Curriculum Portal

neurologyYou need to know

• Explain what the core executive is and identify its main components.
• Explain the role of the Prime Minister within the core executive.
• Explain the role of the Cabinet in government and policy-making.
• Explain the significance of the inner Cabinet and Cabinet committees.
• Analyse how policy is made within the core executive.
• Explain that policy-making may involve formal Cabinet discussion, informal networks, bilateral meetings, special advisers, departmental ministers and Prime Ministerial leadership.
• Analyse the relationship between the Prime Minister and Cabinet.
• Evaluate whether the Prime Minister is best seen as:
• a dominant executive leader
• or as primus inter pares, constrained by Cabinet, party and circumstances
• Explain the difference between individual responsibility and collective responsibility clearly and precisely.
• Apply examples to show how these principles operate in practice.
• Use the examples of:
• Sir Thomas Dugdale and Crichel Down (1954)
• Iain Duncan Smith and welfare reform (2016) to explain and assess ministerial responsibility
• Analyse whether individual ministerial responsibility still works effectively in modern politics.
• Explain how collective responsibility helps maintain government unity.
• Evaluate whether collective responsibility is always followed, especially during periods of internal party division or coalition government.
• Use one example from 1945–1997 and one example from 1997 to the present to show how the Prime Minister and Cabinet can dictate events and shape policy.
• Explain and evaluate examples such as:
• the poll tax (1990)
• the invasion of Iraq (2003)
• Assess the extent of the Prime Minister's power.
• Assess the extent of Cabinet influence.
• Compare periods in which Prime Ministers have appeared dominant with periods in which Cabinets or senior ministers have constrained them.
• Analyse and evaluate government–Parliament relations.
• Explain how the Prime Minister and Cabinet are held accountable to Parliament.
• Evaluate how effective Parliament is at holding the executive to account in practice.
• Consider factors that may strengthen executive power, including:
• party discipline
• patronage
• media leadership
• control of the policy agenda
• Consider factors that may limit executive power, including:
• Cabinet disagreement
• ministerial resignations
• party rebellion
• parliamentary pressure
• public opinion
• Construct balanced arguments about whether Britain has:
• Cabinet government
• Prime Ministerial government
• or a more mixed and changing executive relationship
• Write developed analytical responses that use precise examples, make clear comparisons and reach substantiated judgements.

• The core executive is the part of government responsible for making and implementing policy at the centre of the political system.
• The core executive includes:
• the Prime Minister
• the Cabinet
• senior ministers
• Cabinet committees
• key officials and advisers involved in central decision-making
• The Prime Minister is the head of government and the most prominent figure within the core executive.
• The Prime Minister is responsible for:
• appointing and dismissing ministers
• leading the government
• setting the political agenda
• chairing Cabinet
• managing relationships within the governing party
• representing the government nationally and internationally
• The phrase primus inter pares means 'first among equals'.
• Students must know that the Prime Minister is sometimes described as primus inter pares because, formally, they are one minister among others in Cabinet.
• Students must also know that, in practice, many Prime Ministers have exercised influence far beyond this traditional description.
• The Cabinet is the senior decision-making body made up of the most important government ministers.
• Cabinet has several functions, including:
• discussing major government policy
• coordinating departments
• resolving disputes between ministers
• presenting a united government position
• The inner Cabinet refers to a smaller group of the most senior and influential ministers on whom the Prime Minister relies most heavily.
• The Cabinet committee system allows smaller groups of ministers to consider policy in detail and make decisions on behalf of Cabinet.
• Cabinet committees are important because much detailed policy-making happens in them rather than in full Cabinet meetings.
• Students should know that policy is not made by one person alone; it emerges from discussion, bargaining, ministerial influence, party management, departmental input and Prime Ministerial leadership.
• Students must understand the relationship between the Prime Minister and Cabinet.
• This relationship can vary depending on:
• the personality and leadership style of the Prime Minister
• the strength of the Prime Minister's authority
• party unity or division
• events and crises
• the experience and influence of senior ministers
• Students must know the difference between individual responsibility and collective responsibility.
• Individual ministerial responsibility means ministers are accountable for the actions, decisions and conduct of their departments.
• Under this principle, ministers are expected to explain departmental failures and may resign if serious errors occur.
• Collective ministerial responsibility means ministers must publicly support government policy once a decision has been made in Cabinet.
• If ministers cannot support agreed policy, they are expected to resign.
• Students should know examples of individual responsibility, including:
• the resignation of Sir Thomas Dugdale after the Crichel Down affair in 1954
• the resignation of Iain Duncan Smith in 2016 over welfare reform, although this is also often discussed as an example linked to disagreement with government policy
• Students should know that in modern politics the principle of individual responsibility is often seen as weaker or more flexible than in the past.
• Students must know that accountability means that ministers and the government must explain and justify their actions to Parliament, the public and, ultimately, the electorate.
• Accountability operates through:
• Parliament
• select committees
• questions to ministers
• media scrutiny
• elections
• Students must know that the Prime Minister and Cabinet can be highly influential in determining policy and dictating events.
• They need at least two examples showing this power:
• one example from 1945–1997
• one example from 1997 to the present
• Suitable examples include:
• the introduction of the poll tax (1990) as an example of strong executive-driven policy making
• the invasion of Iraq (2003) as an example of Prime Ministerial and Cabinet influence over a major national decision
• Students should know that relations between government and Parliament are important to understanding accountability.
• The executive is drawn from Parliament, but it is also supposed to be accountable to Parliament.
• This creates tension because the government often dominates Parliament through party discipline, but Parliament is also meant to scrutinise and challenge the executive.