Politics
Intent
Our intent for A Level Politics is to equip students with a deep understanding of political systems, ideologies, institutions, and current affairs, both in the UK and globally. Students learn how governments function, including the UK Parliament, the US political system (in comparative modules), and the role of institutions like the judiciary and executive. It helps students become informed citizens who can critically engage with political debates, elections, and policy decisions. Students explore political ideologies such as conservatism, socialism, liberalism, and feminism, understanding how these shape policies and societies. A comparative unit of study enables students to compare political institutions in the UK with the USA.
Further information
Key Stage 5: A Level
The KS5 curriculum is sequenced to maximise student understanding. The core Paper 1 (UK Politics) and Paper 2 (UK Government) units are taught alongside each other in Y12. This means that political concepts (for example democracy and electoral systems) are taught alongside Political Parties and the UK Constitution is taught alongside Parliament and the Executive. This spiral curriculum allows for a deepening of understanding and application of knowledge. The analytical and evaluative skills needed to complete the Paper 1 and Paper 2 exams are identical; therefore, in all lessons special focus is given to the close analysis of political sources and to the methodology needed to write an academic political essay. In Y13 Paper 3 is studied which covers a comparison of UK and USA Politics. Alongside this is a study of the core political ideologies of liberalism, conservatism, socialism and the non-core ideology of feminism. The Politics A level course is supported by an annual visit and guided tour of the UK Parliament and Supreme Court.
Curriculum Plans
Curriculum time allocation
KS5 Politics - 10 hours a fortnight (option)
SEND Learner Experience in Politics
Planning
When planning lessons, we use all SEND information documents available; Individual Learning Plans, EHCP documents and reading age scores to ensure a sound knowledge of individuals' needs and that appropriate resources are used to support learning. The seating plan is carefully organised and a class plan is completed for every class.
Work scrutiny is used to prioritise students with SEND and assess how effectively progress is being made. If not, we make reasonable adjustments to their experience based on the information we hold and liaise with the SENDCo where appropriate.
When planning our schemes of work, we ensure that we create a curriculum in which there is a clear revisiting of topics, subjects or themes throughout the course. This ensures a deepening of skills and knowledge, with each successive encounter building on the previous one.
- Retrievals used to reinforce learning
- Clear learning journey with ‘know it, link it, say it’
- Explicit teaching of vocabulary
- Explicit modelling using guided practice
- Time for deliberate practice.
Before each lesson
SEND students are highlighted on both the class plans and seating plans. Class plans are annotated to ensure helpful strategies are used to help our learners. These are regularly updated.
Seating plans assist with the provision of intervention for SEND students.
Entry routine
Students are welcomed into the classroom, using thresholding, to ensure all students feel welcome and recognised. Routine and procedure is used to establish common expectations, e.g the retrieval task is always on the board or, where appropriate, printed out and on desks.
During teaching
The Tavistock College Charter is applied to ensure consistency of experience.
Resources are created to ensure all students can access the lesson.
'3,2,1, STAR behaviours’ and tracking are used to ensure all students understand and engage with the task.
Pre-warning students when we are about to cold-call for questions to reduce anxiety.
Circulating around the room during independent practice to help identify and engage with those in need of support.
Prioritising students with SEND for checking in and short marking.
Use of scaffolding to ensure all students can access the tasks.
After each lesson
We use the evidence seen in student books to inform our planning of the next lesson.
After each assessment
We use the evidence seen in student work to inform our planning of the next lesson. We have a reteach lesson where misconceptions and common errors are clarified and explained.
Data analysis includes a focus on SEND students.
Reading and literacy in Politics
Subject contact
Sarah Sharpe