GCE AS MARKING SCHEME

SUMMER 2022

AS
GOVERNMENT & POLITICS – UNIT 1
2160U10-1

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INTRODUCTION

This marking scheme was used by WJEC for the 2022 examination. It was finalised after
detailed discussion at examiners' conferences by all the examiners involved in the
assessment. The conference was held shortly after the paper was taken so that reference
could be made to the full range of candidates' responses, with photocopied scripts forming
the basis of discussion. The aim of the conference was to ensure that the marking scheme
was interpreted and applied in the same way by all examiners.

It is hoped that this information will be of assistance to centres but it is recognised at the
same time that, without the benefit of participation in the examiners' conference, teachers
may have different views on certain matters of detail or interpretation.

WJEC regrets that it cannot enter into any discussion or correspondence about this marking
scheme.

© WJEC CBAC Ltd.

 GCE GOVERNMENT & POLITICS

UNIT 1 - GOVERNMENT IN WALES AND THE UNITED KINGDOM

SUMMER 2022 MARK SCHEME

Marking guidance for examiners

Summary of assessment objectives for Unit 1

The questions in Section A assess AO1. The questions in Section B assess both AO1 and
AO2. The questions in Section C assess both AO1 and AO3. The assessment objectives
focus on the ability to demonstrate knowledge and understanding of relevant institutions,
processes, political concepts, theories and issues (AO1); the ability to interpret and apply
political information to identify and explain relevant similarities, differences, and
connections (AO2), and the ability to analyse and evaluate the areas of government and
politics studied to construct arguments, make substantiated judgements and draw
conclusions (AO3).

The structure of the mark scheme

The mark scheme for each question has two parts:

• Advice outlining indicative content which can be used to assess the quality of the specific
response. The content is not prescriptive and candidates are not expected to mention all
the material referred to. Examiners should seek to credit any further admissible evidence
offered by the candidates.

• An assessment grid advising bands and associated marks that should be allocated to
responses which demonstrate the characteristics needed in AO1, AO2 and AO3.

Deciding on the mark awarded within a band

• The first stage for an examiner is to use both the indicative content and the assessment
grid to decide the overall band.
• The second stage is to decide how firmly the characteristics expected for that band are
displayed.
• Thirdly a final mark for the question can then be awarded.

Organisation and communication

This issue should have bearing if the standard of organisation and communication is
inconsistent with the descriptor for the band in which the answer falls. In this situation,
examiners may decide not to award the highest mark in the band.

Level Descriptors

Using ‘best–fit’, decide first which set of level descriptors best describes the overall quality
of the answer. The following grid should inform your decision as to which band the answer
belongs. (N.B. The majority of questions follow a four-band structure. However, when the
question has three bands 'Adequate' as a descriptor has been removed.)

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 AO1 AO2 AO3
• Aware of a wide range of detailed and • Knowledge and understanding is • Analysis and evaluation skills are used
accurate knowledge. consistently applied to the context of the in a consistently appropriate and
• Demonstrates fully developed question. effective way.
understanding that shows relevance to • Is able to form a clear, developed and • An effective and balanced argument is
Thorough the demands of the question. convincing interpretation of evidence that is constructed.
• Evidence/examples are well chosen. fully accurate. • Detailed and substantiated evaluation
• Precision in the use of terminology. • Is able to fully identify and explain that offers secure judgements leading
similarities, differences and connections to rational conclusions.
where relevant.
• Has a range of detailed and accurate • Knowledge and understanding is mainly • Analysis and evaluation skills are
knowledge. applied to the context of the question. mostly used in a suitable way and with
• Demonstrates well developed • Is able to form a clear and developed a good level of competence and
understanding that is relevant to the interpretation of evidence that is mostly precision.
Reasonable
demands of the question. accurate. • An accurate and balanced argument is
• Evidence/examples are appropriate. • Is partially able to identify and explain constructed.
• Generally precise in the use of similarities, differences and connections • Detailed evaluation that offers
terminology. where relevant. generally secure judgements, with
some link between rational
conclusions and evidence.
• Shows some accurate knowledge. • Knowledge and understanding is partially • Analysis and evaluation skills are used
• Demonstrates partial understanding applied to the context of the question. in a suitable way with a sound level of
that is relevant to the demands of the • Is able to form a sound interpretation of competence but may lack precision.
question. evidence that shows some accuracy. • An imbalanced argument is
Adequate • Evidence/examples are not always • Makes some attempt to identify and explain constructed.
relevant. similarities, differences and connections • Sound evaluation that offers
• Some use of appropriate terminology. where relevant. generalised judgements and
conclusions, with limited use of
evidence.
• Limited knowledge with some relevance • Knowledge and understanding is applied in a • Analysis and evaluation skills are used
to the topic or question. weak manner to the context of the question. with limited competence.
• Little or no development seen. • Can only form a simple interpretation of • Unsupported evaluation that offers
Limited • Evidence/examples are not made evidence, if at all, with very limited accuracy. simple or no conclusions.
relevant. • Makes weak attempt to identify and explain
• Very little or no use of terminology. similarities, differences and connections
where relevant.

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Section A

Question 1

Using examples, briefly outline the UK's relationship with the UN. [6]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In briefly outlining the UK's relationship with the UN, candidates are expected to
demonstrate knowledge and understanding of the UK's relationship with the UN. In
demonstrating this knowledge and understanding candidates are required to give an answer
which is focused on the UK's relationship with the UN.

The response might consider issues such as:

• The UK’s role in the formation of the UN.
• The UK’s position as one of the five permanent members of the UN Security Council
(‘P5’), including its right of veto over important decisions and its role in selection of a UN
Secretary-General.
• The UK’s representation in the UN: the role of the UK’s Permanent Representative; the
Prime Minister’s speech to the UN General Assembly’s annual ‘General Debate’.
• The UK’s participation in UN military and peacekeeping missions.
• Examples might include: historic references to the ‘Atlantic Charter’, ‘The Four
Policemen’, The Big Four’ and the ‘Declaration by United Nations’; military/
peacekeeping missions in e.g. Sierra Leone, Iraq, former Yugoslavia, Kosovo, Syria.
• Any other relevant information.

Band Marks AO1

Thorough knowledge and understanding of the UK's relationship with
3 5-6
the UN, using a range of relevant evidence/examples.
Reasonable knowledge and understanding of the UK's relationship with
2 3-4
the UN, with some use of evidence/examples.
Limited knowledge and understanding of the UK's relationship with the
1 1-2
UN, with limited evidence/examples.
0 Response not creditworthy or not attempted.

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Question 2

Using examples, state two reasons that would support having a distinct legal jurisdiction for
Wales. [6]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In stating two reasons that would support having a distinct legal jurisdiction for Wales,
candidates are expected to demonstrate knowledge and understanding of reasons that
would support having a distinct legal jurisdiction for Wales. In demonstrating this knowledge
and understanding, candidates are required to give an answer which is focused on stating
two reasons that would support having a distinct legal jurisdiction for Wales.

The response might consider issues such as:

• The Welsh Parliament (Senedd Cymru) is the only full law-making legislature in the world
operating without its own corresponding legal jurisdiction.
• Since devolution Wales has managed to develop policies ever more distinct from
England; the body of distinct, separate Welsh legislation has grown considerably since
2007.
• Examples might reference any issues that have arisen recently on the matter e.g.
Commission on Justice in Wales report (2019); the viewpoints of different political parties
in support of a separate Welsh jurisdiction.
• Any other relevant information.

Band Marks AO1

Thorough knowledge and understanding of two reasons that would
3 5-6 support having a distinct legal jurisdiction for Wales, using a range of
relevant evidence/examples.
Reasonable knowledge and understanding of two reasons that would
2 3-4 support having a distinct legal jurisdiction for Wales, with some use of
evidence/examples.
Limited knowledge and understanding of two reasons that would
1 1-2 support having a distinct legal jurisdiction for Wales, with limited
evidence/examples.
0 Response not creditworthy or not attempted.

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Section B

Question 3

Read the extract below and answer the question that follows.

Extract A

The new Prime Minister’s first cabinet

Forming a cabinet is a challenging business. New prime ministers need to reward

supporters, punish rivals and give posts to those with ability, seniority and whose policy
ideas are in line with their own. They also need to consider their cabinet’s overall gender,
race and regional balance. The majority of their appointments must be drawn from a
relatively small talent pool: their party’s MPs.

Boris Johnson’s response on taking office was to conduct a wholesale clear out of his
predecessor’s cabinet. Newspapers portrayed this as ‘carnage’ and a ‘massacre’. Not
every minister’s departure was a clear-cut dismissal or resignation. In every cabinet
reshuffle some ministers choose to go knowing a prime minister is about to sack them,
others leave after being offered a lesser post, almost calculated to offend them.

[Extract adapted from the LSE website https://blogs.lse.ac.uk/politicsandpolicy/boris-johnsons-cabinet-

reconstruction/ .accessed 2019)]

Using Extract A as well as your own knowledge, explain the relationship between the UK
Prime Minister and the UK cabinet system. [24]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In explaining the relationship between the UK Prime Minister and the UK cabinet system,
candidates are expected to demonstrate the ability to interpret and apply accurate and
relevant information. In demonstrating this, candidates are required to give an answer which
is focused on explaining the relationship between the UK Prime Minister and the UK cabinet
system.

The response might consider issues such as:

• The relationship between the different factors that show the Prime Minister’s power over
the UK cabinet, such as appointing cabinet, setting the agenda for cabinet, dismissing
cabinet ministers, cabinet reshuffles.
• The Prime Minister and cabinet’s adherence to the convention of collective responsibility
and the impact of this on the relationship.
• The Prime Minister’s exercise of power and the inclusion of ‘Big Beasts’, rivals and critics
in the Cabinet, and the impact of this on the relationship.
• Examples that illustrate the connections between the Prime Minister’s power and the
wider features of the cabinet system e.g. the Prime Minister decides the composition of
cabinet committees (including who chairs them), the Prime Minister can reorganise
government (which can impact on composition of cabinet, organisation of government
departments and even on the top of the civil service).
• Any other relevant information.

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 Band Marks AO1 Marks AO2
• Thorough knowledge and • Thorough application of
understanding of the political knowledge to the
relationship between the source.
UK Prime Minister and • Thorough interpretation of
the UK cabinet system. the relationship between
4 7-8 • Evidence/examples used 13-16 the UK Prime Minister and
are well-chosen. the UK cabinet system.
• Depth and range to • Thorough explanation of the
material used. relationship between the
• Effective use of UK Prime Minister and the
terminology. UK cabinet system.
• Reasonable knowledge • Reasonable application of
and understanding of the political knowledge to the
relationship between the source.
UK Prime Minister and • Reasonable interpretation
the UK cabinet system. of the relationship between
3 5-6 • Evidence/examples used 9-12 the UK Prime Minister and
are appropriate. the UK cabinet system.
• Depth and range to • Reasonable explanation of
material used, but not in the relationship between
equal measure. the UK Prime Minister and
• Good use of terminology. the UK cabinet system.
• Adequate knowledge and • Adequate application of
understanding of the political knowledge to the
relationship between the source.
UK Prime Minister and • Adequate interpretation of
the UK cabinet system. the relationship between
2 3-4 • Evidence/examples used 5-8 the UK Prime Minister and
are not always relevant. the UK cabinet system.
• Depth or range to • Adequate explanation of
material used. the relationship between
• Some appropriate use of the UK Prime Minister and
terminology. the UK cabinet system.
• Limited knowledge and • Limited application of
understanding of the political knowledge to the
relationship between the source.
UK Prime Minister and • Limited interpretation of the
the UK cabinet system. relationship between the
1 1-2 • Evidence/examples used 1-4 UK Prime Minister and the
are not made relevant. UK cabinet system.
• Very little use of • Limited explanation of the
terminology. relationship between the
UK Prime Minister and the
UK cabinet system.
0 Response not creditworthy or not attempted.

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Question 4

Read the extract below and answer the question that follows.

Extract B

How laws are made for Wales

Bills are proposals for Acts, which Senedd Cymru considers and decides whether or not to
‘pass’, or in other words make into law.

Senedd Cymru Bills pass through several stages of consideration and debate before they are
passed. The Minister and non-government Senedd Members may propose amendments to
the Bill at several points during the legislative process.

After Senedd Cymru y has passed a Bill, the chief legal advisers to the UK and Welsh
Governments may refer the Bill to the UK’s Supreme Court if they consider that the Bill may
be outside Senedd Cymru’s legislative. If they do not refer the Bill to the Supreme Court it may
be submitted for Royal Assent and it will then become law.

[Extract adapted from the website of Law Wales https://law.gov.wales/constitution-government/how-welsh-laws-

made/, accessed August 2021]

Using Extract B as well as your own knowledge, compare and contrast the legislative processes
of the UK Parliament and the Senedd Cymru (Welsh Parliament). [24]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In comparing and contrasting the legislative processes of the UK Parliament and the Welsh
Parliament candidates are expected to demonstrate the ability to interpret and apply political
information to the question. In demonstrating this, candidates are required to give an answer
which is focused on comparing and contrasting the legislative processes of the UK Parliament
with those of the Welsh Parliament.

The response might consider issues such as:

• Comparing the bicameral UK Parliament with the unicameral Senedd Cymru (Welsh
Parliament) and the implications of this on the legislative process in each.
• Contrasting the impact of the size of membership of the UK Parliament with the Senedd
Cymru (Welsh Parliament) on the legislative process in each.
• Contrasting the legislative competencies of both the UK Parliament and the Senedd Cymru
(Welsh Parliament) in terms of the sovereignty of the UK Parliament.
• Comparing the legislative stages of the UK Parliament with those of the Senedd Cymru
(Welsh Parliament).
• Contrasting the final formal stages of passing of a bill into law in both the UK Parliament and
the Senedd Cymru (Welsh Parliament) (e.g. Royal Assent, waiting period for referral to the
UK Supreme Court re: Welsh Parliament bills).
• Contrasting the amount of scrutiny bills receive.
• Opportunities for backbenchers to introduce bills.
• Any other relevant information.

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 Band Marks AO1 Marks AO2
• Thorough knowledge and • Thorough application of
understanding in political knowledge to the
comparing and contrasting source.
the legislative processes • Thorough interpretation of
of the UK Parliament and the political information when
the Senedd Cymru (Welsh comparing and contrasting
Parliament). the legislative processes of
• Evidence/examples used the UK Parliament and the
4 7-8 are well-chosen. 13-16 Senedd Cymru (Welsh
• Depth and range to Parliament).
material used. • Thorough explanation of
• Effective use of relevant similarities,
terminology. differences and connections
between the legislative
processes of the UK
Parliament and the Senedd
Cymru (Welsh Parliament)
• Reasonable knowledge • Reasonable application of
and understanding in political knowledge to the
comparing and contrasting source.
the legislative processes • Reasonable interpretation of
of the UK Parliament and the political information when
the Senedd Cymru (Welsh comparing and contrasting
Parliament). the legislative processes of
• Evidence/examples used the UK Parliament and the
3 5-6 are appropriate. 9-12 Senedd Cymru (Welsh
• Depth and range to Parliament).
material used, but not in • Reasonable explanation of
equal measure. relevant similarities,
• Good use of terminology. differences and connections
between the legislative
processes of the UK
Parliament and the Senedd
Cymru (Welsh Parliament).
• Adequate knowledge and • Adequate application of
understanding in political knowledge to the
comparing and contrasting source.
the legislative processes • Adequate interpretation of
of the UK Parliament and the political information when
the Senedd Cymru (Welsh comparing and contrasting
Parliament). the legislative processes of
• Evidence/examples used the UK Parliament and the
2 3-4 are not always relevant. 5-8 Senedd Cymru (Welsh
• Depth or range to material Parliament).
used. • Adequate explanation of
• Some appropriate use of relevant similarities,
terminology. differences and connections
between the legislative
processes of the UK
Parliament and the Senedd
Cymru (Welsh Parliament).

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 Band Marks AO1 Marks AO2
• Limited knowledge and • Limited application of political
understanding in knowledge to the source.
comparing and contrasting • Limited interpretation of the
the legislative processes political information when
of the UK Parliament and comparing and contrasting
the Senedd Cymru (Welsh the legislative processes of
Parliament). the UK Parliament and the
1 1-2
• Evidence/examples used
1-4
Senedd Cymru (Welsh
are not made relevant. Parliament).
• Very little use of • Limited explanation of
terminology. relevant similarities,
differences and connections
between the legislative
processes of the UK
Parliament and the Senedd
Cymru (Welsh Parliament).
0 Response not creditworthy or not attempted.

© WJEC CBAC Ltd.

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Section C

Question 5

Evaluate how effective Parliament is in its role of scrutinising the UK government. [22]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In evaluating how effective Parliament is in its role of scrutinising the UK government,

candidates are expected to demonstrate the ability to analyse and evaluate relevant
evidence in order to construct arguments, make substantiated judgements and to draw
conclusions. In demonstrating this, candidates are required to give an answer which is
focused on evaluating how effective Parliament is in its role of scrutinising the UK
government.

The response might consider issues such as:

Arguments supporting the view that Parliament is effective in its role of scrutinising the UK
government:
• Effectiveness of scrutiny processes such as questions (oral and written), debates and
select committees in compelling ministers to explain their own/ their department’s
actions.
• Select committees are becoming increasingly significant and effective in scrutinising
government: holding investigations and publishing reports into government actions and
the impact of government legislation.
• Effectiveness of structures for close questioning of the Prime Minister (e.g. PMQs,
Liaison Committee).
• Effectiveness of the Official Opposition.
• Any other relevant material.

Arguments against the view that Parliament is effective in its role of scrutinising the UK
government:
• There is no requirement for government to act upon recommendations contained in
select committee reports.
• Select committees lack the resources to scrutinise the government effectively.
• Ineffectiveness of Prime Minister’s Questions (PMQs).
• Party discipline and the whip system means light-touch scrutiny by the governing party’s
backbench MPs.
• Executive dominance of the parliamentary timetable, including limiting time for scrutiny.
• Willingness and ability of MPs to scrutinise fully: career MPs in governing party; MPs still
lacking expertise, knowledge, research support and time to scrutinise government
effectively.
• The government controls the flow of information to Parliament.
• Any other relevant material.

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 Band Marks AO1 Marks AO3
• Thorough knowledge • Thorough analysis and evaluation
and understanding of of how effective Parliament is in its
how effective Parliament role of scrutinising the UK
is in its role of government.
scrutinising the UK • Thorough discussion with well-
government. developed and balanced
4 9-10 • Evidence/examples 10-12 arguments.
used are well-chosen. • Structure is logical.
• Depth and range to • Writing demonstrates accurate
material used. grammar, punctuation and spelling.
• Effective use of • An appropriate conclusion is
terminology. reached based on evidence
presented.
• Reasonable knowledge • Reasonable analysis and
and understanding of evaluation of how effective
how effective Parliament Parliament is in its role of
is in its role of scrutinising the UK government.
scrutinising the UK • Reasonable discussion with well-
government. developed and balanced
3 6-8 • Evidence/examples 7-9 arguments.
used are appropriate. • Structure is mostly logical.
• Depth and range to • Writing demonstrates reasonably
material used, but not in accurate grammar, punctuation and
equal measure. spelling.
• Good use of • A reasonable conclusion is reached
terminology. based on evidence presented.
• Adequate knowledge • Adequate analysis and evaluation
and understanding of of how effective Parliament is in its
how effective Parliament role of scrutinising the UK
is in its role of government.
scrutinising the UK • Adequate discussion with well-
government. developed and balanced
• Evidence/examples arguments.
2 3-5 used are not always 4-6 OR
relevant. • Reasonable discussion with only
• Depth or range to one side of the argument.
material used. • Structure is reasonable.
• Some appropriate use of • Writing demonstrates some errors
terminology. in grammar, punctuation and
spelling.
• A superficial conclusion is reached.
• Limited knowledge and • Limited analysis and evaluation of
understanding of how how effective Parliament is in its
effective Parliament is in role of scrutinising the UK
its role of scrutinising government.
the UK government. • Limited discussion.
1 1-2 • 1-3
Evidence/examples • Answer lacks structure.
used are not made • Writing demonstrates many errors
relevant. in grammar, punctuation and
• Very little use of spelling.
terminology. • No conclusion.
0 Response not creditworthy or not attempted.

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Question 6

‘Despite many recent challenges, the British Constitution is still effective.’ Discuss. [22]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In discussing whether the British Constitution is still effective, candidates are expected to
demonstrate the ability to analyse and evaluate relevant evidence to construct arguments,
make substantiated judgements and to draw conclusions. In demonstrating this, candidates
are required to give an answer which is focused on discussing whether the British
Constitution is still effective.

The response might consider issues such as:

Arguments in favour of the view that the British Constitution is still effective:
• Evidence that the legislature and the judiciary are able to control the executive and
protect human rights; constitutional reform is not an absolute guarantee of rights or an
improvement on the existing protections.
• Lack of widespread demand or interest in constitutional reform - there are more pressing
political issues of concern for the British public.
• Pragmatic evolution and flexibility of the existing UK constitution means it continues to
adapt to changing times and deal with constitutional crises e.g. role of the Speaker of the
House of Commons, Brexit.
• Historic constitutional principles such as the rule of law and parliamentary sovereignty
have survived and remained central to effective, democratic government in Britain.
• Any other relevant material.

Arguments against the view that the British Constitution is still effective:
• Recent examples of government seemingly threatening to defy longstanding
constitutional conventions, e.g. breaking of the pairing convention in House of Commons
votes (2018), Prime Minister Johnson’s intended prorogation of parliament (2019), Prime
Minister May’s minority government abstaining on opposition motions.
• Allegations of political interference by the judiciary.
• Constitutional uncertainties need to be removed and procedures made clear, e.g. role of
Monarch in the event of hung parliament.
• The existing constitution is not effective in managing an increasingly complex and
pluralistic state e.g. the ever-growing powers and demands of devolved institutions.
• Any other relevant material.

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 Band Marks AO1 Marks AO3
• Thorough knowledge • Thorough analysis and
and understanding of evaluation of whether the British
whether the British Constitution is still effective.
Constitution is still • Thorough discussion with well-
effective. developed and balanced
• Evidence/examples arguments.
4 9-10 used are well-chosen. 10-12 • Structure is logical.
• Depth and range to • Writing demonstrates accurate
material used. grammar, punctuation and
• Effective use of spelling.
terminology. • An appropriate conclusion is
reached based on evidence
presented.
• Reasonable • Reasonable analysis and
knowledge and evaluation of whether the British
understanding of Constitution is still effective.
whether the British • Reasonable discussion with well-
Constitution is still developed and balanced
effective. arguments.
3 6-8 • Evidence/examples 7-9 • Structure is mostly logical.
used are appropriate. • Writing demonstrates reasonably
• Depth and range to accurate grammar, punctuation
material used, but not and spelling.
in equal measure. • A reasonable conclusion is
• Good use of reached based on evidence
terminology. presented.
• Adequate knowledge • Adequate analysis and
and understanding of evaluation of whether the British
whether the British Constitution is still effective.
Constitution is still • Adequate discussion with well-
effective. developed and balanced
• Evidence/examples arguments.
used are not always OR
2 3-5 relevant. 4-6 • Reasonable discussion with only
• Depth or range to one side of the argument.
material used. • Structure is adequate.
• Some appropriate use • Writing demonstrates some
of terminology. errors in grammar, punctuation
and spelling.
• A superficial conclusion is
reached.
• Limited knowledge and • Limited analysis and evaluation
understanding of of whether the British
whether the British Constitution is still effective.
Constitution is still • Limited discussion.
1 1-2
effective.
1-3 • Answer lacks structure.
• Evidence/examples • Writing demonstrates many
used are not made errors in grammar, punctuation
relevant. and spelling.
• Very little use of • No conclusion.
terminology.
0 Response not creditworthy or not attempted.

© WJEC CBAC Ltd.

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Question 7

Assess the extent to which the First Minister of Wales is powerful in the role. [22]

Indicative content

NOTE: The content is not prescriptive and candidates are not expected to mention all the
material mentioned below. Each answer will be assessed on its merits according to the
assessment grid and the indicative content. Examiners should seek to credit any further
admissible evidence offered by candidates.

In assessing the extent to which the First Minister of Wales is powerful in the role,
candidates are expected to demonstrate the ability to analyse and evaluate relevant
evidence in order to construct arguments, make substantiated judgements and to draw
conclusions. In demonstrating this, candidates are required to give an answer which is
focused on assessing the extent to which the First Minister of Wales is powerful in the role.

The response might consider issues such as:

Arguments supporting the view that the First Minister of Wales is powerful in the role:
• Key political figure: responsible for setting and coordinating overall vision and strategy of
government (e.g. programme for government); develops domestic policy in devolved
areas (e.g. prescription charges); liaison with the rest of the UK and abroad.
• Patronage power to appoint ministers and deputy ministers to the Welsh Government
and reshuffle cabinet.
• Most recognisable public figure in the Welsh Government and Welsh Parliament
generally.
• Direct support mechanisms aid the First Minister e.g. Office of the First Minister and
previously the First Minister’s Delivery Unit.
• First Minister is leader of their political party in the Welsh Parliament.
• Any other relevant material.

Arguments against the view that the First Minister of Wales is powerful in the role:
• Constitutional constraints: First Minister’s powers of patronage are explicitly laid down in
law - numerical size of cabinet and Welsh Government are restricted by GoWA 2006.
• Welsh Parliament’s size provides only a small ‘talent pool’ for a First Minister to choose a
Welsh Government from.
• Constraints of coalition or minority Welsh Governments on First Minister since
devolution.
• First Minister’s authority can be reined in by events and good/ bad fortune.
• MSs can hold a vote of no confidence against the First Minister (e.g. Alun Michael, 2000)
and fail to confirm a First Minister post-election (e.g. Carwyn Jones, 2016).
• Scrutiny by the Welsh Parliament acts as a constraint on the First Minister e.g. FMQs,
Committee for the Scrutiny of the First Minister.
• Views of the First Minster can be overridden by the UK Prime Minister e.g. Brexit.
• Any other relevant material.

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 Band Marks AO1 Marks AO3
• Thorough knowledge and • Thorough analysis and evaluation
understanding of the of the extent to which the First
extent to which the First Minister of Wales is powerful in the
Minister of Wales is role.
powerful in the role. • Thorough discussion with well-
• Evidence/examples used developed and balanced
4 9-10 are well-chosen. 10-12 arguments.
• Depth and range to • Structure is logical.
material used. • Writing demonstrates accurate
• Effective use of grammar, punctuation and spelling.
terminology. • An appropriate conclusion is
reached based on evidence
presented.
• Reasonable knowledge • Reasonable analysis and
and understanding of the evaluation of the extent to which
extent to which the First the First Minister of Wales is
Minister of Wales is powerful in the role.
powerful in the role. • Reasonable discussion with well-
• Evidence/examples used developed and balanced
are appropriate. arguments.
3 6-8 7-9
• Depth and range to • Structure is mostly logical.
material used, but not in • Writing demonstrates reasonably
equal measure. accurate grammar, punctuation
• Good use of terminology. and spelling.
• A reasonable conclusion is
reached based on evidence
presented.
• Adequate knowledge and • Adequate analysis and evaluation
understanding of the of the extent to which the First
extent to which the First Minister of Wales is powerful in the
Minister of Wales is role.
powerful in the role. • Adequate discussion with well-
• Evidence/examples used developed and balanced
are not always relevant. arguments.
2 3-5 • Depth or range to 4-6 OR
material used. • Reasonable discussion with only
• Some appropriate use of one side of the argument.
terminology. • Structure is adequate.
• Writing demonstrates some errors
in grammar, punctuation and
spelling.
• A superficial conclusion is reached.
• Limited knowledge and • Limited analysis and evaluation of
understanding of the the extent to which the First
extent to which the First Minister of Wales is powerful in the
Minister of Wales is role.
powerful in the role. • Limited discussion.
1 1-2 • 1-3
Evidence/examples used • Answer lacks structure.
are not made relevant. • Writing demonstrates many errors
• Very little use of in grammar, punctuation and
terminology. spelling.
• No conclusion.
0 Response not creditworthy or not attempted.
2160U10-1 WJEC GCE AS Government and Politics – Unit 1 MS S22/CB

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