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Carys Fuller and Judith Copeland

London 5th November 2019

JFSOAB01

Understanding the Assessment: OCR A Level Sociology (H580):

Exams Feedback for A Level Sociology

Introductions

• Your Trainers today:

• Carys Fuller Curriculum Manager Sociology at The Sixth Form College Farnborough. OCR Assessor

• Judith Copeland Advanced Practitioner: Academic Studies and Curriculum Manager Sociology, Derby College. OCR Assessor

• To get the most from this training you will need to have access to the training materials which include the question paper, mark‐scheme and example candidate answers.

Course outline ‐ Understanding the Assessment

Part 1: Component 1

• Overview of all units and candidate performance

• Component 1 general points

• Question by question feedback, including marking activities using real candidate scripts

Part 2: Component 2



Part 3: Component 3



Part 4: Close

• A reminder of available support and resources

• Time for questions

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A Level Overview – Contemporary specification

• Three Components

90 minutes allows for 1 mark per minute, plus reading through the source material. Divide into 40 minutes for Section A and 50 minutes for Section B

2 hours and 15 minutes allows for time for interpreting and reading the sources. For Section A allow for 1 hour to read the source material and interpret the data. This leaves 1 hour 15 minutes for Section B.

2 hours and 15 minutes allows for 45 minutes for Section A ( worth 35 marks) allowing time to read the source material and 1 hour 30 minutes for Section B (worth 70 marks)

Using the Exam Specification

Specifications contain a wealth of information that is often overlooked.. OCR can only assess what is laid out in the specification.

https://www.ocr.org.uk/Images/170212-specification-accredited-a-level-gce-sociology-h580.pdf

Using the Mark schemes

Consider the assessment terms used:Level 4: Excellent /Level 3: Good / Level 2: Basic / Level 1: LimitedWhat would you expect to see or not to see in each level?

The content expected in the answer

The range and depth of knowledge needed

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Marking Guidance

At the end of each mark scheme the following table is included to help you understand the level based mark scheme. The wording in each level (from excellent to limited) indicates how answers develop and progress within each assessment objective.

Examiner Reports

• Examiner reports are perhaps the most undervalued of all resources. They are written by the Lead Examiners and give feedback that refers the entire series. Available on Interchange

• They give a clear indication of how papers were marked and how marks were awarded for each question of the exam.

• If you only use one resource to inform your teaching it should be these.

Extract from the 2019 examiners report for H580/02 which refers to question 2 on the paper.

Examiner reports – why are they valuable?

• Examiners reports Indicate what examiners are looking for and highlight good / bad practice using extracts from students work.

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Interchange – NEW – Have you seen these resources?

Make sure you have access to Interchange with a log in and Password

Currently on Interchange are the 2019 Question Papers and Mark Schemes and Examiner Reports. There are also two sets of Practice Papers

June 2019 Candidates Exemplars are available on here

Key information – via the qualification page

• Specifications e.g. This is your “bible”! OCR can only assess what is laid out in the specification.

• Resources, SOW, teacher guides and SAMs papers

What is on Interchange• A Level Practice papers and Live Papers for A Level .• Exemplar candidate answers with full examiner commentary for 2019

Left hand menu ‐Interchange

Annotations

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H580 / 01Component 1

Part 1 :Understanding Assessment: OCR A level

Sociology

Component 1 Feedback

Table discussion

Reflection on the paper for unit 1

1. What were any common errors with your students?

1. Has the type of questions asked altered your teaching in any

way?

General comments – Section A

• Overall, a good but varied standard of responses similar to last year

• Some issues relating to evaluation • Timing issues

Section A was generally well answered.

• Q1 was a straightforward concept where candidates had the opportunity to gain full marks with a clear and concise definition with developed examples.

• Q2 was a source based Q on how the police act as agents of social control with candidates needing to use the source appropriately and include wider knowledge.

• Q3 was on how traditional femininity was rapidly declining

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General comments – Section B

The Youth and Family options were more popular than the Media one (only a couple of centres opted for this)

Some candidates employ a strategy of doing higher mark questions first

Stronger candidates were those that explicitly appliedknowledge and understanding and focused on the question, using developed points substantiated with solid sociological evidence and recognizing the skills required in each question to gain top marks.

General comments on development

• Every point or paragraph will always be annotated to provide a guide for the mark

• This will be either:– Developed– Underdeveloped– Or Undeveloped

General comments on A01

Knowledge and understanding. • Can take the form of:

– Theories– Studies– Concepts– Contemporary examples

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Application

• Refers to 2 things:– Application of the sources to the question

(question 2).– Application of knowledge to the question.

A note on the sources..

• Question 2 requires candidates to “use” sources A and B. There are 8 marks available (4 for each use of the source)

4 marks: one source developed

3 marks: one source underdeveloped

2 marks: one source undeveloped

1 mark: one source lip service

e.g. one underdeveloped source and one undeveloped source would be 3+2 making a total of 5 for AO2 application


Analysis and Evaluation

• Remember to evaluate when required and understand how much evaluation is needed.

• Question 3 and the 16 markers on section B require “brief evaluation” i.e. one developed point

• The 24 marker on section B requires equal evaluation to knowledge so is a balanced response. i.e. three developed points

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A note on conclusions

• Conclusions have been built into Assessment Objective 3 (Analysis and Evaluation).

• Look at the mark scheme for questions requiring some A03…..

– “There may be a critical and reasoned conclusion”.• The best conclusions seen incorporated more evidence that

could be rewarded with marks such as another evaluative study or a theoretical point.*

• Do not need a conclusion to get full marks

Component 1 – Section A

Section A

Question 1 - Explain, using examples, the concept of high culture [6 marks]

• AO1 – 2 marks – marks were awarded for core definition with some development.

• Look to the mark scheme for the ‘core meaning’

• Core definition had to include reference to ‘cultural practices that are associated with the powerful and wealthy elite or upper social classes

• (For 2 A01 marks at least 2 full sentences are needed).

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Simplified Grid – Q1

Q1 6 MARKS ‘Explain….’

AO1 2 AO2 4 AO3 NA

LEVEL 4 2 LEVEL 4 4 LEVEL 4 X

LEVEL 3 1 LEVEL 3 3 LEVEL 3 X

LEVEL 2 x LEVEL 2 2 LEVEL 2 X

LEVEL 1 x LEVEL 1 1 LEVEL 1 X

Q1 -

Extract from the mark scheme:

A01 ‐ Knowledge and Understanding

The following list is indicative of possible factors/evidence that candidates may refer to but is not

prescriptive or exhaustive:

● Definition should include reference to the cultural practices that are associated with the powerful and wealthy elite or upper social classes.

● Further explanation may refer to contrast with popular culture or culture of the masses; a representation of cultural heritage; high culture as superior; Marxist views of the relationship between high culture and the ruling class.

AO2: ApplicationThe selected knowledge/examples should be directly related to the specific question.Award 1 mark for each example and 1 mark for any relevant explanation of norms (NB – the explanation doesn’t have to link directly to the example(s) provided).Examples and explanations may include:

● Entertainment (such as opera, theatre, intellectual films)● Classic literature● Fine art● Private education

Explain, using examples, the concept of high culture. [6]

Q1 suggested possible structure.

• 1 paragraph

• 1 sentence core definition, 1 sentence further development.

• 2 examples, explained with 2 points of further development*

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Marking practice: Using Answer A and Answer BLook at Q1 answer A.

1. Using the mark scheme, how many marks would you give it?

Now look at Q1 response B.

1. Is this a better or worse response?2. Why?3. What mark would you give it?

Q2 ‐ Using sources A and B and your wider sociological knowledge, explain how the police act as agents of social control. (12)

– AO1 – 4 marks ‐ two ways in which the police act as a form of social control

– AO2 – 8 marks ‐ each source applied to the way.

Question 2 general points

• AO2 generally better than AO1 – some candidates did not even mention wider knowledge .

• The best responses were able to discuss a range of concepts linked to each source, for example positive and negative sanctions, ideological state apparatus and well‐reasoned examples, e.g. the London Riots. This was then further developed with links to Waddington or Althusser regarding social control.

• Weaker responses included common‐sense discussions bordering on repeating the source information or describing the photograph without any real sociological insight. In general the sources were applied well but lack the wider sociological knowledge to support them.

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Using the mark schemeAO1: Knowledge and understanding The following list is indicative of possible factors/evidence that candidates may refer to but is not prescriptive or exhaustive:

● Concepts such as:o Formal social controlo Formal negative sanctions

● Theories:o Functionalist view of the importance of social control in reinforcing value consensus;o Marxist view of social control in supporting the dominant ruling class (repressive state apparatus)

● Contemporary examples:o Urban riotso Community policing ‐ on patrol

AO2: Application

Reference to source A may include:● Formal social control as a deterrence● Police offers on patrol ‐ visible formal social control

● Reference to source B may include:o Riot police ‐ using force to controlo Riot police ‐ a united and visible police presenceo creation of "us" and "them" divide

● Any other relevant point.

NB: The answer must refer to both sources to get into the top level

Q2 suggested possible structure.

• 1st paragraph – Development of Source A

• 2nd paragraph – Development of Source B

• 3rd paragraph – 2 development points linked to wider knowledge

Marking practice

Lip service is where they have lifted directly from the source

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Marking practice: Using Answer A and Answer BLook at Q2 answer A.


Now look at Q2 response B.

1. What mark would you give it? 2. What do you notice about the structure?

Simplified Marking Grid Q2 12 marks

Q2(Source based) 12 MARKS ‘Explain….’

AO1 4 AO2 8 AO3 NA

LEVEL 4 4 LEVEL 4 7/8 LEVEL 4 X




Question 3 Outline and briefly evaluate the view that traditional femininity is rapidly declining as a type of identity. [20]

• AO1 – 8 marks• AO2 – 8 marks

• AO3 – 4 marks

The biggest problem with this answer was that candidates were not discussing what the change was from.

Fo example, candidates wrote that a change was to the ladettes but for a developed point they needed to consider how this was different.

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Simplified Marking Grid Q3

Q3 20 MARKS ‘Briefly evaluate….’

AO1 8 AO2 8 AO3 4

LEVEL 4 7/8 LEVEL 4 7/8 LEVEL 4 4




Example responses – Table discussion

Using the mark scheme…

• Look over script A – what mark would you give it for each AO?

• How could this answer be improved?

General points about Question 3• The most common responses used Sharpe, Wilkinson, and Jackson

for knowledge and were able to gain full development with the depth of their explanations or the use of concepts, e.g. genderquake.

• This was often critiqued using the work of Oakley or Parsons to explain how females are still socialised into traditional femininity and this was developed well.

• Occasionally, there was too much evaluation with candidates providing a number of developed points when one would suffice. Some candidates focused on masculinity instead and how that was changing with no mention of femininity and this was not rewarded.

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Question 3 structure

• This should be treated as a “mini essay”.

• A good suggested structure is:– 3 paragraphs of developed knowledge (with sociological evidence – studies; theories; concepts).

– 1 fully developed evaluation point (with evidence).

Question 3 exemplar responses – Marking exercise


• Look over responses B and C, how do they compare and what level would you put them in for each A0?

• Which is better and why?

Component 1 – Part 3

Section B

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Section B –Which do you teach?

Options:

•Families and relationships

•Youth subcultures•Media

• “Outline two…… Illustrate your answer with examples”. (12)

• AO1 – 8 marks (A01 and A02 are usually matched)

• AO2 – 4 marks.

• 4. Outline two ways in which families are becoming more ‘child centred’. Illustrate your answer with examples. [12] ]

• 7. Outline two Outline two ways in which subcultures are related to hybridity. Illustrate your answer with examples. [12]

• 10. Outline two ways in which minority ethnic groups are represented in the media. Illustrate your answer with examples. [12]

General points about Question 4• Most candidates could provide two ways the family had become

child‐centred, however the depth and breadth of these responses was variable.

• The best responses used concepts such as ‘pester power’ or Furedi’s work on paranoid parenting to make developed points on answering the question.

• However, weaker responses provided unsubstantiated comments such as families having fewer children and parents spending more time with them with no concept, study or theory to reinforce their point, therefore only achieving Level 2.

• On occasion, there was a tendency to use laws or policies however these were often not focused on the family but on society and did not score highly.

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General points about Question 7• Most candidates were able to answer this question well with two

clear ways on how subcultures were related to hybridity. The best candidates selected two clear examples supported by at least one piece of research with Nayak and the ‘white‐wannabees’ or Johal and ‘cultural code switching’ proving the most popular.

• Weaker responses tended to select examples that were more difficult to explain in the light of the question for example teddy boys or skinheads and the links they had with the upper class or ska music respectively.

• Occasionally some candidates also confused hybridity with postmodern identity which was not relevant to the question or mistakenly used the concept of neo‐tribes which was concerned with fluidity and the end of subcultures. Marks were not given for either of these.

General points about Question 10• This was well answered overall with almost all candidates selecting

two ways and basing their response on studies by Van Dijk, Barker or Malik.

• Some candidates even used the same sociologist to illustrate two separate points such as Van Dijk’s work on minority ethnic groups being seen as both abnormal but also as a threat. Candidates that supported their responses with extra studies or contemporary examples also added considerable depth to their responses and these scored highly.

• Only a handful of responses did not show any sociological understanding and in these cases, they just talked about misrepresentation in television programmes such as Apu in The Simpsons without any concepts or studies and so could only achieve Level 2.

Q4/7/10 12 MARKS ‘2 ways’

Simplified Marking Grid 12 marks Q4/7/10

AO1 8 AO2 4 AO3 NA

LEVEL 4 7/8 LEVEL 4 4 LEVEL 4 X




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Suggested structure for 12 markers

• No need to write an introduction/conclusion. Two well developed/clear paragraphs gained the best marks here.

• Start the response with “One way in which….” and state a specific way/factor/reason clearly so it can be easily identified.

• Each way/factor/reason should be supported by at least one point of well explained / developed sociological evidence.

• Repeat for the second way.

Exemplar responses – Marking Activity


• Look over your two scripts, how do they compare and what level would you put them in for each A0?


16 Markers

“Explain and briefly evaluate the view..”• AO1 – 8 marks• AO2 – 4 marks• AO3 – 4 marks.

• 5. …that reconstituted families challenge the nuclear family.

• 8. …that youth culture benefits capitalism.

• 11. …that violence portrayed in the media creates a more violent society.

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16 Markers – general points

• This question should take approximately 15 minutes to complete.

• Notice the mark scheme for AO1 refers to a range of knowledge and understanding. How many do you think is a range for this question?

• Read the descriptor for level 4 for AO3. How many evaluation points are needed?

General points about Question 5• This question was answered reasonably well with most candidates

providing lengthy descriptions of reconstituted families and how they may have come about.

• Some candidates drifted into changes due to divorce or family diversity debates and then struggled to find their way back to the question, losing focus.

• Functionalist writers such as Parsons and Murdock were often used on both sides of the argument. Weaker responses included descriptions of which family type was best suited to disciplining children.

• The best responses demonstrated confidence in using sociological evidence to formulate a clear response using the work of the New Right in particular and how the nuclear family was challenged.

General points about Question 8• This question provided a mixed response. The best candidates

used the work of Functionalists such as Abrams about how youth culture benefits the economy or writers from the CCCS such as Brake or Phil Cohen to illustrate the ‘magical’ or ‘imaginary’ way that youth culture ultimately benefits capitalism despite perceived resistance.

• Evaluation tended to be in the form of neo‐Marxism that youth culture could provide genuine resistance or post‐modernism in that youth culture was about having a good time rather than benefitting capitalism.

• Less successful responses included writing about anything to do with ‘youth and deviance’ eg Cohen or Merton which was not applied well and marks were not given.

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General points about Question 11• This question was answered reasonably well with the best

responses keeping a focus on violence and not the broader notion of deviance. Candidates scoring highly on the question did not provide lengthy descriptions of theory and studies such as Bandura Ross and Ross, and Packard and the hypodermic syringe model were most commonly used.

• On occasion, some candidates tried, unsuccessfully, to resort to going through their models of how the audience receives the media such as the two step flow model but too often they did not link to the question and did not score highly.

• Evaluation was generally drawn from the Pluralist writings on how the audience were not passive or Active audience approaches and how people had a choice in how they received the media.

Simplified Marking Grid Q5/8/11 – 16 marks

Q5/8/11 16 MARKS ‘Explain and evaluate...’

AO1 8 AO2 4 AO3 4

LEVEL 4 7/8 LEVEL 4 4 LEVEL 4 4




Suggested structure

• Introduction not necessary and if present should be short or include relevant A01 that can be rewarded.

• 2 clear and well developed points in support of the question, 1 well developed point of evaluation.

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Marking Exercise




Examples.. 16 marks

Be aware of the use of A03 on this question, one key weakness of these questions was either failure to evaluate (or in some cases over evaluating and writing too much when not necessary), this is not an essay question that requires a balanced argument for and against, although only needs to be brief.

24 markers… Skills and suggested structure.

Assess the view…”

• AO1 – 8 marks (A01 and A02 should match)

• AO2 – 8 marks

• AO3 ‐ 8 marks

This should be treated as an mini‐essay. 25 minutes. Aim to produce 2 sides of writing as a minimum.

• Introduction

• 3 x Developed knowledge paragraphs

• 3 x Developed evaluation paragraphs (Note the balance)

• An optional brief but critical conclusion

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Simplified Marking Grid

Q6/9/12 24 MARKS ‘Assess’

AO1 8 AO2 8 AO3 8

LEVEL 4 7/8 LEVEL 4 7/8 LEVEL 4 7/8




Qs and the suggested structure

The Questions…

6. Assess the view that there is a ‘dark side’ to all families. [24]

9. Assess Interactionist explanations of youth deviance. [24]

11. Assess sociological views of why female representations are changing in the media. [24]

• There is more of an opportunity to include theoretical A01 in these responses but the best responses were those that kept a careful focus on explicitly addressing the question *

• This should be a balanced response in terms of evaluation so candidates should try and intersperse evaluation points into the body of the essay, avoiding juxtaposition.

Candidate Exemplars




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Focusing on your topic area…

• Get into small groups according to what topic you teach.

• Read the examiners report for your option topic.

• Pick out 3 points of good practice and 2 areas of weakness for each question.

Note on evaluation/juxtapostion

This year saw a substantial increase in the use of juxtaposition in essays. Juxtaposition is defined as a tangential point when a candidate strays from a question and is often when an essay becomes ‘list‐like’.

This was mostly seen in the essay questions and although the candidate will feel that they wrote a lot, the highest mark for evaluation for a juxtaposed essay would be Level 2.

For example, in Question 9, a candidate may stray in to juxtaposition by listing other theories relating to deviance (Functionalists would argue this..., Marxists would argue that...) without any mention of how it critiques, differs or compliments the Interactionist perspective (what the question was about).

General points about Question 6• Some candidates unsure what ‘dark side’ meant and used

examples of money management or decision making which was not credited.

• The best candidates used research by Dobash and Dobash, Stanko, Ainsley and Radical Feminism in support of the question. For evaluation, candidates drew on research from Functionalism (Parsons) and Post‐ modernism (Giddens; Beck and Beck‐Gernsheim) to disprove that the family had a dark side or to illustrate that individuals now had a choice as to whether they stayed in abusive relationships or not.

• Some candidates did not understand the question and tried using general theory such as Marxism to make their points, which invariably did not score very highly.

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General points about Question 9• Generally, particularly in terms of knowledge, this question was

well answered. Candidates could describe Interactionist explanations, often using the work of Becker, Cicourel or Stan Cohen although weaker responses spent too long on descriptions and did not present key Interactionist concepts well.

• Counter arguments often proved difficult with candidates often resorting to juxtaposition and simply listing alternative theories of explanations of deviance such as Functionalist or Marxist perspectives.

• The best responses provided well balanced knowledge with evaluation and were rewarded with the highest marks.

General points about Question 12• This question produced a mixed response. When done well,

candidates were able to draw on a wealth of literature such as Fourth Wave Feminism, Harraway and Cyborgs, Liberal Feminism and Gauntlett.

• However, at times the evaluation was better than the knowledge with extensive use of sociologists such as Mulvey, Wolf, Tuchman and Ferguson. Candidates in general seemed better prepared for a negative question about female representations in the media instead of the question presented.

• Weaker responses included too many and too lengthy descriptions of modern campaigns eg ‘ban bossy’ or ‘Like a Girl’ campaigns with no sociological depth to underline the point they were making.

What have we learnt so far Component 1?

Table Discussion and Feedback

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June 2019 feedback


Sociology

Component 2 Feedback

Table discussion

Reflection on the paper for unit 2

1. What were any common errors with your students?

1. Has the type of questions asked altered your teaching in any

way?

H580/02: General Comments / Issues

Section A

• Encourage students to develop the concepts that they use in research methods.

• Be aware that each paragraph (for Q3 and Q4) needs a concept.

• Practice the length of answers for Q2 (often very long) and Q3 which do need to have developed paragraphs.

Section B

• Begin to see evidence as developed rather than going for lots of range in Q5.

• Remembering that 8 marks are for A02 so application is very important.

• For Q6 development of ideas is also important so learn individual theorists and concepts in depth

What I will identify as key is how examiners will identify candidates points as developed, under developed and undeveloped and this is key to a candidates achievement in this exam.

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Q1: Summarise two patterns or trends shown in the bar graph data in Source A (4)

There are two annotations that examiners will use on this answer.

APP - for two accurate interpretations of data (‘increase’, ‘decrease’, ‘higher’, ‘lower’).

DEV - for two accurate uses of the actual data (%)

The marks are divided between the two.


Common Problems

Not drawing a comparison in order to identify the trend:

1. If candidates simply stated that data was highest at 20% without giving an indication of growth.

e.g. ‘rising from 12% in 2004 to its highest at 20% in 2010.

1. Only drawing data from one year also meant that candidates were not showing a trend.


• This question is based on AO2 marks only (4/4).

Common problem• Not using data to support the point being made.• Not interpreting the data

This has accurate interpretation of the data but does not apply the data to support the point being made.

Exemplar 1

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Exemplar 2 ; Identify the two APPS and the two DEV’s. What terms have they used to signify the APP?

APP

DEV

DEV

APP

Q2:With reference to Source B, explain two ways in which shared cultural characteristics between researchers and the people they are researching may be helpful when undertaking research. [6]

Candidates needed to use the source which provided them with the usefulness of shared characteristics. They could draw on

• ‘Playing cricket himself’ and acceptance and insight (validity)• ‘Does not drink alcohol’ and acceptance • ‘White and middle class’ and access• Lip service ‘superior position’

Q2:With reference to Source B, explain two ways in which shared cultural characteristics between researchers and the people they are researching may be helpful when undertaking research. [6]

• The question is based on A01 (2 marks) and A02 (4 marks).

• A01 - Level 4: Two ways in which cultural characteristics may be helpful.

• A02 – Level 4: The ‘way’ is linked to the source.

Common Problems• AO1 ‐ Most candidate were able to identify two ways in which

shared cultural characteristics are useful. However, there were some where the two were too similar to be separately awarded e.g. ‘rapport’ and ‘bond’ or ‘relationship’.

• A02 ‐ Marks were lost here where both ‘ways’ were not supported by the source. Encourage students to look at the source and make sure that they can support the ‘way’ that they have chosen.

• Work on the length of this answer with students ‐ they are often writing too much.

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Marking Activity

The candidate needed to reference how he was similar

Marking Activity

Q3 Identify and explain two problems for sociologists using the data in Source A to study age inequalities in unemployment. [10]

• The question is based on A02 (4 marks) and A03 (6 marks).• A02 – Level 4: The source is applied to both problems• A03 – Level 4 - Two problems correctly identified and

developed using a concept.

Common Problems• The under development of concepts or simply dropping concepts

in

• Not applying the source in one or both of the problems

• Lip service in ‘there is no depth or insight into unemployment’ without exploring why in a why that is specific to this concept (e.g. the reasons behind unemployment such as discrimination)

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A01 ‐ Underdeveloped ‐ why?

A02 - Lip service - how could it be developed?

A01 - Underdeveloped - why? What could be added?

A01 - Underdeveloped -why?

A02 - APP -This was commonly used by candidate as APP - it is an easy way to get an APP mark to use figures from the source.


Developing a paragraph

Exemplar 5 - how could this be more developed?

Q4: Using Source B and your wider sociological knowledge, explain and evaluate the use of ethnographic methods for studying the attitudes and behaviour of White British and British Pakistani Muslim cricketers in relation to alcohol consumption.[25]

• The question is based on A01 (5 marks), A02 (5 marks) and A03 (15 marks).

• A01 – Level 4 – 4 developed ideas with a concept (developed) in each. This is knowledge of concepts only (not the source). There must be theory.

• A02 – Level 4 – 4 good applications to the source.

• A03 – Level 4 - must have at least 4 developed ideas (2 for, 2 against).

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Common Problems - AO1 and A03

• It was reasonable rare to see four fully developed points being made. There were some key causes of this:

1. Candidates would write about practical issues where there is little opportunity to apply a concept and this would limit range.

2. Candidates would reference a concept but show little (with reliability especially) knowledge of it making it undeveloped.

3. Candidates would show a ‘good’ but not ‘excellent’ knowledge of a methodological issue such as ‘positivists would dislike this because there is no quantitative data…’ (see example) making it underdeveloped.

• Some candidate wrote that ethnography gained both quantitative and qualitative data because they were thrown by the semi structured interviews.

Common Problems

The researchers conducted ethnographic research between June 2007 and September 2011 with members of two amateur cricket clubs in a city in South Yorkshire. The first club, ‘Sutherland’, was locally acknowledged to be dominated by white people, while the second club,‘Aylesworth’ (not the real names of the clubs), had gained a reputation for being dominated by people of South Asian (Pakistani) descent.The research involved in-depth ethnographic fieldwork based on semi-structured individual interviews, focus group interviews andparticipant observation. Where possible, matches, training sessions and social gatherings were attended and participated in. Interviewsrevolved around a framework covering topics such as ethnic identities, belonging, community, religion and racism. The majority of thewhite respondents were born and bred in the Yorkshire region. Most were educated to university level and were employed in ‘professional’occupations, such as management and academia. The majority of the British Pakistani Muslim respondents were British-born, although asmall number had migrated to Britain from the Indian subcontinent. Their level of education and ability to speak English varied tremendously. The majority were either self-employed as taxi drivers, or worked in the family business. All were from a Pakistani Muslimbackground, though they chose different terms to describe this. The majority self-identified as either ‘British Asian’ or ‘British Muslim’, withmany using these descriptors interchangeably. A small, predominantly younger group, cited no religious affiliation.

Four applications are necessary for the range expected of a Level 4 response.It was challenging for students to know what parts of the source to use.

Giving students a tick list of what to look for?

Q4: Using Source B and your wider sociological knowledge, explain and evaluate the use of ethnographic methods for studying the attitudes and behaviour of White British and British Pakistani Muslim cricketers in relation to alcohol consumption.[25]

Exemplar 7 ‐ why might these be undeveloped paragraphs ‐ what does this suggest about the PET structure?

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How to develop a paragraph using concept linking ‐ exemplar 6

When paragraphs are considered developed it can be because the candidate effectively draws on a concept and develops it with theory or with a further concept.

In this example positivism is used on its own and it was seen as underdeveloped to reference only the lack of tables or graphs.

What could the candidate have done to expand on this with another concept?

Encourage your students to make links e.g. rapport and validity, objectivity and reliability, representativeness and generalisability, subjective meaning and interpretivism...



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Marking Activity ‐ Exemplar 8

JU ‐ Paragraph one ‐ APP? DEV?

EVAL ‐Paragraph two ‐ APP? DEV?

JU ‐ Paragraph three‐ APP? DEV?

EVAL ‐MParagraph four APP? DEV?

Section A – Strategies for Improvement

1. Encourage students to explain concepts. e.g. It is more reliable because……

1. Encourage students to aim to link each point / paragraph to the source (approximately 4 clear / developed applications to the source for a Level 4 response).

1. Emphasise the importance of including theory (positivism / interpretivism)

Using the examiner report…….

Question 3: two fully developed points of knowledge (dependent on the question this could be two strengths, two weaknesses or one of each).

Question 4: four fully developed points of knowledge, of these two need to be strengths and two need to be weaknesses of the methodological approach.

Question 5: four fully developed points of knowledge, these need to cover at least three areas of social life such as education, family or crime.

Question 6: four fully developed points of knowledge and four fully developed points of evaluation.

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Q5. Outline ways in which a person’s life chances in the UK today may be influenced by their ethnicity. [20]

Common problems

• Not clearly explaining how the evidence being used linked to the question. This is an explicit and developed link to life chances that does more that ‘so this improves life chances’

• Listing rather than developing evidence in relation to life chances. The details of evidence was well revised but it was neither developed (explained in relation to life chances) so lost A01 marks nor was it applied so lost A02 marks.

• It is interesting to note that students were best at developing work by Sewell, Gilborn or Mirza (for example) which they knew well.

• Lip service only for A02 ‘this therefore affects life chances’ but why?


Exemplar 9

Highlight the APP/LS

Is this one piece of evidence developed?


Exemplar 9



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Link evidence together…...




• Encourage the ‘tying together’ of evidence so that rather than listing statistics a point is fully developed.

• For example, students tying together evidence of disproportionate levels of stop and searches to a concept such as institutional racism and then tying this to the impact on life chances would be a developed point

• Make sure that students follow ‘this imapcts on life chances’ with BECAUSE…...

Marking Activity ‐ Exemplar 12

How many underdeveloped pieces of evidence

How many Developed?

Is it Level 3 ‘good’ or Level 4 ‘excellent’ for A01.

AO2 ‐ How many references to life chances which are explained can you count? Which level would this put it in?

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Possible Structure for Q5

One way is through (state the area)This can be seen in……Which shows that (concept link)Which causes (link to inequality / advantage etc)




Q6 Assess the view that women in UK society today are disadvantaged due to both capitalism and patriarchy.[40]

• The question is based on

A01 ‐ 16 marksA02 ‐ 8 marks A03 ‐ 16 marks

• A01 – Level 4 – Minimum of 4 ideas FOR the claim, all developed (must have concepts). Must have theory.

• A02 – Level 4 – Consistent application to the source.

• A03 – Level 4 – Minimum of 4 evaluative points against the claim all developed. For full marks there must be a conclusion.

Common ApproahcesA01

Candidates often included Marxist and Radical Feminism to support the view that women’s role was a submissive one. Some also included liberal feminism and also intersectionality here too.

Often evidence was used instead of theory ‐ for example evidence of their subordination in the home.

The strongest essays relied most heavily on Marxist Feminism ‐ Beechey, Feeley, Breugal, Benston.

A03

Some candidate used Radical Feminism as an evaluation ‐ that it is singularly patriarchy not both factors.

The most common evaluation was from a Functionalist and New Rigth view and from a point of view of change. Sometimes using liberal feminism mainly using postmodernist views.

Black Feminism and dual or triple systems theory was also often used as an evaluative viewpoint ‐ ‘ethnocentric’ views of Radical and Marxist Feminism.

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A01 ‐ How to develop a paragraph

Exemplar 11

1. Use a really developed link to the question ‐although this is APP as well this really encourages the development of a point too.

How to develop a paragraph

Exemplar 12

2. Fully explore concepts and support with evidence

Q6 Assess the view that women in UK society today are disadvantaged due to both capitalism and patriarchy.[40]

Is this developed?

Is there an APP?

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A02 ‐ Application

Encourage students to make there links really clear. Use the precise wording of the question to signpost APP to the examiner and add because or due to….’

‘This demonstrates the link between patriarchy and capitalism because..’

A03 ‐ How to evaluate

1. Encourage students to clearly signpost the evaluation.

2. They should also make a point of contrast to avoid juxtaposition

A03 ‐ How to evaluate

Candidates still need to develop the theories in the evaluation.

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Possible Structure for Question 6Brief Introduction

Supporting argumentTheory / theoristsConcept explainedExample / evidence LINK… explain

Counter argumentExplore contrast Explain argument ‐ use theory and explain conceptsLINK ….explain





Supporting argumentTheory / theoristsConcept explained

Counter argumentExplore contrast Explain argument use theory and

Section B: Strategies for improvement

1. Work on clear application back to the question. The answers in question 5 which really explored the impact of the evidence on the ability to achieve a secure job were credited more highly (remembering that 8 of the 20 marks come from application).

2. Encourage students to develop paragraphs by using example / studies to support the theory. Model developed and under developed paragraphs to show the difference.

3. Remind students to use evidence learnt in preparation for question 5 to support arguments being made in question 6.

4. In question 6 encourage students to develop a strong counter argument (which is out of 16) even if the their supporting argument is weaker emphasising to them that A01 and A03 marks are awarded separately.

5. Encourage students to see essays as arguments where the against points actually challenge the for points.


June 2019 feedback


Sociology

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Component 3 assessment

Section A: 35 marks

• Q1: 9 marks (5 + 4) – Explaining a view, using source(s), refer explicitly to at least one of the two sources, 8 minutes.

• Q2: 10 marks (4 + 2 + 4) – Explaining and evaluating a view, using source(s), refer explicitly to at least one of the two sources, 10 minutes.

• Q3: 16 marks (4 + 4 + 8) – Explaining and evaluating a view: balanced answer, 15 minutes

Component 3 assessment

Section B: 60 marks

• Q4/7/10: 10 marks (6 + 4) – outlining evidence for something, 15 minutes,• Q5/8/11: 20 marks (8 + 4 + 8) – essay, outlining and evaluating a view, 30 minutes.• Q6/9/12: 40 marks (16 + 8 + 16) – Essay, outlining and evaluating a view, 50 minutes.

• Please note all timing guides are suggestions.

Examiner report H580/03 2019 : Section ASummaryThis is a demanding paper as the questions have different assessment objectives and different demands including source comprehension and extended writing.

Section A• To do well candidates needed to engage in the source for questions 1

and 2. • In question 2 they needed to create a debate and show evaluative skills.

Candidates needed to go beyond the source material and display a range of breadth and depth in points.

• Candidates who did not do well often lacked a focus on the question. Some candidates struggled to apply relevant explicit evidence to meet the demands of the question.

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Examiner report H580/03 2019 : Section B

• Section B is an optional unit. Section B carries more weighting in terms of marks. A range of detailed points are needed for each question.

• In the 20 and 40 questions an extended response is required. • Weaker candidates often lacked sociological evidence to

back up points and evaluative skills were weak. In longer responses candidates who not able to display any relevant theoretical knowledge were not able to access the top mark bands.

• The 10 mark question in all three options was weak with candidates struggling to keep focus. Conclusions are encouraged however many were summative.

H580/03 Your centres thoughts

So which questions did your centre enjoy, find challenging?

Examiner report H580/3 question by question

Section A

Q1 (5+4) most candidates answered this question and were a variety of responses/interpretations. The focus on ‘information’ led to some interpreting this as sociologists doing research and how data could help sociologists collect data.

Candidates need to read the source material and select the relevant information, for example source B was referenced in this question.

Source A was the source which had the hooks in. Common approached was the use of search engines, government data, big data, cookies and surveillance. Weaker answers simply recycled the source.

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Marking practice

• Marking exercise – look at question 1 in the marking pack, take a high lighter and read the source, highlighting anything you think you think meets the demands of the question.

• A01 – we are looking for 2/3 points around the sources/wider knowledge. A02 –has the source been applied well. Look at the levels.

Look at exemplar 11. Using the mark scheme, how many marks would you give it?

Examiner report H580/3 question by question

Section AQ2 (4+2+4) This question was generally done well, more candidates understood the need to present a debate and could answer both sides of the argument and therefore were able to gain A03 marks. The main issue was addressing all 3 aspects of the question, social change, social movement and social media. Commonly examples were used to develop this answer and a good range of social movements were used such as, black lives matter and #metoo.

Note evaluation marks are the same as knowledge marks therefore there should be an equal weighting to both sides of the argument/points.

Top tips - You have access to 1 SAM x2 practice papers and x3 past papers. A simple activity could be using highlighters asking students to highlight the source with parts which are relevant for Q2. You can also make your own source materials by looking for examples on the internet or writing your own for extra practice.

Marking practice

• Marking exercise – look at question 2 in the marking pack, take a high lighter and read the source, highlighting anything you think you think meets the demands of the question.

• A01 – we are looking for 2 developed points using the sources/wider knowledge.

• A02 – has the source been applied well. Look at the levels. Can we see two source references?

• A03 – we are looking for two developed evaluative statements.

Look exemplar 2


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Examiner report H580/03 question by question Section A Q3 (4+4+8) Evaluate the sociological view that new forms of digital communication are controlled by the ruling class.

Most candidates identified this with the Marxist perspective and applied a range of evidence. The most commonly used sociologists were Cornford and Robbins and Fuchs, some also applied older Marxist ideas from Gramsci, Althusser and Bourdieu if those ideas were linked to the digital world then they were fully credited. There was some lack of focus on the question, some discussion was centred round old media. There was a lack of evaluation in this question.

Note: There are more marks awarded for evaluation, therefore candidates should make more evaluative statements, at least 3 fully developed points would secure top marks.

Top tipsYou could practice this style of question with almost any topic from the specification. Candidates should make 2 developed points and 3 developed evaluative points. It would be good practice to suggest candidates write a conclusion.

Marking practice

• A01 – we are looking for 2 developed points.

• A02 – has relevant knowledge been applied to the question (A01 and A02 are matched in level).

• A03 – we are looking for 3 developed evaluative statements.

Look exemplar 3


Section B –Which do you teach?

Options:

•Crime

•Education

•Religion

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Examiner report H580/03 question by question 10 mark option

Q4 (6+4) In what ways are crimes committed by the middle classes different from all other forms of crime? [10]Most candidates recognized that middle class crime could be linked to white collar crime and produced a good range of knowledge between the differences in this and street crimes. The better responses split this and were able to discuss types, motivation and treatment in the CJS. It was common for students to express 2 points which limited them to level 3. Some candidates confused middle class crime and upper class involvement.

Q7 (6+4) In what ways do cultural factors influence ethnic differences in educational attainment? [10]Commonly used evidence was Francis and Archer and Driver and Ballard. Many referenced Sewell. Many referenced language and Bernstein however this sometimes led to a lack of focus on the question. Some compared white working class boys. Some referenced cultural deprivation with some degree of accuracy. Again many only presented 2 points and were limited to level 3.

Examiner report H580/03 question by question 10 mark optionQ10 (6+4) In what ways do patterns of religiosity vary in a global context? [10]

This was not answered well. Many seemed to struggle to understand the requirements of the question, globalisation has been added into the specification. Some attempted to compare the religiosity of different ethnic groups within the UK, which was not credited.

Better attempts compared the global north and south and patterns of secularisation across the globe. It was common for candidates to present just 2 points limiting them to level 3.

Marking practice

• A01 – we are looking for 3 points supported with examples.


Look exemplar 41. Using the mark scheme, how many marks would

you give it?2. Please see exemplar 5 – an example from the

education option which has three clear points.

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Examiner report H580/03 question by question 20 mark optionQ5 (8+4+8) Assess right wing solutions to the problem of crime. [20]Most candidates were able to access this question effectively and discussed a range of solutions from both right realist and the new right. Stronger candidates organised responses into 3 clear points. Many were able to offer types of crime prevention and ideas on punishment. The stronger candidates were able to offer the solution explain the rationale for it and assess the effectiveness – this could credited as positive evaluation. Evaluation tended to be the weaker skill, many simply juxtaposed left wing ideas. Weaker responses confused left and right wing ideas. Some also lacked range and focused only on one solution. Q8 (8+4+8) Assess the impact of educational polices on equality in relation to social class. [20]Many candidates did understand the requirements of this question and focused their response on a range of government policies discussing the impact on social class in either a positive or a negative way. Given that the question did not specify the policy should be from 1988 onwards older policy ideas were credited. Common policies were EAZ, EMA, open enrolment, and sure start. The application of which governments these polices came from and what they involved varied greatly. Weaker responses had a tendency to list policies. A03 could be gained from a range of approaches, some argued if the policies had work or had been removed. Some counter argued with a policy which had not had a positive impact on social class.


Q11 (8+4+8) Assess the view that religion, belief and faith are declining in the younger generations. [20]

Many candidates used statistical evidence to challenge or refute this view. Most commonly used evidence was church and Sunday school attendance in Western countries.

Unsubstantiated claims about science were present in some weaker responses. Use of new media was also referenced. Candidates struggled with evaluation (A03), some evaluation was not specific to age.

Marking practice

• A01 – we are looking for 3 points fully developed.



Look exemplar 61. Using the mark scheme, how many marks

would you give it?2. Please see exemplar 7 – an excerpt of

juxtaposition rather than evaluation.

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Q6 (16+8+16) Evaluate functionalist explanations of crime and deviance. [40]

This was a straightforward question which saw the full range of marks being awarded. Durkheim was often done at length but candidates were able to make different points. Erikson and Davis were also commonly used.

Candidates were credited if they used related views such as subcultural theorists and the new right. Evaluation was less effective, when done well it was focused and linked to the point made e.g. Durkheim's overly positive view. Many just juxtaposed ideas from other theories or used a linking phrase such as however Marxists would challenge this.


Q9 (16+8+16) Evaluate Marxist explanations of the role of education in society. [40]

This question was answered well. Well developed points related to Althusser, Bowles and Gintis.

Weaker responses focused on the Marxist perspective and failed to address the role of education.

Evaluation was challenging and again many juxtaposed descriptions of other theory instead of directly evaluating the points they had made.


Q12 (16+8+16) Evaluate Marxist explanations of the relationship between religion and social change. [40]

Most focused on the traditional Marxist explanation and had lost focus f the element of religion being a conservative force. Neo-Marxism was used well to evaluate commonly used were Maduro and Gramsci.

Other evaluation come from theory such as feminism and the Weberian perspective. Juxtaposition was common. The element of social change was not always addressed.

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Marking practice

• A01 – we are looking for 4 points fully developed.



Look exemplar 81. Using the mark scheme, how many marks

would you give it?

Further help• Please see your delegate pack for an essay

template.

• There is also an exercise I would like you to try regarding conclusions.

Overall strategies (for all components)

Build up list of names and concepts:• A basic list which covers all components: all students try to learn

(through various revision activities)

• Some extras for each topic

Work on theoretical confidence and application skills: never be without something sociological to say!

Contrasting theories: never be without some evaluation to apply!

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A final point!

• Answers need to be sociological – not common sense!

• Therefore in order to achieve high marks, candidates need to include a range of sociological evidence

• Evidence can be studies, theories, concepts, contemporary examples (although don’t rely solely on contemporary examples as answers must be sociological)

Sociology Assessment Checklist

• Become an examiner

• Analyse your centre’s results using Active Results or equivalent

• Read the examiner’s report for your subject

• Use any available candidate exemplars with your students

• Make use of any resources being offered by OCR

• Network with teachers to share best practice, moderate work etc.

• Follow OCR_Sociology on Twitter for latest updates

• Read the OCR Research and Ofqual blogs for further insight

• If in doubt…ask!

Resources and support• OCR website teaching and learning resources (regularly added to)

http://www.ocr.org.uk/qualifications/as-a-level-gce-sociology-h180-h580-from-2015/#resources

• OCR interchange: additional example questions - need centre login.• E newsletter – Sign up for UPDATES• https://www.ocr.org.uk/qualifications/email-updates/• OCR subject specialist team Sociology@OCR. org.uk• OCR Twitter account @OCR_Sociology• Hodder textbooks (endorsed by OCR)• Hodder Student Guides (not checked/ endorsed by OCR)• OCR webinars & other face-to-face opportunities and training

https://www.ocr.org.uk/qualifications/professional-development/• Consider joining the examiner team http://www.ocr.org.uk/ocr-for/assessors/how-

to-apply/• BSA Discover Sociology resources

http://www.discoversociology.co.uk/BSA_Resources/Research-Methods

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If not sure……Get in touch with Lucy Carey Subject [email protected]

@OCR_Sociology

01223 553998

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