AQA Model Answers Paper 1 - 2020 - Short Questions (all 3) Pages: 11; words: 2623 This document is an invaluable resource for teachers and students preparing for the AQA A Level Politics exams. It includes expertly crafted model answers to the short questions from the 2021 AQA Politics Paper 1, written by an experienced Examiner and Moderator. The model answers are designed to meet the highest standards and provide clear, concise, and high-quality responses that can achieve top marks. The document features real exam questions, detailed explanations, and revision exercises that encourage students to practice under timed conditions and compare their answers with the model responses. This promotes active learning and self-assessment, helping students understand the reasoning behind each response and how to structure their own answers effectively. The document explains three ways in which the UK’s membership in the EU has impacted its politics: the sovereignty debate, economic policies, and immigration control. Pressure on Collective Responsibility Since 1979: It discusses three ways in which collective responsibility has come under pressure: the rise of individual ministerial responsibility, coalition governments and power-sharing arrangements, and the impact of Brexit. Long-term Factors Influencing Voting Behaviour: The document analyses three long-term factors, other than class, that influence voting behaviour: age, education, and ethnicity. Each section includes a model answer followed by a revision exercise to help students practice and compare their answers with the provided model answers.

AQA Model Answers Paper 1 - 2023 - Short Questions (all 3) Pages: 10; words: 2767 The document provides model answers and revision exercises for the AQA A Level Politics Paper 1, which consists of three short questions, each worth 9 marks. The answers are written by an experienced examiner and are intended to help students practice and improve their responses under timed conditions. The document includes detailed model answers for the following questions: Impact of Election Results on Government Formation in the UK: The model answer explains how election results can lead to the formation of majority governments, coalition governments, and minority governments, with examples from recent UK elections. Protection of Rights in the UK: The model answer discusses three ways in which rights are protected in the UK: through legislation (e.g., the Human Rights Act 1998), judicial review, and the work of independent institutions like the Equality and Human Rights Commission (EHRC). Methods Used by UK Pressure Groups to Achieve Their Aims: The model answer describes three methods used by pressure groups: lobbying, public campaigns, and legal action, with contemporary examples such as Friends of the Earth, Extinction Rebellion, and Liberty. Each section concludes with a revision exercise to help students practice and evaluate their own answers against the model responses.

This is a student Handout/Worksheet, complete with questions, on 10 reasons why Donald Trump won the 2024 US Presidential Election and 5 reasons why Kamala Harris didn’t win! The Handout highlights several key factors that contributed to Trump’s win, including his economic policies, populist appeal, media strategy, and effective campaign messaging. The document also discusses the high voter turnout, Republican Party unity, and Trump’s response to key issues such as the COVID-19 pandemic. Additionally, it examines the reasons behind Kamala Harris’s defeat, citing perceived ineffectiveness, campaign strategy, voter turnout, media coverage, and internal party divisions as significant factors. Finally, there are 5 questions which can be used as an exercise to summarise the document or as an aide to discussion for your class.

This novel, new to the A-Level Specification, has few resources written about it and so this Guide will act as a great starting point for students and teachers of the book, This is a summary of the Handout: Here’s a summary of the document: “My Name is Leon” by Kit de Waal is a poignant novel set in the 1980s, focusing on themes of identity, family, and the foster care system through the eyes of a young boy. Identity and Belonging: Leon, a mixed-race boy, struggles with his identity and seeks a place where he feels accepted and loved, highlighting the importance of understanding one’s identity despite societal challenges. Family and Separation: Leon and his baby brother Jake are separated due to their mother’s inability to care for them, with Leon’s bond and determination to reunite with Jake driving much of the plot. The Foster Care System: The novel critiques the UK foster care system through Leon’s experiences, emphasizing the need for compassion, understanding, and stability for children in care. Resilience and Hope: Leon’s journey is marked by resilience and hope, as he strives to find his brother and create a sense of family, conveying a message of positive change. Look out for other resources on the novel.

This beginner’s guide to studying “Macbeth” provides an overview of the play, its characters, themes, and important quotes, along with study tips and additional resources. It is 6-pages long and would take around 45 minutes to go through with a class. The Handout is structured as follows: Introduction to Macbeth: “Macbeth” is one of William Shakespeare’s famous tragedies, exploring themes of ambition, power, guilt, and the supernatural. Written in the early 17th century, it remains a timeless play. Main Characters: The guide highlights main characters including Macbeth, Lady Macbeth, the witches, Banquo, King Duncan, Macduff, and Malcolm, explaining their roles and significance in the play. Key Themes: The guide explores major themes such as ambition, guilt, fate vs. free will, the supernatural, and power and corruption, illustrating how they are developed through the characters’ actions and events. Important Quotes: Several key quotes are provided to illustrate the play’s themes and character motivations, including famous lines like “Fair is foul, and foul is fair” and “Out, damned spot!”. Study Tips: The guide offers study tips such as reading the text aloud, using annotations, watching performances, discussing with others, analyzing characters, exploring themes, and writing essays. Additional Resources: Additional resources include books like “Shakespeare for Students” and “No Fear Shakespeare,” websites like Shakespeare Birthplace Trust and SparkNotes, and video resources like BBC’s “Shakespeare Unlocked” and National Theatre’s "Macbeth.

This is a 9-page (2484 words) student handout which analyses the characters of Estella and Pip from Dickens’ masterpiece “Great Expectations”. It would be useful for study at any point in the novel and would be particularly appropriate for revision. The document is structured as follows: Here’s a summary of the document: The analysis of Estella and Pip in Charles Dickens’ “Great Expectations” explores their complex characters, relationships, and the broader themes they represent. Estella’s Enigmatic Beauty: Estella is introduced as a beautiful yet aloof character, described through Pip’s eyes as having “delicately transparent” skin and “proud eyes”. Estella’s Duality: Estella is both a victim of Miss Havisham’s manipulation and an independent individual aware of her emotional shortcomings, creating a complex duality in her character. Growth and Redemption: Estella undergoes significant development, showing signs of remorse and a desire for redemption by the end of the novel, reflecting Dickens’ theme of personal growth. Pip’s Aspirations: Pip’s desire to become a gentleman is driven by his infatuation with Estella and his encounters with Miss Havisham, leading him to yearn for social status and wealth. Pip’s Moral Growth: Pip’s journey reflects his growing self-awareness and moral integrity, ultimately valuing loyalty and modesty over wealth and status by the novel’s end.

This student Handout or Worksheet is 10-pages long and would take about 90 minutes of teaching. There are questions and activities and discussion points, depending on the direction the teacher wants the lesson to take. This is a summary of the Handout: Act 1, Scene 3 of Shakespeare’s Macbeth is a pivotal moment that introduces key themes, advances the plot, and provides insights into Macbeth and Banquo’s characters. The Witches’ Prophecies: The witches predict that Macbeth will become Thane of Cawdor and eventually King of Scotland, sparking his ambition and setting the stage for his moral decline. Ambiguity and Doubt: The ambiguous nature of the witches’ prophecies causes Macbeth to be intrigued and troubled, while Banquo remains skeptical, highlighting their contrasting reactions. Macbeth’s Ambition: Macbeth’s reaction to the prophecies reveals his internal conflict between ambition and moral reservations, which foreshadows his eventual downfall. Banquo’s Skepticism: Banquo’s skepticism and rationality contrast with Macbeth’s ambition, serving as a voice of reason and highlighting the theme of moral integrity. Themes and Motifs: The scene introduces key themes such as the supernatural, ambition, fate versus free will, and the corrupting influence of power. Character Development: This scene is crucial for character development, particularly for Macbeth, whose transformation from a loyal soldier to an ambitious figure begins here. Plot Advancement: The witches’ prophecies propel the plot forward by awakening Macbeth’s ambition and introducing tension between Macbeth and Banquo. Foreshadowing: The scene is rich in foreshadowing, hinting at Macbeth’s rise to power, subsequent downfall, and the eventual betrayal and violence between Macbeth and Banquo.

This 5-page student Handout includes likely questions and areas of study as well as advice on how to approach a debate about Macbeth. This is a summary of the Handout: Noble Beginnings: Macbeth starts as a valiant and loyal warrior, highly esteemed by King Duncan and his peers, which sets the stage for his tragic descent. Valor and Loyalty: Macbeth’s bravery and loyalty to King Duncan are evident early in the play, highlighting his sense of duty and honour. Influence of the Witches: The witches’ prophecy that Macbeth will become king ignites his latent ambition, leading to his moral and psychological decline. Ambition and Power: Macbeth’s ambition becomes a destructive force as he becomes consumed by the desire for power, which Lady Macbeth further fuels. Relationship with Lady Macbeth: The relationship between Macbeth and Lady Macbeth deteriorates as the weight of their actions leads to mutual estrangement and Lady Macbeth’s eventual madness.

This is a Model Answer to the following question: “How far do you agree with the view that Shakespeare presents Lady Macbeth as an ambitious woman, with influence over her husband?” It is written by a teacher with 30-years experience in the profession and which has been used with many classes and cohorts. The answer contains a plan which students can either use as “scaffolding” to produce their own answer, or the answer can be dissected as a class exercise.

This Handout looks in detail at the character of Arthur Birling from “An Inspector Calls”. It is 4-pages long (1246 words) and is written by an Examiner with 30-years experience of teaching the play. A summary of the Handout is provided below: Arthur Birling in J.B. Priestley’s “An Inspector Calls” exemplifies the capitalist ethos and social norms of early 20th century Britain, serving as a critique of socio-economic inequalities and moral blindness. Role and Authority: Arthur Birling is the head of the Birling family and a prosperous manufacturer in Brumley, whose dominance is evident through his authoritative tone and unchallenged opinions. Businessman Identity: Birling’s identity is deeply tied to his role as a businessman, emphasizing capitalism and individualism while dismissing social responsibility. Capitalist Symbol: Priestley uses Birling to symbolize capitalist ideology, critiquing social inequalities and moral shortcomings, highlighted by Birling’s naive predictions of peace and prosperity. Interactions with Characters: Birling’s interactions reveal his desire for control and reliance on social status, particularly evident in his attempts to intimidate Inspector Goole and his strained relationship with his son Eric. Lack of Development: Unlike other characters, Birling shows minimal development, remaining steadfast in his beliefs and quick to dismiss the evening’s events as an inconvenience.

This is an 8-page student handout with an example of an approach to an examination question, and written by an Examiner with 30-years experience. This is an invaluable resource and could be used either at the commencement of study of the play OR as the start of a revision programme for the novel. The Handout offers strategies and insights for answering exam questions on J.B. Priestley’s play “An Inspector Calls,” covering key themes, characters, and question types. Introduction to “An Inspector Calls”: J.B. Priestley’s play is a staple in English literature curriculums, known for its rich themes, complex characters, and social commentary. Key Themes: The play explores themes such as social responsibility, class and social status, generational conflict, and hypocrisy. Main Characters: Main characters include Arthur Birling, Sybil Birling, Sheila Birling, Eric Birling, Inspector Goole, and Eva Smith, each representing different societal attitudes. Types of Exam Questions: Exam questions may include character analysis, theme exploration, contextual analysis, quotation analysis, and comparative analysis, each requiring specific strategies. Effective Exam Techniques: To excel, students should plan their answers, use quotations, focus on analysis, stay relevant, and practice past papers. Example Exam Question: An example question from the AQA GCSE English Literature Paper 2 (2023) asks about the different ways older and younger characters respond to the Inspector, illustrating generational differences.

This Handout is a 7-page exploration of the character of Juliet from Shakespeare’s timeless tragedy, “Romeo and Juliet”. It is suitable for use with GCSE students and includes questions and discussion points as well as brief suggested answers at the end of the Handout. The discussion considers Juliet’s intelligence, her pragmatism and contrasts her thoughtful approach to Romeo’s more impulsive actions. This discussion is part of a collection of resources on the play and has been tried and tested with many groups of students. Why not look at the other resources provided on “Romeo and Juliet” and use them with your groups. Enjoy!

This 7-page (1538 words ) student Handout will help any student and/or teacher of the play get started in thinking about themes, characters and examination questions. Written by an Examiner and teacher of 30-years standing. The Guide is structured as follows: Historical Context: Written during the Elizabethan era, “Hamlet” reflects the cultural and political changes of the time, including the Renaissance and the rise of humanism. Shakespeare’s Life and Works: Understanding Shakespeare’s life and other works can provide valuable insights into “Hamlet,” one of his most complex plays. Character Analysis: The guide examines key characters like Hamlet, Claudius, Gertrude, Ophelia, Polonius, Laertes, Horatio, and King Hamlet’s ghost, highlighting their complexities and roles in the narrative. Language and Style: Shakespeare’s use of soliloquies, wordplay, and vivid imagery enhances the play’s emotional and intellectual impact. Study Strategies: Effective study strategies include close reading, performance analysis, discussion, and consulting secondary sources to deepen understanding. Look out for my other resources on Hamlet as well.

This is a 10-slide PowerPoint which covers the complete Learning Aim C (the 3rd of 3 parts) which make up Unit 20 on Corporate Social Responsibility. **This is not covered by any textbooks for Business and these PowerPoints together mean that teachers will be required to do no other work. ** This is a summary of the presentation: Coursework Focus: Analyse Sainsbury’s CSR policies and their impact on the local community. Community Impact: Sainsbury’s aims to support social cohesion, economic prosperity, and inclusive growth. UN Global Goals: Sainsbury’s is committed to several UN Global Goals, including No Poverty and Zero Hunger. CSR Categories: Sainsbury’s CSR record includes financial, employment, and diversity aspects. Poor CSR Example: Study Sports Direct for an example of a company which has hae issues regarding CSR in the past. **Please look out for PowerPoints covering Learning Aim A and Learning Aim B which together make up the whole Unit. Discounted bundle: buy all 3 PowerPoints and get a discounted rate of 33% off!**

Written by an experienced Law Examiner, this set of student notes on “Views on Morality” is invaluable any any students and teachers of A Level Law. The Handout explores the relationship between law and morality, focusing on the Hart-Devlin debate and various legal theorists’ views. Hart vs. Devlin on Law and Morality: Hart argued that law should remain separate from morality, while Devlin believed law should enforce moral standards. Sources of Morality: Morality can be influenced by family, media, religion, and education, and while some aspects can be enforced, others cannot. Paternalist vs. Liberal Views: Paternalists argue that law should guide and protect people, while liberals believe law should not interfere in private lives. Functions of Law: Summers and Raz identified practical functions of law such as providing remedies, prohibiting harmful conduct, and settling disputes. Hart’s Distinction Between Legal and Moral Rules: Hart distinguished legal rules, which can be changed and enforced by authorities, from moral rules, which are subject to social pressure and personal sacrifice. Fuller’s Guidelines for Law: Fuller proposed that laws should be well-considered, known, understandable, consistent, and not require the impossible, among other criteria.

This 5-page Handout or Worksheet consists of revision questions on the topic of Law and Morality. Written by an experienced Law Examiner, it wraps up the study of the topic and ensures that students also undertake some research (on the Bulger case) as well. Designed for the AQA Specification, this Worksheet can be used with any students undertaking study of this vital topic.

This is a 22-page student Handout/Worksheet on the various theories of Justice. Written by an experienced Examiner in Law and used with classes with excellent results. A summary of the Handout is below: The document discusses various legal cases and theories of justice, exploring different perspectives on fairness and legal principles. Case of Reeves: Two men convicted of receiving stolen goods received different sentences; one was fined £25 in the Magistrates’ Court, while the other, who elected for a jury trial, was sentenced to nine months in prison but was released after serving three months due to the perceived disparity in sentencing. Perelman’s Justice Theories: C. H. Perelman identified six meanings of justice, including formal and substantive justice. His ideas emphasize the importance of following correct procedures and ensuring that the rules themselves are just. Beycan Case: The Court of Appeal quashed Beycan’s conviction for supplying heroin because he was not informed of his right to legal advice, violating Perelman’s principles of justice. Promissory Estoppel: Lord Denning introduced the concept of promissory estoppel in the case of Central London Property v High Trees House to ensure substantive justice, preventing a party from going back on a promise if others have relied on it in good faith. Aristotle’s Justice: Aristotle’s theories of distributive and corrective justice are illustrated through cases like Jebson v Ministry of Defence and Beswick v Beswick, emphasizing proportionate compensation and restoring balance. Utilitarianism: Utilitarianism, associated with Jeremy Bentham and John Stuart Mill, focuses on maximizing happiness for the greatest number, but it faces criticism for potentially justifying immoral acts if they increase overall happiness. John Rawls’ Theory: John Rawls’ theory of justice emphasizes fairness through the ‘veil of ignorance’ and includes the principles of liberty and the difference principle, which aims to benefit the least well-off members of society. The Handout contains questions and exercises throughout and gives a thorough examination of the topic.

This is an introduction to the complex topic of Law and Justice. It is designed to be distributed to students and it includes questions and activities and also provides a “model answer” to a common question on the topic. The Handout is structured as follows: Definitions of Justice: Justice is associated with fairness, equality, and the proper administration of the law, with various perspectives provided by philosophers like Aristotle, Bentham, Rawls, and Nozick. Aristotle’s View: Aristotle divides justice into distributive justice, concerning the fair allocation of resources, and corrective justice, dealing with rectifying wrongs. Bentham’s Utilitarian Approach: Bentham’s utilitarian idea of justice aims to achieve the greatest happiness for the greatest number, though it has limitations. Rawls’s Theory: Rawls emphasizes fairness and equality, focusing on protecting the least advantaged members of society. Nozick’s Conservative View: Nozick offers a conservative alternative, focusing on individual rights and the minimal state. Case Studies: Several case studies illustrate the complexities of achieving justice, highlighting issues such as disproportionate punishments and the ethical implications of severe penalties. Barriers to Justice: Barriers include the unrepresentative legal profession, limited access to legal advice and representation, and biases in the administration of justice. Legal Theories’ Insights: Legal theories provide insights into the relationship between law and justice, with various definitions highlighting different dimensions like formal/procedural justice and substantive justice.

A 26-page student Handout which represents everything students need to know about Substantive, Procedural Justice and Equity. Written by an experienced Examiner and delivered to his classes successfully over many years. The document explores various aspects of justice, including substantive and procedural justice, equity, and the role of judicial review in holding public bodies accountable. Substantive Justice: Substantive justice examines the content of laws and measures them against fundamental principles like fairness and morality. Equity in Law: Equity fills gaps in common law by providing remedies where common law is insufficient, as illustrated by historical cases and principles. Equitable Remedies: Equitable remedies include freezing injunctions, search orders, and orders of specific performance, which compel defendants to act or refrain from certain actions. Case Study: Ryan Giggs: Ryan Giggs sought an injunction to prevent the publication of private information, highlighting the complexities and breaches of such orders. Case Study: Tinsley v Milligan: The case illustrates the tension between equitable ownership and illegal actions, with the House of Lords ruling in favor of Milligan despite her fraudulent behavior. Damages in Civil Law: Damages aim to restore the claimant’s financial position, with special and general damages addressing specific and non-specific losses respectively. Judicial Review: Judicial review allows courts to assess the lawfulness of public body decisions, serving as a critical check on governmental power. Controversy Over Judicial Review Reforms: Proposed reforms to judicial review have sparked debate, with critics arguing that they undermine the ability to hold the government accountable.

A 7-page student Handout/Worksheet on the defence of loss of control. Written by an experienced Law Examinaer and used with many groups and classes across the years. The Handout is structured as follows: This defence, along with diminished responsibility, can reduce a murder charge to voluntary manslaughter if successfully pleaded. It replaces the old defence of provocation and is outlined in the Coroners and Justice Act 2009. A person (D) is not convicted of murder if: D’s actions resulted from a loss of self-control. The loss of self-control had a qualifying trigger. A person of D’s sex and age, with normal tolerance and self-restraint, might have reacted similarly. The Act provides guidelines for these points, with cases from the old provocation defence serving as illustrations. If D shows evidence of loss of control, the prosecution must disprove it. Key Cases: Doughty: D killed his baby due to continuous crying. The Court of Appeal quashed his murder conviction, stating provocation should have been considered. Thornton: D, a battered wife, killed her husband. The Court recognized ‘battered wife syndrome’ and quashed her murder conviction. Ahluwalia: D killed her abusive husband after hours of contemplation. The defence of provocation was accepted on appeal. Ibrams: D planned and killed V after a week of provocation. The defence failed as D had time to cool off. Humphreys: D, a prostitute, killed her abusive pimp. The Court of Appeal allowed her characteristics to be considered in the defence. The defence is not available if D acted out of revenge or had time to cool off. Certain characteristics, like age and sex, are relevant in assessing if a hypothetical person would act similarly. However, temporary states of mind or mood are not considered relevant characteristics.