 25 marks

Class Question Level Analysis (QLA)

10Q-Ci1

🍎 Teacher Next Steps & Interventions

Question Breakdown

Click on column headers to sort the table.

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

Examiner's Report & Best Practice

Test 07 • 25 marks

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.

Mutual respect within a community mainly involves: (1 mark)

Explain two reasons why tackling discrimination benefits society. (4 marks)

Explain one way in which the Citizens Advice Bureau helps people resolve problems. (2 marks)

Suggest two reasons why someone might contact the Citizens Advice Bureau. (2 marks)

Identify one role carried out by the Leader of the Opposition. (1 mark)

Explain two of the main differences between the House of Commons and the House of Lords. (4 marks)

Identify three distinct features of a proportional representation voting system. (3 marks)

Which one of these accurately describes restorative justice? (1 mark)

Suggest two reasons why a jury system is used in Crown Court trials. (2 marks)

Identify three purposes of sentencing in the criminal justice system. (3 marks)

Explain one benefit of using a tribunal to resolve a dispute rather than going to court. (2 marks)

Model Answer (4 marks)

One reason tackling discrimination benefits society is that it creates greater social cohesionEXAMINER: This earns one mark for identifying a valid social benefit of tackling discrimination.. This is because when all groups are treated fairly, there is less resentment and conflict between different communitiesEXAMINER: This earns a development mark for explaining exactly why fair treatment leads to cohesion.. Another reason is that it provides a wider pool of skills for employersEXAMINER: This earns one mark for identifying a second valid economic or social benefit.. If people are not excluded due to prejudice, businesses can hire the most talented individualsEXAMINER: This earns a development mark for explaining how a wider pool of skills practically benefits employers., which ultimately boosts the economy.

Instead of writing: it is a nice thing to do.EXAMINER: This is too vague and does not give a specific, measurable benefit to society.

Model Answer (2 marks)

The Citizens Advice Bureau helps by providing free, independent legal and financial adviceEXAMINER: This earns one mark for identifying a specific, valid way the CAB assists people. to the public. This means that people who cannot afford to hire a solicitor can still understand their rightsEXAMINER: This earns a development mark for explaining why the free nature of the advice is so helpful. and take action to solve their issues.

Instead of writing: they help people with problems.EXAMINER: This simply repeats the question without stating a specific method of help.

Model Answer (2 marks)

A person might contact the Citizens Advice Bureau if they are facing serious debt problemsEXAMINER: This earns one mark for identifying a valid financial reason to contact the CAB. and need help managing their money. They might also get in touch if they are having a housing dispute with their landlordEXAMINER: This earns a second mark for identifying a valid civil law reason for seeking help. over unfair eviction.

Instead of writing: they need to talk to someone.EXAMINER: This is too general and does not specify a valid legal, financial, or social issue handled by the CAB.

Model Answer (1 marks)

One role of the Leader of the Opposition is to hold the Prime Minister to account during Prime Minister's QuestionsEXAMINER: This earns the mark for identifying a specific, correct parliamentary duty of the Opposition Leader..

Instead of writing: to make laws.EXAMINER: This is incorrect because making laws is the role of Parliament as a whole, not a specific duty of the Opposition Leader.

Model Answer (4 marks)

One major difference is how their members are chosen. The House of Commons is made up of elected MPsEXAMINER: This earns one mark for stating a factual characteristic of the Commons. chosen by the public, whereas the House of Lords is mostly appointed and unelectedEXAMINER: This earns a development mark for providing the other side of the comparison to show the difference clearly.. Another difference is their level of power over legislation. The Commons has the final say and can overrule the LordsEXAMINER: This earns one mark for identifying a difference in legislative power., while the Lords can only revise and delay bills rather than permanently block themEXAMINER: This earns a development mark for explaining the contrasting, limited power of the Lords..

Instead of writing: the Commons is better than the Lords.EXAMINER: This is a subjective opinion rather than a factual explanation of a constitutional difference.

Model Answer (3 marks)

In a proportional representation system, seats in parliament are allocated broadly in proportion to the total votes castEXAMINER: This earns one mark for identifying the core mathematical feature of proportional representation.. This means that smaller parties are much more likely to gain representationEXAMINER: This earns one mark for identifying a distinct outcome of this voting system.. As a result, coalition governments are a common featureEXAMINER: This earns one mark for identifying a distinct political consequence of proportional representation. because single parties rarely win an absolute majority.

Instead of writing: people vote for a winner.EXAMINER: This applies to almost all democratic voting systems and is not a distinct feature of proportional representation.

Model Answer (2 marks)

A jury system is used so that a defendant is judged fairly by a group of their peersEXAMINER: This earns one mark for identifying a core principle of the jury system.. It also ensures that ordinary citizens are involved in the justice systemEXAMINER: This earns a second mark for identifying another distinct reason for using juries., preventing the state from having total control over deciding guilt.

Instead of writing: juries are always right.EXAMINER: This is factually incorrect as juries can make mistakes, and it is not a recognised purpose of the system.

Model Answer (3 marks)

One purpose of sentencing is the punishment of the offenderEXAMINER: This earns one mark for identifying the first valid statutory purpose of sentencing. for breaking the law. Another purpose is deterrence, which aims to discourage both the criminal and the wider publicEXAMINER: This earns one mark for identifying the second valid purpose of sentencing. from committing future crimes. Finally, sentencing aims to achieve the rehabilitation of the offenderEXAMINER: This earns one mark for identifying the third valid purpose of sentencing. to prevent reoffending.

Instead of writing: to make them say sorry.EXAMINER: While restorative justice exists, this phrasing is too informal and does not accurately describe the statutory purposes of sentencing.

Model Answer (2 marks)

One benefit is that tribunals are usually much less formal and quicker than traditional courtsEXAMINER: This earns one mark for identifying a valid procedural benefit of tribunals.. This means a claimant can often bring a case without needing to pay for an expensive solicitorEXAMINER: This earns a development mark for explaining why the informality and speed are beneficial to the claimant., keeping their legal costs very low.

Instead of writing: it is better for everyone.EXAMINER: This is a vague statement that fails to identify any specific advantage of a tribunal over a court.

Mark Scheme (1 Mark)

Correct Answer: A

Mutual respect means valuing others' views and differences even where you disagree; it does not require agreement. No mark for any other option.

Mark Scheme (4 Marks)

Up to 2 marks per reason (1 mark for a valid reason, 1 further mark for development that explains how or why). Maximum 4 marks. Do not credit the same reason given twice in different words. Indicative content:

more people able to contribute their talents
wider pool of skills for employers
greater social cohesion and less resentment between groups
fewer costs to the state from exclusion and unemployment
people more willing to report crime and use public services
a fairer society in which people are judged on merit

Mark Scheme (2 Marks)

1 mark for identifying a valid way, 1 further mark for development explaining how or why it has that effect. Maximum 2 marks. A single point repeated without development scores 1. Indicative content:

the CAB gives free, independent advice so people who cannot afford a solicitor can still understand their rights
it can help with letters, forms and negotiation
it can refer people to specialist help such as debt or housing services

Mark Scheme (2 Marks)

1 mark for each of two acceptable points, maximum 2 marks. No development required. Do not credit the same point twice in different words. Accept any of:

debt problems
housing or landlord disputes
benefits and entitlement queries
employment problems such as unfair dismissal
consumer complaints
relationship or family law questions
immigration advice

Mark Scheme (1 Mark)

1 mark for any one acceptable role. Accept any of:

leading the largest party not in government
holding the Prime Minister to account at PMQs
leading their party's response to government policy
appointing a Shadow Cabinet
responding to major government statements in the Commons

Mark Scheme (4 Marks)

Up to 2 marks per difference (1 mark for stating a difference, 1 further mark for development). Maximum 4 marks. Both sides of the comparison must be clear for the development mark. Indicative content:

the Commons is elected and the Lords is unelected, mostly appointed
the Commons can ultimately overrule the Lords under the Parliament Acts
the Lords revises and delays but cannot permanently block
government ministers are drawn mainly from the Commons
only the Commons can decide financial matters

Mark Scheme (3 Marks)

1 mark each for any three acceptable points, maximum 3 marks. Each must be distinct; do not credit the same point twice in different words. Accept any of:

seats are allocated broadly in proportion to votes cast
smaller parties gain representation
coalitions are more likely
multi-member constituencies or party lists are often used
fewer votes are 'wasted'
voters may rank or choose between candidates of the same party

Mark Scheme (1 Mark)

Correct Answer: A

Restorative justice brings victim and offender together so the offender understands the impact of their actions. No mark for any other option.

Mark Scheme (2 Marks)

1 mark for each of two acceptable points, maximum 2 marks. No development required. Do not credit the same point twice in different words. Accept any of:

it involves ordinary citizens in justice
it prevents the state alone deciding guilt
twelve people are less likely to be biased than one
it reflects community standards
it maintains public confidence in the system
the defendant is judged by their peers

Mark Scheme (3 Marks)

1 mark each for any three acceptable points, maximum 3 marks. Each must be distinct; do not credit the same point twice in different words. Accept any of:

punishment
deterrence
protection of the public
rehabilitation of the offender
reparation to the victim or community
denunciation of the offence

Mark Scheme (2 Marks)

tribunals are less formal and usually quicker than courts, so a claimant can bring a case without a solicitor and at lower cost
panel members have specialist knowledge of the area, such as employment
costs are not usually awarded against the losing party