Unit 2: Governing the UK

Lesson Title Objectives Suggested activities H/wk Assess Diff. Resources

Constitutions 1-2 Mon/tues

What is a constitution and what core institutions uphold it in the UK?

For the students to recognise the role of the constitution. To assess how the UK constitution the students recognise the nature of the British constitution

Starter Introduce a new topic Give out the unit booklets Main

1. What is a constitution?

2. Can you name a famous constitution in the world?

3. Do you know any rules it possesses?

Read through pages 169-170

4. List the functions of a constitution?

5. What is codification?

6. Why are countries that have a codified constitution considered to have a two-tier legal system.

Plenary Which intuitions uphold the UK constitution? H/wk Read throughp172-175. Explain the role of entrenchment and judicial review.

H/wk Read throughp172-175. Explain the role of entrenchment and judicial review.

All students can describe what a constitution is and explain why it is important to the UK Most will analyse what impact codification and Uncodification has on a constitution. Some students will be able to evaluate the strengths and weaknesses.

Text book Powerpoint

Starter

• What does the word Entrenchment mean?

• What is a judicial review?

• Feedback Students answers. Main In pairs students are to suggest the strengths and weaknesses of codified and uncodified constitutions. Students split into pairs each pair Writes a speech for the four possibilities. Students give their speeches, the other students note this down on their sheet. Plenary Which do you think is the Strongest reason for the UK to adopt a codified constitution. Which do you think is the Strongest reason for the UK to keep a uncodified constitution

3 wed

What are the positives and negatives of codified and uncodified constitutions

For the students to plan an answer in regards to

Starter Look at the arguments they came up with last lesson. What do you think the liberals conservatives and labour think about this situation. Main.

H/wk: ‘The advantages of a codified constitution now

All students will recognise the differences between codified and uncodified constitutions Most will analyse

Text book Pages 175-179

Read through pages 175-178. Start planning out an essay on ‘The advantages of a codified constitution now outweigh its disadvantages’. Discuss. H/wk: 40 minutes question- 4 sides minimum. Plenary Read through pages 178-179 What is the difference between Unitary and Federal Constitutions

outweigh its disadvantages’. Discuss. 40 mins questions

what impact codification and Uncodification has on a constitution. Some students will be able to evaluate the strengths and weaknesses of a codified and uncodified

4. thur

How has the UK constitution come about?

For the students to recognise the basis history of the constitution. To recognise the

Starter How do you think the UK constitution has been made over the last 100 years give examples Main Students what the video on common law How has common law helped the constitution http://www.youtube.com/watch?v=E0-JovG51u0&feature=related Give out terms Explain them give an example if you can: Parliamentary Statutes (Acts of Parliament) Conventions Historial princibles Tradition (role of the monarchy)

None All students will recognise that it is uncodified and give reasons why it is so. Most students will be able to describe t and explain the main components of the constitution. Some students will be able to come to a judgement in terms of whether this makes the UK constitution stronger or weaker than others.

Text book and work sheet.

Read through pages 182-183- what are the main characteristics of the British constitution. Students complete the grid. Plenary Does the history of our constitution make it weaker or stronger than a codified one.

5-6 Mon/tues

How does sovereignty mould the constitution of the UK?

For the students to recognise the main charaterisitcs of the uk consitution Role of EU .

Starter Define the word sovereignty and explain how the pictures connect to the term. Feedback Main What are the main characteristics of the UK constitution. Class discussion give constitutional monarchy and royal prerogative Read through pages182-185- students read through and complete the Grid Plenary Look at the strengths and the weaknesses of the British Constitution Prioritise the strongest strengths and weaknesses and give reasons why? Starter Who has the ultimate power in Britain organise the pictures to suggest who has the most power.

None All students to understand the different form of sovereignty. To describe the main characteristics of the UK constitution Most students will be able to give basic analysis in regards to the strengths and weakness of the constitution and the role of the EU in it. Some students will evaluate the role f the EU. in changing the face of the Constitution.

Grid sheet Text book

Main Read through and define legal and political sovereignty In pairs on student gives examples of legal sovereignty the other political. Students explain how their sovereignty works. Students note down their discussions How does Europe effect the British constitution? Students make notes on: The influence of the EU on British sovereignty? Where has sovereignty gone? Plenary What are the positives and negatives of EU influence.

7 wed

In what ways did Labour try to change the constitution post 1997

For the students to recognise the changes to the constitution made by the labour party To assess

Starter Why do you think New labour came to power in 1997 with proposed changes to the constitution? Main Read through page 190-191- Create a diagram Discussing labours principles for reform and actions they took to implement each one. Read through pages 193-194 Students create a

H/wk: Describe the freedom of information act and its effect on the constituti

All students to be able to mane the objectives of labours ferms with examples. Most students will be able to explain the reforms in regards to changing the constitution and the

Text book p190-194 and worksheets

the significance of the

diagram explaining Why the human rights act was proposed and how it works. The strengths and weaknesses of the Act in context to the constitution. Keep the diagrams separate. Plenary Describe the intentions of new labour of the issue of electoral refom Use page 195 as guide

on. significance of the Human rights act to it. Some students will evaluate the role f the human rights Act. In changing the face of the Constitution.

8 Thurs

How Labour tried to change the role of Local Government and London’s Government

To recognise the role of local Government For the students to understand the origins and purpose of the London mayor Assess the unique role of ken Livingstone

Starter What is the role of Local government? List the problems you think local government in this country has? Main Read section on local government

1. What did labour wish to do? 2. How successful were they?

http://www.youtube.com/watch?v=t6sJR1cTTLk&feature=watch_response_rev http://www.youtube.com/watch?v=cZZGobZaxIU&feature=related Explain origins in the destruction of the GLC in 1985

H/wk Students read through (no notes needed) p201-213.

All students will recognise why Labour wished to change the role of local councils and London government. Most students will be able to analuyse the reasons why this would be so significant to the constitutuion and the labour party Some students will be able to present clear anylsis of the successes and failures of this policy.

Text book p199-2001

http://www.youtube.com/watch?v=nthP2YnzqIw Read through pages 199 and discuss why labour wanted a mayor of London. Read page 200 and discuss how effective the Mayor has been. Plenary How successful has labour been with their electoral reforms.

9-11 Mon tues wed

How far were labour successful with electoral reform and Devolution

For the students to compare and contrast how successful labour have been with their policies of Devolution.

Starter What makes a good presentation? Students note down their ideas. Main

Scottish devolution has been more Successful than Welsh and Northern Irish Discuss

Welsh and northern Irish Devolution has

been more successful than Scottish

Explain the question.

Students are to create a presentation explaining their arguments in regards to this issue

Plenary Explain the three types of devolution and which

Research and tasks for the presentation. H/wk How far has labour been successful in reforming the electoral system. Write a

All Students will recognise the functions of devolution in each country Most students will be able to evaluate the strengths and weakness of the devolution process. Some students will be able to compare and contrast the

Edexcel text book Essentials of UK politics.

Wales Scotland and NI are Introduce the H/wk essay pages 195-197 H/wk How far has labour been successful in reforming the electoral system. Write a report 2 sides feeding back to the government your views on this.

report 2 sides feeding back to the government your views on this

12 How has new labour attempted to change the constitution and how will the coalition treat it in the future?

For the students to understand the push factors in changing the constitution.

Starter Give reasons why a new government would wish to change a constitution? Feedback ideas Which would be particularly relevant to the coalition? Main Feedback on the ideas of how Labour tried to change the constitution. Read through pages 214-17 Assess the changes to the constitution Assess the strengths and weakness of the Reform 1997-2010. Plenary Use the coalition’s proposed changes to assess how likely you think these changes will be. How close are these reforms to the spirit of New

H/wk revision for the assessment.

All students will recognise the chages to britians constitution. Some students will be able to explain why labour attempted to make these changes. Some students will be abler to assess their weaknesses and suggest how they link to the coalition latest reforms.

Text book 214-217 Work sheets

labours’? 13 Assessment

prep Starter

Look at the mark scheme of a 40 mark question what do you think are the three main elements that will get you a good grade. Main Read through the sample answers What are the main differences between the answers. Plenary Use the C grade answer to write 5 bullet points of what they could have included in their answer to make it better.

All students to recognise how the Extended questions are answered. Most students be be able to plan and answer to ahieve Level 2-3 answers Some studet will be able to critically ansalyse their plans to get level 4

Edexcel student book

14 Assessment OR4 ‘Constitutional reform since 1997 has not gone far enough.’ Discuss. (Total for Question 4 = 40 marks)

Text book Pp221-225

Parliament 1-2 What are the

characteristics of parliament in the UK?

Students are to recognise the role of parliament. (Hof c and the HofL) Discuss the soverenty and

Starter List all the things you know about the practices of the UK Parliament. Main Read through pages Assess the differences between parliamentary government and Presidential government. Why is parliament legally sovereign? Give as many reasons as you .

H/wk Students recognise the role of the parliament. And describe it Students will be able to explain the characteristics of Parliament in relevance to how it conducts business.

Text book Pp221-225

parliament Parliamentary government.

Where does real political power lie? Before looking at pages225 students try to guess the 5 ways parliament sovereignty has been eroded. Read through page 225 how many did you get right? Plenary how is Parliament structure are to design a diagram explaining how it all works from the public to the queen _________________________________________ Starter: Read the paragraph on the structure of parliament of check to show correct your diagram was. Main Read through pages 226-227 What are plenary sessions and why do you think they are so important? Students look though the information in regards to Committees and fill out the analysis grid. The role of the Speaker What the election of the speaker Watch footage of John Bercow in parliament. http://www.youtube.com/watch?v=yd2YyZPc0b8

Some students will be able to analyse how parliaments works and the weaknesses in the system.

http://www.youtube.com/watch?v=7Yg1LaYpNy8&feature=channel http://www.youtube.com/watch?v=UOZidiWwwz role of Sally Bercow http://www.youtube.com/watch?v=vxMM1LJ-elg Read through the role of the speaker Plenary How powerful are committees and the speaker.

3-4 What are the functions of Parliament

For the students to recognise how parliament functions Students to recognise its legitimacy? Scrutiny Accountablity. Assess the role of the opposition. For the students to recognise the concept of

Starter Read opening section give evidence for each suggestion by Norton. Main Read through the grid sheet and explain the answer we have made. Go through accountability with the students and complete that box. Students work in pairs to complete the box. Students pair ans share- 4 mins reading and writing 3 mins sharing. Plenary H/wk students complete their grids for tommorrow Focus on IRM. _________________________________________ Starter Watch footage of parliamentary questions over students fee’s students assess how it works.

H/wk Complete Grid Design a leaflet describing to 11 year old the legislative process for government.

All students will be able to identify the main functions of government and assess a strength and a weakness. Most students will able to assess the strengths and weaknesses and Explain which ones make parliament strong and which ones present the main weaknesses Some students will be able to respo nd to this in detail connecting up the ideas together in to a coherent argument.

Individual ministerial responsibility. Understand how laws are made

http://www.youtube.com/watch?v=YCvKp6rlv8I How are ministers made accountable. Main How is parliament supported? Students give as many ways as they can. Read through pages 243-245 Plenary Design a leaflet describing to 11 year old the legislative process for government. Discuss what will need to be in the leaflet to explain this process.

5 How has the House of lords become so significant?

For the students to recognise the composition of the house of lords and the issues this presents For the students to recognise how the Hof L challenges the government and has a

Starter What can you learn form the make up of the House of lords about the way it will work. Main What do you need a life peer to do? Students come up with five bullet points of things you need the upper house to do?

What are the strengths and weaknesses of a life peer

What are the strengths and weaknesses of a

hereditary peers

What are the strengths and weaknesses of a Bishops and Archbishops.

Discuss the role of the Law lords why were

they removed form the H of lords.

H/wk: None

All students will recognise the functions of the House of Lords They can also describe its make up Most students will be able to explain the role of different groups within the House of Lords. Some will analyse why the House of Lords has become more significanct and be able to judge

Text book pages 245-250 Work sheet.

role in parliament.

Use page 249 to provide evidence for the increase in the significance of the H of L Extension which issue do you think is the most significant and why. Plenary “By reforming the House of lord the commons has created a greater advasary.” How far do you agree with this view?

the most important effects of this.

6 What is the relationship between the Commons, Lords and government

For the students to recognise the complex relationship between the sections of parliament.

Starter Why do we need the ‘upper’ house in Parliament? Feedback the Responses Main Read through pages 250-252 Class are split into groups and feedback their findings each group takes one section each. Read through sections 252-253 Make notes on the different reasons why government dominates parliament Plenary What are the different functions of the House of commons and the Lords. 5 mark question.

H/wk Question 2 a and B pp261

All student will be able to regonise the functions of the lords, commons and the government. Most students will be able to explain the differing relationships in regards to running the country and limiting each others power. Some students will be able to suggest the times when these relationships will alter and what will challenge their effectiveness.

Text book 250-253 Grid sheet

7 How has parliament

To asses the reasons for

Starter

None All the students will recognise the

Text book and work

been reformed?

reform of the house of commons To analyse the reforms to evaluate how far the reforms have changed the workings of Parliament.

Give as many reasons as you can why labour would chose to reform the commons and the Lords Separate your ideas Feedback your ideas. Main Hof lords: Describe stage one of the hsuse of Lord refom in five bulltet points Why was the Wakeham report not implemented? Describe stage two in five bullet points. Why did New labour wish to reform the house of commons What did labour achieve? What did they fail to do? House of commons Why did New labour wish to reform the house of commons What did labour achieve? What did they fail to do? Plenary Verbally recap the objectives.

reforms of the 1997-2010 period. Most students will be able to explain the motives and outcomes of the policies Some students will be able to evaluate the successes and failures of the polices.

sheet.

8 How effective is Parliament?

Students recognise how effective the second chamber is Should there be an elected Second chamber.

Starter What do we mean by the word effective? Main Debate: Should there be an elected second chamber Who do you think will be the winners and losers of this reform. Fill out the sheet with arguments from both sides. Plenary “The coalition will continue the new labour project on House of lords reform” How far do you agree with this view.

H/wk revision of topic

9 Assessment prep

Starter Read through the source together highlight the most important parts in regards to Questions I and 2. Feedback ideas Main Look at the A answers highlight what has been used from the source. Create a help sheet how should you answer this question Read through the A section of question B How should we answer this question

H/wk revision of topic

Read through the A version of Question C

10 Assessment

Complete a 40 minute exam on parliament.

The Prime Minister and the Cabinet? (the executive)

1. What is the excetuive?

For the students to recognise how government are formed. For the students to recognise the different styles of government.

Starter Create a flow chart in regards to how a government is formed normally. Create a flow chart in regard to how a coalition is formed? What the similarities and differences. Main Students read through pages 265-267 What do you have to consider in selecting the cabinet? What are the strengths and weakness of Minority Government and coalition government as opposed to each other. Plenary Look at the different sorts of coalition which sort do you think is the strongest and which is the

H/wk What do you have to consider in selecting the cabinet? Write a guide for the prime minister on this issue.

All students will recognise what the cabinet is and the basic reasons why it is formed. The will also recognise why a coalition is formed Most students will be able to suggest reasons for the strengths and weaknesses of that process including minority and collation governments Some students will be able to evaluate which version is stronger in certain situations.

Text book P 265-267

weakest. Discuss your ideas

Starter 2-3. How has the

role of cabinet changed over the years

For the students to assess the role of the Cabinet and the roles that are played out there To assess the role of the pm in the Cabinet Assess the role of marginalisation and cabinet committee’s

Starter Who are the cabinet? Students match politicians to their department. Main What is the main purpose of the cabinet? Use the terms- unity disputes approval decisions and Prime Minister Departments. Read through pages 269 on the influence of the Prime Ministers. Read through the role of the Prime ministers How did they affect cabinet power. Plenary Which Prime minister do you think has hurt cabinet power the most. Explain your reasons. Starter What are committee’s and how do you think they have damaged the role of the cabinet. Main Read through page 271-272

H/wk for what reasons has cabinet government declined in Britain?

All students will know what the cabinet is and the main functions that it gives out Most Will recognise the role of the cabinet has come to depend on the style of the Prime Minister. Some will successfully analyse the changes over the last 40 years and debate its changing nature

Text book and 269- onwards sheets.

Write a paragraph explaining which issue has been the most damaging to the role of Cabinet Marginalisation or Committees 8 ins to write their answers three points need to be explored for each section, 10 mins read out their responses Plenary Use pages 272-273 not don the main uses of cabinet today.

4. How do you choose a Cabinet? Why do some people have to go?

For the students to recognise the concepts of IMR&CCR For students to recognise the importance of cabinet selection in forming a stable government.

Starter In pairs: You have won the election with a very modest majority you have the difficult decision of who to include in your cabinet. You are the prime Minister come up with a shortlist of the qualities you want in your cabinet. Remember the political situation that you are. Main Students use pages 274 to evidence their ideas with real examples Define: Individual ministerial responsibility Why do some minister have to go? Work through the sheet identifying which incidents are CCR or IMR. Read through pages 276 to asse the assess the role of the cabinet.

None All the students will recognise what the cabinet is and will be able to describe the deal qualities a cabinet member would have. Most student will be able to link their decisions to real examples and will be able to explain the significance of CCR and IMR Some students will be able to analyse how different governmental situations affect the choices.

Sheets 274-276

Plenary. List three ways the cabinet is important and three reasons why its influence has wained.

5 What is the role of the Prime Minister?

For the Students to recognise the role of the PM To identify the sources of prime ministers power. And assess the limitations of the prime minister.

Starter What does the Prime minister do? Students come up with three specific roles. Main Students are split into groups of four where they not down the roles of the PM, sources of power and limitations Students Feedback their points and the other students note them down as they are spoken Plenary Is the Pm all powerful or are they a weak leader? Explain this point.

Research report Is CCR and IMR Dead find examples of where ministers have not been sacked for issues Give Examples James Prior 1983 Thatcher and Major rebels. Mandelson Blukett?

All students will recognise the role of the pm as the policy makers and leader of the governing party Most will evaluate the different powers and limitations a pm may have Some analyse the role of the PM through the eyes of the individual character and how they mould the role.

Mixed ability Groups

Grid sheet pages 278-283

6 Pm power: Chairman or President? mon

Starter What is the difference between a chairman and President? Feedback Main Read through page 284-85 Briefly note down the ideas of the PM in charge Assess the growth of the 10 downing street machine In what ways is this a positive an negative development. In what ways is spatial leadership a positive or negative development. Students feedback their ideas Plenary Prime minister are presidents dote down the pm you think was most presidential Thatcher or Blair give reasons for your choice?

None All students will understand the difference between the ole of president and chaiman styles To assess the influence of extra pm power in shaping the pm’s role To evaluate how far the role of PM in now a chairperson or presidential.

Text 284-89 Sheets

7 How has the role of PM development over the past 30 years. tues

For the students to explore the role of the PM in the last 30 years To ass the

Starter What do you think Constitutes a presidential style Feed back their ideas. Main Read through the article by Mo Mowlam underline all reasons why Blair acted like a President.

Revison for end of unit test.

All the students to recognise the components of a Presidential Prime Minister. Most students will be able to recognise

Newspaper Articles Pages

role of Tony Blair in the role of President.

Read through pages 287-289 List all the reasons why Blair was not a presidential leader. Feedback results. How far was Blair a president. Plenary Which groups have an influence that we have missed out of this debate and what impact can they have on a PM

the reasons for and against the presidential thesis. Some students will be able to come to a conclusion about how How far Blair was a presidential figure

8 What is the relationship between minister and their departments/ Civil service? wed

Students recognise the role and responsibility of PAN.

Starter Define the role of the Civil Service

Permanence

Anonymity

Neutrality What are the strengths and weaknesses of these points of view. Main Read the section on the Raynor Reforms what do these reforms suggest about the nature of the Civil Service Pre-1979. Read through pages 289-292 Complete the questions about the functions of the Civil Service. (use the work sheet) Watch the opening sections ( first 4 mins of the

Revision for the exam

All students are to recognise the role of the Civil service in the exectutive. Students re to assess the changes to the civil service and how they work with ministers Some students will assess their contribution to open government.

Text book And work sheets

documentary Last 6 mins http://www.bbc.co.uk/iplayer/episode/b00zhzqt/The_Secret_World_of_Whitehall_The_Real_Sir_Humphrey/ what can you learn about the Civil service From the documentary, Plenary What do we mean by open government and is this true of the Civil Service.

9 Assessment prep thur

Starter Read through the sources and describe the function of the British government. Read through the answers which answer is yours closest too and why. Main Focus on question B Read through the answers what is the differences between the Two answers. Highlight the PEE Plenary

Read through the good C answers why is it so Good!!!

10 Assessment Mon

Complete the assessment. 2 Prime Ministerial Power Study the following passage and answer the questions that follow. For centuries Prime Ministers have exercised authority in the name of the monarchy without the people or their elected representatives being consulted. So now I propose that in key areas important to our national life, the Prime Minister and executive should surrender or limit their powers. The exclusive exercise of these powers by the Government should have no place in a modern democracy. These include: • the power of the executive to declare war • the power to request the dissolution of Parliament • the power over recall of Parliament • the power of the executive to ratify international treaties • the power to make key public appointments without effective scrutiny • the power to restrict parliamentary oversight of the intelligence services • the power to choose bishops • the power to appoint judges I now propose to surrender or limit these powers to make for a more open twenty-first century British democracy. Adapted from Gordon Brown, speech in

Parliament, July 3rd 2007. 2 (a) With reference to the source, outline the reasons Gordon Brown gave for proposing that prime ministerial powers be surrendered or limited. (5) (b) With reference to the source, and your own knowledge, explain the ways in which Prime Ministers are able to control Parliament. (10) (c) To what extent has prime ministerial power grown in recent years? (25) (Total for Question 2 = 40 marks) OR 4 To what extent does the prime minister dominate the political system in the UK? (Total for Question 4 = 40 marks)

The judiciary and civil liberties 1 What is the

Nature and political role of the judiciary? tue

For the students to recognise functions and then political role of the judiciary

Starter What do the courts do? Use the Grids in pars to work out what6 you think happens in each court. Students feedback their ideas Main

None All students to recognise the main functions and structure of the judicial system Most students will start to debate to antagonistic

Text book 298-303

Students use pages 298-299 to complete the final grid. Look at the levels of the Judiciary express to students that they need to know them. In pars students read through pages 300-303 and complete the grid on strengths and weaknesses. Complete public enquires as an example. Use the grids on 302 and 304. Plenary Who should have the ultimate decision? Judges or Politicians Give reasons for each view.

relationship with the government. Some students will be able to clear explain how the government can be held to account by the judiciary

2 Why is the independent of the judiciary so important? wed

For the students to recognise the limitations of the law. To assess the argument for and against the independence of the judiciary.

Starter What limitations do you think the law has in the UK Read through pages 303-5 to assess. Main

Discussion why should the judiciary be independent?

List the factors that maintain it, listen to

the factors that threaten it

What is the difference between independence and neutrality?

Read through the source and complete 1

Research the Hutton enquiry What significance does this have on our discussion.

All students will recognise the limitations of the Law. To recognise the reasons why legal system is supposed to be independent. Most students will recognise the weaknesses of Independence pf the judiciary Some students will recognise the role of

Text book pages 303-307 You tube clip

Plenary http://www.youtube.com/watch?v=jUrnTTJQQYg&feature=related What does this suggest about the neutrality of the judges?

the judiciary whether is intrinsically not independent.

3 To what extent is the Judiciary neutral? TUE

For the students to assess the role of

Starter Split the class into groups of three Split into there section Neutral, not neutral, sometimes neutral Student research and produce a speech suggesting all reasons why the Judiciary is or is not neutral. Plenary Plan out the essay of the independence of the judiciary.

Why is the independence of the judiciary so important and how is it maintained in the UK.?

All students to recognise the reasons for and Against the judiciary being neutral. Most students will be able to argue the case on way or another and give counter arguments Some students will be able to evaluate the arguments case by case to modify the argument.

Work sheets Text book pages 307-308

4. What are civil liberties and why do some people believe they are under threat? WED

For the students to recognise what civil liberties are To evaluate the potential threats to civil liberties

Starter What are the Civil liberties and how do you think they are protected in Britain. Feedback the responses Main Read through pages 309.

H/wk: Research cases challenging the laws.

All students will understand what civil liberties are and what laws apply them in the country Most students will recognise the antagonistic relation ship between the threats to civil

Work sheets and grid

over the past decades.

Complete the threats and responses grid Plenary Read through pages 312-313 When can it be justified to set aside Civil Liberties?

liberties and legislation. Some students will evaluate the balance with the law and civil liberties.

5. What is the relationship between the government and the Judiciary THUR

To evaluate the relationship between the government and the judiciary

Starter What sorts of things do you think the Judiciary and the government disagree on? Feedback the ideas Main Read through pages 313-314 Students are to make notes on the three areas of conflict between the government and the judiciary How has achieve area of conflict been resolved. Plan out answer to the question “To what extent is the British judiciary able to control the power of the Government” Plan out an answer. Ideas “checks and balances” Independence and separation of powers Neutrality Codification

None All students will understand the relationship between the government and the judiciary Most students will be able to explain the difficulties in reconciling the differences between the government and the judiciary Some students will be able to assess the influence of this on the ability of the judiciary to control the government.

Text book pages 313-314

Judicial review Public inquires Parliamentary sovereignty Feedback the plans Plenary What is the nature of the judiciary, the executive and Parliament.

6 How has the judiciary been reformed? tUE

For the students to recognise the reforms that new labour put through. To assess whether the role of the supreme court has strengthened the

Starter What are the common complaints about the judicial system? Suggest how the government could put them right. Main Read through page 315- which reform do you think was the most important and why? Which reform was the least and why? Read through the article on whether the Supreme court has strengthened the judiciary How far do you agree with the views of the author Plenary How far has the judiciary been reformed What still needs to be done

Revision for the end of unit exam

All students will recognise the reforms made over the past few years Most will be able to analyse the role of the supreme court and judge its success Some students will be able to see the SC in context of other reforms and assess what is needed to improve it.

Text book 315 and supreme court Essay

7 How does the judiciary

For the students to

Starter List the controls and problems the British judiciary

All students will recognise the

function in partnership with the EU? WED

recognise how European law is superior to British Law For the students to recognise cases that have affected the judiciary.

has upon the EU Feedback the results Main Half the class reads through the case of factortame and half with Ex prate. What is the significance of this on the British judiciary. Would the role of the Supreme court have helped this situation? Read through p316 Read through the Naomi Campbell What effects do you think this case would have on the judiciary? Plenary

influence of the EU on the judiciary Most students will be able to explain why the Eu has such influence Some students will be able to assess theinfluence of the eu on th judicary

8 Assessment prep tHUR

Starter Read through the C grade answer Give the Student 5 things that they have to do To improve Main Read through the A grade answers List five things they do well. Read through the analysis of question 3 p328-329 Plenary

Discuss revision techniques 11 Assessment

MON

A Answer EITHER Question 1 OR Question 2. 1 The role of Parliament Study the following passage and answer the questions that follow. Citizens need an effective Parliament. They need a body that can call the government to account, that can ensure that government answers for its actions and the actions of civil servants. They need a body that can scrutinise and, if necessary, change the legislative proposals brought forward by government. They need a body that can ensure that their voice is heard by government when they have a grievance, be it about the impact of a policy or the absence of a policy. They need the security of knowing that, if there is a problem, there is a body to which they can turn for help, a body that can force public officials to listen. Government needs an effective Parliament. It needs it because its authority derives from Parliament. The more government distances itself from Parliament, the more it undermines popular consent for the system of government. It needs Parliament to give its approval to measures and, prior to doing so, to scrutinise those measures. Adapted from Report of the Commission to Strengthen Parliament. 1 (a) With reference to the source, describe three functions of Parliament. (5) (b) With reference to the source, and your own

knowledge, explain why government needs an effective Parliament. (10) (c) Analyse the main factors that limit the effectiveness of Parliament. (25) (Total for Question 1 = 40 marks) A Answer EITHER Question 1 OR Question 2. 1 The Judiciary Study the following passage and answer the questions that follow. The judiciary is considered to be independent of the other two branches of government. Judges’ salaries are paid from the Consolidated Fund; this means that they do not have to be voted upon each year by Parliament. The House of Commons generally forbids MPs from making any reference to matters before the criminal and civil courts. By convention, a similar restriction is observed by ministers and civil servants. For their part, judges by convention do not engage in politically partisan activity, thus upholding their neutrality. Indeed, they have generally avoided commenting on matters of public policy. However, the dividing line between judges and politicians was never quite as sharp as these features would suggest. The most obvious example used to be found in the figure of the Lord Chancellor. Prior to the passage of the 2005 Constitutional Reform Act, he was head of the judiciary, the presiding officer of the House of Lords and a member of the Cabinet. The 2005

Act, which also proposed the establishment of a new Supreme Court by 2009, changed this situation, providing for the transfer of his judicial role to the Lord Chief Justice. Adapted from: `The Judiciary’, by Philip Norton in Politics UK, Bill Jones et al., 6th edition, Pearson Education, 2007. 1 (a) With reference to the source, describe the measures that exist to maintain the independence and neutrality of the judiciary. (5) (b) With reference to the source, and your own knowledge, explain how the judiciary has been reformed since 2005. (10) (c) To what extent are UK judges both independent and neutral? (25) (Total for Question 1 = 40 marks) EITHER 3 ‘The UK constitution is no longer fit for purpose.’ Discuss. (Total for Question 3 = 40 marks) OR 4 Is the judiciary too powerful, or is it not powerful enough? (Total for Question 4 = 40 marks)

12 Mock prep 13 Mock Revsion lessons

What role does the Civil service play in

Starter What do we know about the Civil service?

All students will be able to list the main components of the civil service.

Scanned notes

Governing UK affairs. tUE

Scatter diagram Main Read through the sections about the development of the civil service and the concerns at the end of the 20th century Which concern have been dealt with? Use Thatcher Blair and Brown reforms to do this? Read through the non-Civil service Sections on quangos and think tanks. Plenary What influence can these people have on the government and is it always positive?

Most students will be able to explain why the CS needed to be reformed. To evaluate the Significance of the civil service and the governments attempts to reform it

How to answer Question A and b Wed

For the students to recognise the skill necessary to complete the questions in regards to the exam

Starter In pairs Students come up with a list of things to do in regard to how to answer a part a Question. Feedback the response Main Students read through the answer and mark it Feedback the responses Read the examiners report on the question. In pairs Students come up with a list of things to

worksheets

do in regard to how to answer a part B Question. Feedback the response Students read through the answer and mark it Feedback the responses Read the examiners report on the question. Plenary Read through the Do’s and Dont’s sheet Add any ideas

How to answer extended and part C questions tHUR

For the students to recognise the skill necessary to complete the questions in regards to the exam

Starter In pairs Students come up with a list of things to do in regard to how to answer a part C Question. Feedback the response Main Students read through the answer and mark it Feedback the responses Read the examiners report on the question. In pairs Students come up with a list of things to do in regard to how to answer a extended Question. Feedback the response Students read through the answer and mark it

Worksheets

Feedback the responses Read the examiners report on the question. Plenary Read through the Do’s and Dont’s sheet Add any ideas

Unit 1 exam paper

Participation

Unit 2 sources section

colaition