A-level POLITICS 7152/3

A-level POLITICS 7152/3 Paper 3 Political ideas Mark scheme June 2024 Version: 1.0 Final *246a7152/3/MS* Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2024 AQA and its licensors. All rights reserved. Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly Level 3 with a small amount of Level 4 material it would be placed in Level 3 but be awarded a mark near the top of the level because of the Level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. Section A Levels of response mark scheme for 9-mark questions Socialism Explain and analyse three ways in which socialist thinkers view the free market. Liberalism Explain and analyse three ways in which liberal thinkers view individual liberty. Conservatism [9 marks] [9 marks] Explain and analyse three ways in which conservative thinkers view the role of the state. [9 marks] Target AO1: 6 marks, AO2: 3 marks Level Marks Descriptors 3 7–9 • Detailed knowledge of relevant political concepts, institutions and processes is demonstrated and appropriate political vocabulary is used (AO1). • Thorough explanations and appropriate selection of accurate supporting examples demonstrate detailed understanding of relevant political concepts, institutions and processes (AO1). • Analysis of three clear points is structured, clearly focused on the question and confidently developed into a coherent answer (AO2). 2 4–6 • Generally sound knowledge of political concepts, institutions and processes is demonstrated and generally appropriate political vocabulary is used (AO1). • Some development of explanations and generally appropriate selection of supporting examples demonstrate generally accurate understanding of relevant political concepts, institutions and processes, though further detail may be required in places and some inaccuracies may be present (AO1). • Analysis is developed in most places, though some points may be descriptive or in need of further development. Answers, for the most part, are clearly expressed and show some organisation in the presentation of material (AO2). Students who only make two relevant points will be limited to this level. 1 1–3 • Limited knowledge of political concepts, institutions and processes is demonstrated and little or no appropriate political vocabulary is used (AO1). • Limited development of explanations and selection of supporting examples demonstrate limited understanding of relevant political concepts, institutions and processes, with further detail required and inaccuracies present throughout (AO1). • Analysis takes the form of description for the most part. Coherence and structure are limited (AO2). Students who only make one relevant point will be limited to this level. 0 0 • Nothing worthy of credit. 0 1 Socialism Explain and analyse three ways in which socialist thinkers view the free market. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following: • explanation and analysis of how all socialists view the free market as problematic due to inequality, exploitation, and the instability it causes. Students may refer to a range of thinkers • explanation and analysis of the Marxist view of the free market. Students may develop their arguments by referring to concepts such as exploitation, surplus value, class conflict and means of production to explain a Marxist critique of capitalism and the need for it to be eradicated as an economic system. Students may refer to thinkers such as Luxemburg or Marx • explanation and analysis of the social democrat view of the free market and the idea that capitalism is a system that should be moderated rather than eradicated. Students may develop their explanation by suggesting that social democrats who advocate a mixed economy in order to harness the potential of the free market to generate prosperity whilst also reducing economic inequality. For analysis, students may develop concepts (eg Keynesian economics, nationalisation, the welfare state, re-distributive taxation) and make reference to thinkers such as Crosland • explanation and analysis of more recent socialist thinkers in the United Kingdom who advocate a “third way” towards the free market. Students may develop their explanation by noting that “New Labour” governments did not seek to reverse many market reforms and privatisations of the Thatcher and Major Conservative governments and that therefore the aim of government is to tax wealth generated by the free market. Students may refer to the work of thinkers such as Giddens. Students are required to consider only three ways in which socialist thinkers view the free market. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and those should be credited. If a student gives only one or two examples they will receive a maximum of three and six marks respectively. 0 2 Liberalism Explain and analyse three ways in which liberal thinkers view individual liberty. [9 marks] Indicative content In their explanations and analysis, students may be expected to cover areas such as the following: • explanation and analysis of individual liberty being the primary goal of all liberals. Students may develop their answer by explaining “social contract” thinkers such as Locke or Rawls and concepts such as “natural rights” • explanation and analysis of the concept of negative liberty, property and legal rights for the individual are central to the idea of liberty. Students may develop their arguments by explaining concepts such as the “harm principle” as advocated by J.S. Mill • explanation and analysis of the concept of “positive liberty” and the argument that an “enabling state” is required to provide services such as education, health care and a welfare state in order for individuals to realise their potential or self-actualise. Students may refer to thinkers such as Friedan and T.H. Green to develop their explanations • explanation and analysis of concepts that relate to individual liberty such as the enlightenment and how liberty is a rational desire of humans. The concept of foundational equality and the idea that all humans are born equal (“tabula rasa”) and that they should therefore be given the same rights in law. For analysis, responses may develop the concept of foundational equality, students may develop their answers by referring to the advancement of female liberty and the work of Wollstonecraft and Friedan. Students are required to consider only three ways. If a student exceeds this number reward only the best three. However, some may include relevant points not listed above and these should be credited. If a student gives only one or two examples they will receive a maximum of three and six marks respectively.