2009 – 2010 sociology gce as/a2 · specimen question papers specimen marking schemes . ... gce...

GENERAL CERTIFICATE OF EDUCATION TYSTYSGRIF ADDYSG GYFFREDINOL

2009 – 2010

SOCIOLOGY GCE AS/A2

SPECIMEN QUESTION PAPERS SPECIMEN MARKING SCHEMES

GCE SOCIOLOGY Specimen Assessment Materials 3

Contents

Page Question Papers A/S Sociology Unit 1 - Acquiring Culture 5 A/S Sociology Unit 2 - Understanding Culture 9 A2 Sociology Unit 3 – Power and Inequality 13 A2 Sociology Unit 4 – Social Divisions 15 Mark Schemes A/S Sociology Unit 1 - Acquiring Culture 21 A/S Sociology Unit 2 - Understanding Culture 23 A2 Sociology Unit 3 – Power and Inequality 3 A2 Sociology Unit 4 – Social Divisions


WELSH JOINT EDUCATION COMMITTEE General Certificate of Education Advanced Subsidiary/Advanced

CYD-BWYLLGOR ADDYSG CYMRU Tystysgrif Addysg Gyffredinol

Uwch Gyfrannol/Uwch

SOCIOLOGY

UNIT 1

ACQUIRING CULTURE

SPECIMEN PAPER

(1 hour)

ADDITIONAL MATERIALS In addition to this examination paper, you will need a 12 page answer book. INSTRUCTIONS TO CANDIDATES

Answer question 1 and one other. You are advised to divide your time according to the mark allocation given. Write your answers in the separate answer book provided.

INFORMATION FOR CANDIDATES

The number of marks is given in brackets at the end of each question or part-question.

You are reminded that assessment will take into account the quality of written communication used in your answers. No certificate will be awarded to a candidate detected in any unfair practice during the examination. Credit will be given for reference to recent public debate and research publications.


UNIT 1 - ACQUIRING CULTURE

1 hour Question 1 Look at the item below and answer the following questions. Culture and clothing

Clothing is used to express identity; it can reflect the norms and values of a culture. The wearer may use clothing to cause a reaction in others, or to express group solidarity. Traditionally Welsh people have expressed culture through their national costume. Welsh female costume consists of a hat, made of black felt, with a high crown and wide brim, which is worn over a lace cap. Welsh clothing is unlikely to be seen on a daily basis but it has a ceremonial importance, so for example, children will wear it on St. David's Day as a mark of their national identity and separation from English culture.

Adapted from www.learnenglish.de

1. (a) With reference to the item, explain the meaning of the term culture. (5)

(b) Using material from the item and elsewhere, describe and explain ways in which culture may be transmitted. (10)


Choose one question from the following options: Question 2: Families and culture

(a) Outline and explain the evidence that family structures have undergone significant

change since 1945. (15) (b) To what extent have men and women become equal partners in marriage? (30)

Question 3: Youth cultures

(a) Outline and explain reasons for the development of youth cultures (15) (b) To what extent are youth cultures deviant? (30)

Question 4: Community and culture

(a) Outline and explain reasons why people develop communities. (15) (b) To what extent have communities experienced significant change since 1945? (30)




Uwch Gyfrannol/Uwch

SOCIOLOGY

UNIT 2

UNDERSTANDING CULTURE

SPECIMEN PAPER

(1½ hours)


Answer question 1 and one other. You are advised to divide your time according to the mark allocation given. Write your answers in the separate answer book provided.





UNIT 2 – UNDERSTANDING CULTURE

1 ½ hours Question 1 – Look at the item below and answer the following questions. Every ten years a major piece of quantitative research known as the Census is conducted to give us a complete picture of the whole population. It counts the numbers of people living in each city, town and country area. It tells us about each area and its population, including the balance of young and old, what jobs people do, and the type of housing they live in. Because the same questions are asked and the information is recorded in the same way throughout the UK, the Census allows us to compare different groups of people across the entire nation. In 2001, a Census form which is a detailed questionnaire was delivered to every household, establishment, or to people living anywhere else in the United Kingdom. The forms were designed for self-completion by the respondents in order to provide information which related to Census day – 29 April 2001. Most forms were then posted back to temporary local offices and the remainder collected by a 'field force' of people employed to make sure that the Census was conducted properly. The form for a household in England asked questions which collected information on household accommodation, relationship, demographic characteristics (e.g. sex, age and marital status), migration, cultural characteristics, health and provision of care, qualifications, employment, workplace and journey to work. In Wales there was an additional question on the Welsh language.

Source: adapted from http://www.statistics.gov.uk

(a) Using material from the item and elsewhere, identify the main strengths of questionnaires. (10)

(b) With reference to the item and sociological studies and research, assess the strengths

of triangulation. (20)


Choose one question from the following options: Question 2: Education

(a) Describe and assess the role of education as an agency of socialisation. (20) (b) Discuss changing patterns of gender attainment in education since the 1970s. (40)

Question 3: Religion

(a) Describe and assess the main changes to patterns of church attendance since the

1970s. (20) (b) Discuss the view that religion is a force for social change. (40)

Question 4: Mass Media

(a) Describe and assess the main changes to patterns of media ownership since the 1970s. (20) (b) Discuss the view that the media presents stereotypical images of males and females. (40)




Uwch Gyfrannol/Uwch

SOCIOLOGY

UNIT 3

POWER AND INEQUALITY

SPECIMEN PAPER

(1½ hours)


There is one compulsory question and a choice of extension questions for each option. Write your answers in the separate answer book provided.





Choose from one of the following options

Option 1. Understanding Crime

Compulsory question: 1. Explain why functionalists regards crime as both inevitable and functional. (15) Either

2. Are Marxism theories useful to explanations of criminal behaviour? (45) Or 3. "Crime statistics are biased and unreliable". Discuss. (45)

Option 2. Understanding Health

Compulsory question: 4. Explain what is meant by the term "sick role". (15) Either 5. Are cultural explanations a useful means of explaining inequalities in health between

social classes? (45) Or 6. "Illness is socially constructed". Discuss. (45)

Option 3. Understanding Politics

Compulsory question: 7. Explain why Pluralists regard interest groups as an essential part of a democratic

system. (15) Either 8. Is Marxism a useful means of understanding power in contemporary society? (45) Or 9. "Voting behaviour is no longer linked to social class". Discuss. (45)




Uwch Gyfrannol/Uwch

SOCIOLOGY

UNIT 4

SOCIAL DIVISIONS

SPECIMEN PAPER

(2 hours)


Answer question 1 and one other question. Write your answers in the separate answer book provided.





Question 1 (compulsory) Truancy Truancy is a persistent problem in British schools. Some geographical areas experience more truancy than others. For example Local Education Authorities produced statistics in 2000 that showed that in the Wirral absent pupils had missed on average 26 half days whereas in Wokingham this figure was 11. Corrigan researched truancy but his aim was to understand it rather than just measure its frequency. To do this he used participant observation telling those involved that he was a writer interested in the lives of working class boys. He found that the boys truanted because they didn’t like particular lessons or particular teachers or even because they enjoyed rebelling against the fact that school was compulsory. (a) Give two reasons why Corrigan decided to use participant observation to research truancy. (10) (b) As an A Level sociology student you have been asked to design a research project to collect

quantitative data on attitudes towards grammar schools amongst a representative sample of British residents in your area.

Outline each stage of your research design explaining the reasons for your choices at each stage. Identify some of the problems that you anticipate might occur and the impact that these may have on the quality of the data collected. (30)


Choose one question from the following options:

Understanding World Sociology Either:

Question 2

(a) Identify two areas of life in the developed and developing world where there is

evidence of gender inequality. Illustrate your answer with reference to appropriate evidence for each area identified. (20)

(b) Evaluate the view that globalisation has resulted in the exploitation of the poorest

people in the world. (30) Or: Question 3

(a) Identify two areas of life in the developed and developing world where there is evidence of ethnocentrism. (20)

(b) Evaluate the view that Modernisation is nothing more than cultural Imperialism. (30)


Understanding Social Inequality Either: Question 4

(a) Identify two areas of life in the contemporary UK where there is evidence of ethnic

inequality. Illustrate your answer with reference to appropriate evidence for each area identified. (20)

(b) Evaluate the view that ethnic inequalities are the result of institutional racism. (30)

Or: Question 5 (a) Identify two areas of life in the contemporary UK where there is evidence of class

inequalities. Illustrate your answer with reference to appropriate evidence for each area identified. (20)

(c) Evaluate the view that class inequalities are both functional and inevitable. (30)


MARKSCHEMES


SOCIOLOGY GCE

UNIT ONE ACQUIRING CULTURE

MARK SCHEME Judgements remain the responsibility of the markers. The responsibility for final decisions remain with the Chief Examiner for the paper

Principles underlying marking:

• Marking is positive. • The full range of the mark scheme will be applied.

Mark allocation matrix

raw marks AO1 (55%)

AO2 (45%)

1 (a) 5 3 2 1 (b) 10 5 5

2 (a) 15 8 7 2 (b) 30 16 13 Total 60 33 27

weightings 100 % 55 % 45 %


Q.1 (a) With reference to the item, explain the meaning of the term culture. (5)

Part (a) Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Candidates may refer to some but not necessarily all of the following:

• The notion that culture may be expressed in many ways • Some elements of cultural transmission e.g. clothes, food etc. • Offer a direct definition, e.g. Way of life of a group of people

perhaps with reference to a theorist or a writer • Reference to norms and values as important aspects of culture • The use of examples of norms and values to identify similarities and

differences in cultures • The notion that culture is socially constructed and can change

between societies and over time

Responses other than those listed above may be valid and credit worthy.

Marks AO1

3

There will be relevant points made which identify the meaning of culture displaying a detailed and clear understanding of the term including reference to norms and values. Reference will be made to the item.

2 There will be some understanding of the term culture which is illustrated through the use of examples.

1 There will be basic understanding of the term culture with misunderstanding evident.

0 No relevant points will be made

Marks AO2

2 Detailed understanding is displayed through clear explanation.

1 There will be some analysis.

0 No explanations offered.


(b) Using material from the item and elsewhere, describe and explain ways in which culture may be transmitted to children

(10)

Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis. This question is open to interpretation by candidates and so credit will be given to a range of possible approaches. Candidates may refer to some but not necessarily all of the following: • Agencies of socialisation are described and explained in an analytical fashion

and fully contextualised • Elements of culture will be described and their application to the question

will be and fully contextualised • Processes of socialisation into a culture are described and explained in an

analytical fashion and fully contextualised • All relevant examples and explanations will be credited


Marks AO1 (5) AO2 (5)

4 - 5

There are a number of specific, correct and relevant points made.

Correct sociological terminology will be used in such a way as to display explicit knowledge and understanding

The quality of written communication will be good.

Reference will be made to item.

Additional sociological knowledge will be present.

Appropriate examples and explanations of the processes or agencies described will be apparent.

Analysis will be explicit

2- 3

There will be some relevant points made.

Some sociological language may be present.

There may be some errors of punctuation, spelling and grammar.

There may be reference to the item or additional sociological knowledge.

Some appropriate examples and explanations of the processes or agencies described will be apparent.

Analysis will be implicit

1

There is little evidence of sociological content.

Answers will be common sense in approach

Limited use of appropriate examples and explanations of the processes or agencies described will be apparent.


Option 1: Families and Culture Q.2 (a) Outline and explain the evidence that family structures have undergone

significant change since 1945. (15)

The focus of the answer should be on family structure and social change. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis. Candidates may refer to some but not necessarily all of the following: • The variety of family structure that is emerging in modern Britain • Specific statistical evidence to support the claim that family structures have • undergone change • Reference to recent political, social or public debate with reference to family

change • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



Banding AO1 (8) AO2 (7)

12 - 15

6 - 8 Candidates will be able to make accurate, appropriate and detailed reference to a range of writers, research and theory. There will be a detailed level of knowledge and understanding and this will be detailed and wide ranging. Candidates will be able to refer to more than one area of sociology where appropriate. Answers will be expressed in appropriate sociological language Candidates will be able to make accurate and appropriate use of the sociological terminology indicated in the specifications showing knowledge and understanding of its meaning. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

5 – 7 Candidates will relate their knowledge directly to the question under consideration and this link will be detailed and explicit. References to writers, research and/or theory will be explained in detail and contextualised. Answers will be formally constructed with a clear and logical argument. Evaluation and/or analysis will be detailed and explicit throughout the answers. The candidate may challenge the terms of the question. .

8 - 11

4 - 6 Candidates will be able to make some accurate, appropriate reference to writers, research or theory. There will be some knowledge and understanding and this will be detailed or wide ranging. Candidates may be able to refer to more than one area of sociology where appropriate. Answers will make some use of appropriate sociological language. Candidates may be able to make some the sociological terminology indicated in the specifications showing some knowledge and understanding of its meaning. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

4 – 5 Candidates will relate their knowledge to the question under consideration but the link is likely to be more implicit than in band 4. References to writers, research or theory will have some explanation. Answers will have some clarity and logical argument. Evaluation or analysis is likely to be implicit and is unlikely to be present throughout the answer.

4 - 7

2 - 3 Candidates will be able to make basic references to writers, research or theory. There will be basic knowledge and understanding but this will lack detail and will not be wide ranging. Candidates will make basic references to other areas of sociology. There will be limited and at times inaccurate use of the sociological terminology indicated in the specifications. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

2 – 3 Candidates will basic links between their knowledge and the question. There will be basic explanation of any writers, research or theory referred to. Answers will have basic clarity or logical argument. Any evaluation or analysis will be implicit and very limited. .

1 - 3

1 - 2 Candidates may rely on anecdotal references with few if any references to writers, research or theory. There will be limited knowledge or understanding. There will be limited use of sociological language The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.

1 Candidates will make limited links between their knowledge and the question. There will be limited explanation of any writers, research or theory. There will be limited analysis.

0 No relevant knowledge or understanding displayed No relevant analysis


(b) To what extent have men and women become equal partners in marriage?

The focus of the answer should be on men and women in the family in the last 50 years. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis.

This question is open to interpretation by candidates and so credit will be given to a range of possible approaches. Reference to the notion that social roles are not static, but are processes and therefore fluid will be credited appropriately Candidates may refer to some but not necessarily all of the following: • Changes in the role of women in the family is a dynamic that influences

change to male gender roles • The nature of structural change to families has been an influential factor in

the changing male role: cohabitation, gay partnerships, childless relationships and lone parenthood

• Crisis of masculinity and changes in masculinity including the rise of lads and ladettes, notions of fatherhood

• Changing norms values and mores • Reference to recent political, social or public debate with reference to family





13-16 Candidates will be able to make accurate, appropriate and detailed reference to a range of writers, research and theory. There will be a detailed level of knowledge and understanding and this will be detailed and wide ranging. Candidates will be able to refer to more than one area of sociology where appropriate. Answers will be expressed in appropriate sociological language Candidates will be able to make accurate and appropriate use of the sociological terminology indicated in the specifications showing knowledge and understanding of its meaning. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

12-14 Candidates will relate their knowledge directly to the question under consideration and this link will be detailed and explicit. References to writers, research and/or theory will be explained in detail and contextualised. Answers will be formally constructed with a clear and logical argument. Evaluation and/or analysis will be detailed and explicit throughout the answers. The candidate may challenge the terms of the question. .

9-12 Candidates will be able to make some accurate, appropriate reference to writers, research or theory. There will be some knowledge and understanding and this will be detailed or wide ranging. Candidates may be able to refer to more than one area of sociology where appropriate. Answers will make some use of appropriate sociological language. Candidates may be able to make some the sociological terminology indicated in the specifications showing some knowledge and understanding of its meaning. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

8-11 Candidates will relate their knowledge to the question under consideration but the link is likely to be more implicit than in band 4. References to writers, research or theory will have some explanation. Answers will have some clarity and logical argument. Evaluation or analysis is likely to be implicit and is unlikely to be present throughout the answer.

5-9 Candidates will be able to make basic references to writers, research or theory. There will be basic knowledge and understanding but this will lack detail and will not be wide ranging. Candidates will make basic references to other areas of sociology. There will be limited and at times inaccurate use of the sociological terminology indicated in the specifications. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

4-7 Candidates will basic links between their knowledge and the question. There will be basic explanation of any writers, research or theory referred to. Answers will have basic clarity or logical argument. Any evaluation or analysis will be implicit and very limited. .

1 - 3


1 -3 Candidates will make limited links between their knowledge and the question. There will be limited explanation of any writers, research or theory. There will be limited analysis.



Question 3: Youth cultures

(a) Outline and explain reasons for the development of youth cultures (15)

The focus of the answer should be on youth cultures and social change. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis.

Candidates may refer to some but not necessarily all of the following: • The variety of youth cultures that have emerged in modern Britain • Reference to youth cultures as forms of resistance • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



12 - 15


5 – 7 Candidates will relate their knowledge directly to the question under consideration and this link will be detailed and explicit. References to writers, research and/or theory will be explained in detail and contextualised. Answers will be formally constructed with a clear and logical argument. Evaluation and/or analysis will be detailed and explicit throughout the answers. The candidate may challenge the terms of the question. .

8 - 11



4 - 7



1 - 3





(c) To what extent are youth cultures deviant? (30) The focus of this question is a discussion relating to the argument put forward that youth cultures are deviant against the notion that they are only perceived in this way because of the way that they are presented by the media. This means that it is expected that answers will contain a discussion of the role of the media in deviance amplification and moral panics.

• Changing norms values and mores • Reference to recent political, social or public debate with reference to change • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited









1 - 3





Question 4: Community and Culture (a) Outline and explain reasons why people develop communities. (15)

The focus of the answer should be on identification of reasons for communities. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis. Candidates may refer to some but not necessarily all of the following:

• The variety of communities that have emerged in modern Britain • Reference to communities as forms of support networks • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



12 - 15


5 – 7 Candidates will relate their knowledge directly to the question under consideration and this link will be detailed and explicit. References to writers, research and/or theory will be explained in detail and contextualised. Answers will be formally constructed with a clear and logical argument. Evaluation and/or analysis will be detailed and explicit throughout the answers. The candidate may challenge the terms of the question.

8 - 11



4 - 7



1 - 3





(b) To what extent have communities experienced significant change since 1945? (30)

The focus of this question is a discussion of the impact of social change on communities and whether they have changed a great deal or not. Answers are likely to include references to gemeinschaft and gesellschaft.

• Changing norms values and mores • The changing nature of work and its impact on community • The impact of technology such as the internet • The influence of minority cultures on new communities or development • Reference to recent political, social or public debate • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited









1 - 3





SOCIOLOGY GCE:

UNIT TWO UNDERSTANDING CULTURE





raw marks AO1

(55%) AO2

(45%)

1 (a) 10 6 4 1 (b) 20 12 8

2 (a) 20 12 8 2 (b) 40 20 20 Total 90 50 40

weightings 100 % 55 % 45 %


UNIT 2 – UNDERSTANDING CULTURE

1 ½ hours

Question 1 – Look at the item below and answer the following questions. Every ten years a major piece of quantitative research known as the Census is conducted to give us a complete picture of the whole population. It counts the numbers of people living in each city, town and country area. It tells us about each area and its population, including the balance of young and old, what jobs people do, and the type of housing they live in. Because the same questions are asked and the information is recorded in the same way throughout the UK, the Census allows us to compare different groups of people across the entire nation. In 2001, a Census form which is a detailed questionnaire was delivered to every household, establishment, or to people living anywhere else in the United Kingdom. The forms were designed for self-completion by the respondents in order to provide information which related to Census day – 29 April 2001. Most forms were then posted back to temporary local offices and the remainder collected by a 'field force' of people employed to make sure that the Census was conducted properly. The form for a household in England asked questions which collected information on household accommodation, relationship, demographic characteristics (e.g. sex, age and marital status), migration, cultural characteristics, health and provision of care, qualifications, employment, workplace and journey to work. In Wales there was an additional question on the Welsh language.

Source: adapted from http://www.statistics.gov.uk

(a) Using material from the item and elsewhere, identify the main strengths of questionnaires. (10)

(b) With reference to the item and sociological studies and research, assess the strengths

of triangulation. (20)


Question 1 (a) Using material from the item and elsewhere, identify the main strengths of

questionnaires. (10)

Answers should be fully rewarded for accuracy and succinct coverage of any relevant points.

Candidates may refer to some but not necessarily all of the following: • Generalisability • Reliability • Ease • Ethics • Cost • Objectivity • And any other relevant points


Marks AO1

5 - 6

At least two strengths are identified and fully explained with reference to relevant examples. Accurate sociological terminology will be used in such a way as to display explicit and detailed knowledge and understanding. Reference will be made to the item and to other relevant studies. Knowledge may be illustrated with reference to the item. The quality of written communication will be good.

3 - 4

Two strengths are identified and explained with some knowledge and understanding evident. Some sociological language may be present. There will be reference to the item or additional sociological knowledge. There may be some errors of punctuation, spelling and grammar.

1 - 2 There is basic evidence of sociological knowledge and understanding. Answers will be common sense in approach.

0 No relevant knowledge or understanding is present.

Marks AO2

3 - 4

Appropriate examples and explanations of the two strengths identified will be apparent. Analysis (explanations) will be explicit

1 - 2

Some appropriate examples and explanations of the strengths identified will be apparent but this may be unbalanced. Analysis will be implicit

0 No analysis present


(b) With reference to the item and sociological studies and research, assess the strengths of triangulation. (20)

Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Note that appropriate development and use of exemplary material can be taken as evidence of analysis. Candidates may refer to some but not necessarily all of the following: • The strengths and limitations of quantitative methods (this should be

explained in the context of key methodological concerns) • Examples of quantitative methodology should be used to illustrate and argue

for or against • When arguing for or against this should be in the context of key

methodological issues such as: Ethics, validity, reliability, practicality, generalisability, representativeness

• All relevant examples and explanations will be credited. Direct reference to relevant studies is necessary for answers to gain access to the top mark band.

• the top mark band



Banding AO1 AO2

17 - 20

10 - 12 Candidates will be able to make accurate, appropriate and detailed reference to a range of writers, research and theory. There will be a very good level of knowledge and understanding and this will be detailed and wide ranging. Candidates will be able to refer evidence drawn from more than one area of sociology where appropriate. Answers will be expressed in appropriate sociological language Candidates will be able to make accurate and appropriate use of the sociological terminology indicated in the specifications showing knowledge and understanding of its meaning. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.


11 - 16



6 - 10

4 - 5 Candidates will be able to make limited reference to writers, research or theory. There will be basic knowledge and understanding but this will lack detail and will not be wide ranging. Candidates will make limited references to other areas of sociology. There will be limited and at times inaccurate use of the sociological terminology indicated in the specifications. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

3 – 4 Candidates will limited links between their knowledge and the question. There will be limited explanation of any writers, research or theory referred to. Answers will have limited clarity or logical argument. Any evaluation or analysis will be implicit and very limited. .

1 - 5


1 - 2 Candidates will make no links between their knowledge and the question. There will be no explanation of any writers, research or theory. There will be no evaluation.



Question 2: Education

(a) Describe and assess the role of education as an agency of socialisation. (20)

The focus of the answer should be on education as an agency of socialisation. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Credit should be given to an understanding of secondary socialisation, relevant theory and examples. Candidates will be credited with:

• Reference to hidden curriculum • Reference to gender, ethnicity, class • Recent political, social or public debate with regard to the role of education • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited




17 - 20

10 - 12 Candidates will be able to make accurate, appropriate and detailed reference to a range of writers, research and theory. There will be a very good level of knowledge and understanding and this will be detailed and wide ranging. Candidates will be able to refer to more than one area of sociology where appropriate. Answers will be expressed in appropriate sociological language Candidates will be able to make accurate and appropriate use of the sociological terminology indicated in the specifications showing knowledge and understanding of its meaning. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.


11 - 16


5 – 6 Candidates will relate their knowledge to the question under consideration but the link is likely to be more implicit than in band 4. References to writers, research or theory will have some explanation. Answers will have some clarity and logical argument. Evaluation or analysis is likely to be implicit and is unlikely to be present throughout the answer

6 - 10



1 - 5


1 – 2 Candidates will make no links between their knowledge and the question. There will be no explanation of any writers, research or theory. There will be no evaluation.


Note that the matrices will be applied to the other options on the Unit 2 paper.


(b) Describe and assess changing patterns of gender attainment in education since the 1970s (40)

The focus of the answer should be on gender and not on one gender alone. Candidates should be also aware of patterns of social change. Answers should be fully rewarded for accuracy and succinct coverage of any relevant points. Candidates may refer to some but not necessarily all of the following: • Attainment patterns for both genders and understanding of how these patterns have

changed • Recent and historical research on gender attainment • Theoretical positions explaining differences in gender patterns • Awareness of other influences on gender patterns (e.g. class, ethnicity etc) • Reference to recent political, social or public debate with reference to educational





34 - 40



22 - 34


11 - 16 Candidates will relate their knowledge to the question under consideration but the link is likely to be more implicit than in band 4. References to writers, research or theory will have some explanation. Answers will have some clarity and logical argument. Evaluation or analysis is likely to be implicit and is unlikely to be present throughout the answer.

12 - 20


6 - 10 Candidates will limited links between their knowledge and the question. There will be limited explanation of any writers, research or theory referred to. Answers will have limited clarity or logical argument. Any evaluation or analysis will be implicit and very limited. .

1 - 10



No relevant knowledge or understanding displayed No relevant analysis


Question 3: Religion (a) Describe and assess the main changes to patterns of Church attendance since the 1970s. (20)

• Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



17 - 20



11 - 16



6 - 10



1 - 5





(b) Discuss the view that religion is a force for social change. (40)




34 - 40



22 - 34



12 - 20



1 - 10





Question 4: Mass Media (a) Describe and assess the main changes to patterns of media ownership since 1970s. (20)




17 - 20



11 - 16



6 - 10



1 - 5





(b) Discuss the view that the media present stereotypical images of gender (40)

The focus of this answer should be on the conflicting ideas and evidence regarding representations of gender in the media. It should examine both male and female representations and whether these have changed and utilise contemporary studies to support line of debate.

• Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited • Changing masculinities/ femininities • Stereotypes • Sexuality



34 - 40



22 - 34



12 - 20



1 - 10





SOCIOLOGY GCE: A2

UNIT THREE - UNDERSTANDING POWER AND CONTROL





raw marks AO1 (45%)

AO2 (55%)

3 60 28 32

Total 60 weightings 100 % 45 % 55 %


Option 1: Understanding Crime Compulsory question: 1. Explain why functionalists regards crime as both inevitable and functional (15)

Marks AO1

12-15

There will be detailed and accurate knowledge and understanding of the Functionalist view of crime as inevitable and functional. This will be demonstrated in a detailed description. Answers in this band will have depth and breadth.

8-11 There will be some knowledge and understanding of the Functionalist view of crime as inevitable and functional. Answers in this band will have depth or breadth.

4-7 There will be basic knowledge and understanding of the view. Answers may lack depth and breadth.

1 - 3 Limited accurate knowledge or understanding will be present and the answer is likely to be vague and/or disorganised .

EITHER: 2. Are Marxist theories useful explanations of criminal behaviour? (45)

The focus of the answer should be on the usefulness of Marxist theories. Answers may make reference to more than one theoretical perspective in the discussion of the usefulness of Marxism as an explanation of crime. Descriptive accounts of alternative theories will not be highly rewarded. High order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills. Well supported lines of discussion will be rewarded. Candidates may refer to some but not necessarily all of the following:

• Crime as a product of the social structure • Radical Criminology, Taylor, Walton and Young • Policing • Alternative explanations such as, Underclass theory, the New Right and sub-

culture • Reference to recent political, social or public debate regarding explanations

and control of crime • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



OR: 3. "Crime statistics are biased and unreliable". Discuss.

The focus of the answer should be on an evaluation of the view that crime statistics are socially constructed. Answers may make reference to more than one theoretical perspective in the discussion of the view that crime statistics are socially constructed. The focus of the discussion will be on the validity of such statistics as an indicator of crime rates and the “typical criminal”. Descriptive accounts of alternative views will not be highly rewarded. High order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills. Well supported lines of discussion will be rewarded. Candidates may refer to some but not necessarily all of the following:

• Definitions of crime • Measurements of crime • Policing • Trends in crime • Labelling • Media and deviance amplification • Moral panic • Reference to recent political, social or public debate regarding patterns of

crime • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited




36-45

11-13 Candidates will be able to make specific, explicit and detailed reference to a range of writers, research and theory. Much of this material will have explicit sociological content Answers will be expressed in appropriate sociological language showing knowledge and understanding. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

25 - 32 Candidates will relate answers directly to the question under consideration and this link will be explicit. Essays will be formally constructed with a clear and logical argument. Evaluation and analysis will be explicit throughout the answers Candidates will be able to make regular and explicit use of the correct analytical and/or evaluative language showing knowledge and understanding of its meaning. Candidates will be able to make explicit reference to the question under consideration The candidate may challenge the terms of the question.

8-11 There will be some knowledge of writers and theory which will be explicit and accurate. Answers will use some sociological language. This will be applied correctly. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

18 - 24 Candidates will relate some knowledge to the question under consideration but the link is likely to be implicit. Some evaluation and analysis of writers or theory will be present. Evaluation may not be present throughout the answer. Candidates will be able to demonstrate some logical argument and discussion.

15 - 25

5-8 Candidates will be able to make basic references to either writers, concepts, research evidence and/or theory The writers, theories of evidence will be described accurately but will lack depth and breadth. Candidates will be able to use sociological terms used correctly for the most part but there may be inaccuracies. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

10 - 17 There will be basic knowledge used and there will be an implicit focus on the question There will be basic analysis and or evaluation and only limited reference to any writers or theory Evaluation will be basic and likely to be implicit or characterised by juxtaposition. Answers are likely to lack cohesion and or logic argument.

1 - 13

1 - 4 Answers are likely to be limited and anecdotal with few if any references to writers research or theory. There will be very little accurate knowledge or understanding. There will be very little use of sociological language. The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.

1 – 9 There will be very limited analysis or evaluation present. There may be rubric errors. Candidates make limited reference to the terms of the question. Candidates make limited use of analytical language.


Note that the matrices will be applied to the other options on the Unit 3 paper.


Understanding Health: 4. Compulsory question: Outline what is meant by the term “sick role”. (15)

• Reference should be made to Parsons • The notion that being sick is a social concept • The rights of the sick role • The obligations of the sick role


Marks AO1

12-15 There will be detailed and accurate knowledge and understanding of the meaning of the term “sick role” This will be demonstrated in a detailed description. Answers in this band will have depth and breadth.

8-11 There will be some knowledge and understanding of term Answers in this band will have depth or breadth.

4-7 There will be basic knowledge and understanding of the term. Answers may lack depth and breadth.

1 - 3 Limited accurate knowledge or understanding will be present and the answer is likely to be vague and/or disorganised.

0 No knowledge or understanding

EITHER: 5. Are Cultural explanations a useful means of explaining the inequalities in health between

social classes? (45)

The focus of the answer should be on the usefulness of Cultural explanations. Answers may make reference to more than one theoretical perspective in the discussion of the usefulness of cultural explanations. Descriptive accounts of alternative views will not be highly rewarded. High order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills. Well supported lines of discussion will be rewarded. Candidates may refer to some but not necessarily all of the following:

• The Black Report • Health problems resulting from lifestyle choices • Research on smoking e.g Graham • Alternative explanations such as, Materialistic and wider Structural

explanations • Reference to recent political, social or public debate regarding Health

inequalities • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited




36-45





15 - 25



1 - 13





OR:

6. "Illness is socially constructed". Discuss

The focus of the answer should be on an evaluation of the view that illness is socially constructed.

Answers may make reference to more than one theoretical perspective but not in a merely descriptive account.

Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills. The following theories are likely to feature in good answers. The high achieving answers will not give descriptive accounts but will weigh up the strengths and weaknesses of each view, utilising evidence to construct evaluative discussions.

• Functionalist view of illness • Marxist view of illness • Postmodern ideas • Definitions of health • Mental illness • Illness and deviance • Bio medical model • Realistic view

Responses other than those listed above may be valid and credit worthy. Banding AO1 (13) AO2 (32)

36-45





15 - 25



1 - 13





Understanding Politics: 7. Compulsory question: Explain why Pluralists regard interest groups as an essential part of a Democratic

system. (15)

• Reference should be made to the meaning of Democracy • The role of protective groups • The role of promotional groups • The influence on the democratic process


Marks AO1

12-15 There will be detailed and accurate knowledge and understanding of the meaning of the term interest groups. This will be demonstrated in a detailed description. Answers in this band will have depth and breadth.

8-11 There will be some knowledge and understanding of term Answers in this band will have depth or breadth.

4-7 There will be basic knowledge and understanding of the term. Answers may lack depth and breadth.

1 - 3 Limited accurate knowledge or understanding will be present and the answer is likely to be vague and/or disorganised.

0 No knowledge and understanding

EITHER: 8. Is Marxism a useful means of understanding power in contemporary society? (45)

The focus of the answer should be on the usefulness of Marxist explanations. Answers may make reference to more than one theoretical explanation of power but this will not be merely a descriptive account of alternatives. High order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills Candidates may refer to some but not necessarily all of the following:

• The Marxist view of power • The Pluralist view • The Functionalist view • How is power measured? • Elite theory • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited




36-45





15 - 25



1 - 13





OR: 9. Discuss the view that voting behaviour is no longer linked to social class

The focus of the answer should be on an evaluation of the view that voting is no longer linked to social class. Answers may make reference to more than one theoretical perspective but this should not be merely descriptive.. Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills. Answers may include references to some of the following:

• Class alignment and de alignment • Changes in the significance of class • Region and voting • Gender and voting • Religion and voting • Empirical studies of voting behaviour



36-45





15 - 25



1 - 13





SOCIOLOGY GCE: A2

UNIT FOUR - UNDERSTANDING SOCIAL DIVISIONS





raw marks AO1 (45%)

AO2 (55%)

Question 1 40 18 22 2/3(a) 20 8 10

2/3 (b) 30 13 17 Total 90

weightings 100 % 45 % 55 %


Question 1 (compulsory) Truancy Truancy is a persistent problem in British schools. Some geographical areas experience more

truancy than others. For example Local Education Authorities produced statistics in 2000 that showed that in the Wirral absent pupils had missed on average 26 half days whereas in Wokingham this figure was 11.

Corrigan researched truancy but his aim was to understand it rather than just measure its

frequency. To do this he used participant observation telling those involved that he was a writer interested in the lives of working class boys. He found that the boys truanted because they didn’t like particular lessons or particular teachers or even because they enjoyed rebelling against the fact that school was compulsory.

(a) Give two reasons why Corrigan decided to use participant observation to research truancy (10)

Marks AO1

4 8-10

Two methodologically sound reasons will be identified with detailed reasons clearly explained.

3 5-7

Two reasons will be identified with some explanations offered

2 4-6

There will be basic understanding of the reasons why the method was chosen with two reasons offered.

1 1-2

There will be limited understanding of the reasons there will be limited understanding.

0 0

No relevant points will be made


(b) As an A Level sociology student you have been asked to design a research project to collect quantitative data on attitudes towards Grammar schools amongst a representative sample of people in your area.

• Outline each stage of your research design explaining the reasons for your

choices at each stage. • Identify some of the problems that you anticipate might occur and the impact that

these may have on the quality of the data collected. (30)

Candidates should make their choices, justify their research design and identify potential problems in the light of:

• Ethics • Validity • Reliability • Practical considerations • Generalisability • Representativeness

The nature of the design will reflect the interest and the approach that the candidate chooses to take. It is the quality and appropriateness of the response which is to be credited. The research design will:

Reflect appropriate theoretical and methodological understanding Show awareness of the process of design Be clearly explained in the context of key methodological concerns Be appropriate to the context of the study under question Design decisions will reflect appropriate ethical and practical considerations



12-14 Candidates will demonstrate their knowledge and understanding through detailed and accurate reference to a range of methodological terminology. Their research designs will be logical, demonstrating sound knowledge and understanding of research procedures. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

13-16 Candidates will relate designs directly to the design brief under consideration and this link will be explicit. Designs will be justified in relation to key methodological considerations of reliability, validity, objectivity, representativeness, generalisability and ethics. There will be detailed explanation of the problems likely to be encountered and their impact on the data collected.

8-11 Candidates will demonstrate their knowledge and understanding through accurate reference to some methodological terminology. The research design will show some knowledge and understanding of research procedures. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

9 - 12 Candidates will show some link between the design and the design brief. Designs will provide some justification in relation to reliability, validity, objectivity, representativeness, generalisability and ethics. There will be some identification of problems associated with the design with some reference to their impact.

5 - 7 There will be some attempt at constructing a research design. Candidates will be able to use basic sociological terms used correctly. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

5 – 8 Candidates will show basic links between the design and the design brief . Designs will provide a basic justification in relation to reliability, validity, objectivity, representativeness, generalisability and ethics. Basic attempts at analysis and or evaluation will be apparent.

1 - 4 Candidates may offer a very simplistic design with gaps in knowledge and understanding. Candidates will offer limited use of sociological language. The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.

1 - 4 Candidates make limited reference to the design brief. There will be limited reference to key methodological issues. Candidates make limited use of analytical language.




World Sociology

Either:

Question 2

(a) Identify two areas of life in the developed and developing world where there is evidence of gender inequality. Illustrate your answer with reference to appropriate evidence for each area identified. (20)

Answers should include references to evidence from at least two of the following: • Family • Work • Education • Crime • Religion • Wealth • Health • Media • Politics



17-20

7-8 Candidates will be able to make specific, explicit and detailed reference to a range of evidence. Much of this material will have explicit sociological content Answers will be expressed in appropriate sociological language showing knowledge and understanding. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

10-12 Candidates will relate answers directly to the question under consideration and this link will be explicit. There will be detailed analysis of the evidence identified. Analysis will be explicit throughout the answers Candidates will be able to make regular and explicit use of correct analytical language showing knowledge and understanding of its meaning. Candidates will be able to make explicit reference to the question under consideration

11-16

5-6 There will be some knowledge of evidence demonstrated. Answers will use some sociological language. This will be applied correctly. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

6-9 Candidates will relate some knowledge to the question under consideration but the link is likely to be implicit. Some analysis of the evidence identified will be present. Analysis may not be present throughout the answer.

6-10

3-4 Candidates will be able to make basic references to evidence but any identified will be lack depth and breadth. Candidates will be able to use basic sociological terms used correctly for the most part but there may be inaccuracies. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

4-5 There will be basic reference to evidence. Analysis of the evidence identified will be basic and likely to be implicit. Answers are likely to lack cohesion.

1 - 5

1 - 2 Answers are likely to be limited and anecdotal with few if any references to evidence. There will be very limited accurate knowledge or understanding. There will be limited use of sociological language. The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.

1 – 3 There will be limited if any analysis present. There may be rubric errors. Candidates make limited use of analytical language.



(b) Evaluate the view that globalisation has resulted in the exploitation of the poorest people in the world.

The focus of the answer should be on evaluation of globalisation as the source of the exploitation of the poor. Answers should examine who the poor are and examine explanations for this in order to reflect on the value of globalisation as an explanation. Answers may make reference to more than one theoretical perspective but this should not be merely descriptive. Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills

Candidates may refer to some but not necessarily all of the following:

• Theoretical explanations of inequality • Detailed analysis of globalisation and its impact on the poor • Patterns of inequality • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



24-30


13-17 Candidates will relate answers directly to the question under consideration and this link will be explicit. Essays will be formally constructed with a clear and logical argument. Evaluation and analysis will be explicit throughout the answers Candidates will be able to make regular and explicit use of the correct analytical and/or evaluative language showing knowledge and understanding of its meaning. Candidates will be able to make explicit reference to the question under consideration The candidate may challenge the terms of the question.

16-23



8-15


5-7 There will be basic knowledge used and there will be an implicit focus on the question There will be basic analysis and or evaluation and only limited reference to any writers or theory Evaluation will be basic and likely to be implicit or characterised by juxtaposition. Answers are likely to lack cohesion and or logic argument.

1 - 7

1 - 3 Answers are likely to be anecdotal with few if any references to writers research or theory. There will be very limited accurate knowledge or understanding. There will be very limited use of sociological language. The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.




Or: Question 3:

(a) Iidentify two areas of life where there is evidence of ethnocentrism.

Answers should include references to evidence from at least two of the following: • Family • Work • Education • Crime • Religion • Wealth • Health • Media • Politics



17-20



11-16



6-10



1 - 5





(b) Evaluate the view that Modernisation is nothing more than cultural imperialism. (30)

The focus of the answer should be on evaluation of Modernisation theory of development. Answers may make reference to more than one theoretical perspective but this should not be merely descriptive. Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills


• Theoretical explanations of development • Globalisation • Modernisation theory • Aid • Debt • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited



24-30



16-23



8-15



1 - 7





Understanding Social Inequality

Question 4

(a) Identify two areas of life in the contemporary UK where there is evidence of ethnic inequality. Illustrate your answer with reference to appropriate evidence for each area identified.

The focus of the answer should be on ethnic inequalities.

Candidates may refer to some but not necessarily all of the following: Ethnic inequities in:

• Education • Health • Media • Crime • Family • Religion • Wealth and poverty • Unequal distributions of wealth and income • Reference to recent political, social or public debate with reference to ethnic


Responses other than those listed above may be valid and credit worthy. (20)


17-20



11-16



6-10



1 - 5





(b) Evaluate the view that ethnic inequalities are the result of institutional racism. (30)

Candidates will be expected to engage in an evaluative consideration of a variety of theoretical explanations for ethnic inequalities. The focus of the answer will be on the value of institutional racism as an explanation. Answers may make reference to more than one theoretical perspective but this should not be merely descriptive. Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills Candidates may refer to some but not necessarily all of the following:

• Theories of racism including Institutional racism • Islamophobia • Moral panic • The underclass, Pilkington • Integration and assimilation • Multi culturalism • Anti racism • Postmodernism • Feminism • Weberianism • Marxist approaches such as Castles and Kozack’s reserve army of labour • Class fractions, Phizaklea and Miles • Reference to relevant studies or sociological writing • Applied use of examples • All relevant examples and explanations will be credited




24-30



16-23



8-15



1 - 7





Question 5 (a) Identify two areas of life in the contemporary UK where there is evidence of class

inequalities. Illustrate your answer with reference to appropriate evidence for each area identified.

Candidates may refer to some but not necessarily all of the following class inequities in:

• Education • Health • Media • Crime • Family • Religion • Wealth and poverty • Unequal distributions of wealth and income • Reference to recent political, social or public debate with reference to ethnic




17-20



11-16



6-10



1 - 5





(b) Evaluate the view that class inequalities are both functional and inevitable. (30)

Candidates will be expected to engage in an evaluative consideration of a variety of theoretical explanations for class inequalities. The focus of the answer will be on the value of functionalist explanations..

Higher order skills of analysis and evaluation are weighted in this assessment so that high level success can only be achieved through the demonstration of these skills


• Functionalist view of class inequalities/ stratification • Davies and Moore • Meritocracy • Social mobility • Marist view • Weberian view • Saunders • Marshall • Althusser



24-30



16-23



8-15



1 - 7



0 No relevant knowledge or understanding displayed No relevant analysis GCE Sociology SPAMs (2009-2010)/ED 5 September 2007

2009 – 2010 sociology gce as/a2 · specimen question papers specimen marking schemes . ... gce...

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