GCE EXAMINERS' REPORTS

SOCIOLOGY (INCLUDING AS LEGACY UNITS)

SUMMER 2016

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Online Results Analysis

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Unit Page

SY1 1

SY2 4

SY3 6

SY4 9

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SOCIOLOGY

General Certificate of Education

Summer 2016

Advanced Subsidiary/Advanced

sy1

General Comments

All candidates were re-sitting the examination. Therefore the number entries was small. The majority of candidates were able to demonstrate some knowledge and understanding of the topics covered. The very best answers were those which demonstrated the higher order skills of analysis and evaluation most effectively.

When constructing discussions the best candidates made good use of empirical evidence and contemporary debates and examples.

Time management was an issue for some of the candidates. It would be appreciated if candidates could indicate the questions they answered on the front cover sheet of the answer booklet.

The level of English and, where appropriate, Welsh was good.

Question 1 - Compulsory

Part (a)There were many good answers although some candidates failed to provide a clear and explicit definition of ‘agencies of socialisation’. Most understood and discussed socialisation but many struggled to explain ‘agencies’. Many of the stronger answers made reference to primary and secondary agencies of socialisation. Some candidates failed to refer to the item and as a result were unable to score full marks.

Part (b)There were some good responses to this question that demonstrated sound knowledge and understanding of the process of socialisation. However, once again examiners reported that a number of candidates wrote in very general terms about what socialisation is rather than how it happens. Candidates needed to take note of the particular focus of the question, which in this case was ‘how any two agents of socialisation influence an individual’s norms and values’. The stronger candidates gave specific examples of how the process of socialisation can influence specific norms and values. Candidates who wrote generic answers that took no account of this focus failed to score top marks. The majority used the family as one of their chosen agents. A significant number of candidates who were able to demonstrate sound knowledge of the process did not always use the item effectively to illustrate their answer and some made no reference to it at all. This meant that they could not score full marks for AO2. Some candidates referred to primary and secondary socialisation but failed to identify and write about two specific agents. They therefore failed to gain high marks.

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Question 2 - Families and Culture

Part (a)There were some good answers to this question. These used evidence effectively and demonstrated a sound knowledge of ‘reasons for changing marriage patterns’.Nevertheless there was a significant number of candidates who failed to support their reasons with appropriate evidence. Others gave overlapping reasons.It is imperative that candidates use supporting evidence wherever possible, to validate the points they make. Three or four points with some relevant supporting evidence are adequate to gain the highest marks for AO1. If using statistics candidates should be encouraged to refer to the source of the statistics and references to studies should be accurate and referenced. There was no need for candidates to offer an evaluation of the reasons.

Part (b)This question was answered well by many. The majority of candidates were able to identify ‘the view that the nuclear is the ideal family type’ as a functionalist / New Right viewpoint. The stronger candidates were able to explain this view using appropriate supporting evidence. Examiners noted that some candidates are still using very dated material in their answers. When candidates use dated theories and evidence they should be encouraged to apply them in terms of families in the contemporary UK.

Many of the candidates attempted to evaluate the view with reference to other theories, usually feminism and Marxism. Some succeeded to do this well but many described these theories without linking to the idea of the ‘ideal family type’.Weaker candidates wrote in general terms about family types.

This question required the candidates to ‘discuss’. Close attention to the command words is necessary. Many gave a description of theories / viewpoints but failed to develop a discussion and therefore failed to gain high marks for AO2.

Question 2 - Youth Cultures

Part a)There were some good responses to this question and consequently these candidates were rewarded for their precise and detailed knowledge and understanding. However there was also a significant number of candidates who demonstrated very tentative knowledge and even less understanding and as a result were appropriately rewarded.The best answers noted three or four reasons ‘why youth subcultures are often seen as a form of resistance’ with appropriate supporting evidence. At times there was a considerable amount of overlap between the reasons. On the other hand some candidates gave descriptive accounts of youth subcultures but failed to address the reasons for resistance. Consequently they failed to gain high marks. There was no need for candidates to offer an evaluation of the reasons.

Part b)This question was answered well by some of the candidates. The majority of candidates were able to identify ‘the view that membership of a youth culture is the norm for young people’ as a functionalist view. The stronger candidates were able to explain this view using appropriate supporting evidence. Examiners noted that some candidates are still describing youth cultures without linking their knowledge to the specifics of the question; in this instance ‘the norm’ and ‘contemporary UK’. Consequently these answers were unable to access the higher mark bands in either skill domain.

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Many of the candidates attempted to evaluate the view with reference to other theories and the stronger answers questioned the notion of youth cultures with reference to postmodernism.

This question required the candidates to ‘discuss’. Close attention to the command words is necessary. Many gave a description of theories / viewpoints but failed to develop a discussion and therefore failed to gain high marks for AO2.

Question 3 – Community and Culture

Very few candidates attempted this option. The few scripts that were see were generally from centres that had obviously prepared their candidates for other options.

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SOCIOLOGY

General Certificate of Education

Summer 2016

Advanced Subsidiary/Advanced

sy2

General comments:

All centres arrived within the correct timescale and paperwork was correct and well organised by centres. We would like to thank centres for their care.

The best candidates had planned their time well and allocated sufficient time to all of the questions equally. This was irrespective of the order in which they had answered the questions. Weaker candidates spent too much time and effort on one question, but better candidates allocated time well and there were some excellent entries.

The clarity and quality of written language and the use of correct terminology among the better candidates was impressive. There are still those who fail to punctuate or organise their work into paragraphs and this makes it difficult to follow the logic of their arguments. There was evidence of some candidates using sociological language in such a way that it was difficult to understand what points they were making. Language and studies can only be credited if it is obvious that the candidate understands the meaning.

Better candidates were able to write a coherent argument, using evidence and linking their point back to the question asked in every paragraph. Weaker candidates tended to lose marks because they did not refer to an item or did not use examples

Q.1 (a) Most candidates were able to achieve some marks for this question. Most were able to refer to and apply the item in some way. In general, few candidates were able to give clear definitions of representativeness but most understood that it was linked to sampling. Some candidates misread the item, seeing working families as being working-class and so demanded that middle class families be sampled to ensure representativeness. Some of those who attempted to link their answers rigidly to the PERVERT formula became confused, not recognising that in this case it is was not a good fit.

(b) This was generally answered well. Some weaker candidates confused focus groups with ethnographic study. Most candidates were able to explain the strength and the weaknesses of the method, but they struggled with examples to back up their points. There was some confusion of reliability and validity.

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Q.2 (a) Most candidates were able to write something acceptable for this question and many gained top mark band marks. The best candidates linked the idea to theory very well indeed. They were able to refer to a variety of studies to back up their points though some were a little dated. Paul Willis’ study of Learning to Labour was over-used and in this context, both dated and irrelevant.

(b) This question was satisfactorily answered by the majority of candidates who were able to draw upon a good range of sociological studies, theories and relevant concepts. The better answers discussed a variety of studies showing both depth and detail. The best answers focused on British education. Weaker answers quoted American studies or used dated evidence, referring to the Tripartite system or the introduction of comprehensive schools. There was a common assumption that private education is somehow ‘better’ than state education without issues of class or cultural capital being taken into account.

Q.3 (a) This was generally answered well, though with excessive focus on Islam rather than a wider consideration of fundamentalism being a feature of many religious movements.

(b) Those candidates who focused on functionalism were able to gain high marks. Many however listed the functions of religion, and thus their responses were oblique to the question.

Q.4 (a) The question on audience effects was handled very well by those who understood the debate. Weaker candidates focused on the hypodermic syringe and one criticism of that viewpoint, so they did not really offer the detail or breadth of the best answers.

(b) The better candidates focused on issues such as gatekeeping and agenda setting, integration and infotainment. Even better candidates overlooked globalisation of media companies and the development of social media. Weaker candidates tended to write about Rupert Murdoch in descriptive terms, offering examples of ways in which he had influenced politics within the UK, though even then, without referring to recent concerns.

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SOCIOLOGY

General Certificate of Education

Summer 2016

Advanced Subsidiary/Advanced

SY3

General comments

As in previous years candidates had for the most part been well prepared for this unit. Option One was the most popular although there was an increase in the number of centres choosing to do the health and disability option. There were very few rubric errors. Candidates generally appeared to have allocated their time appropriately between the compulsory question and the long essay.

A small but significant number of candidates had appalling handwriting almost to the point of illegibility. Centres are advised to contact the WJEC if they have concerns about a candidate's handwriting.

Questions 1, 4 and 7

These questions are assessed on knowledge and understanding (AO1). Some candidates wasted time by evaluating the points they made. This has been pointed out in previous Reports. It is a waste of candidate's time as marks are only available for A01 on these questions. As in previous sessions well prepared candidates understood the importance of providing a clear definition of the term/concept and provide detail of the work of two or more relevant writers/theories and two/three appropriate examples in order to be placed in the top mark band.

Questions 2, 3, 5, 6, 8 and 9

These questions require candidates to write an essay which is formally constructed with a clear and logical argument. The mark breakdown is AO1 - 13 and AO2 – 32. This split indicates the importance of evaluation and analysis in order to access high marks. Well prepared candidates demonstrated they understood the importance of supporting the claims they were making with relevant evidence including the work of sociologists and other relevant writers and reports. They also understood the need to analyse and evaluate the material they used. Most candidates provided a clear introduction and a conclusion. These set a tone to an essay and should be helpful to candidates as they start and finish their essays.Answers from weaker candidates were characterised by anecdotal evidence, assertions and generalised claims with no evidence to support them.

Option 1 Understanding Crime

Q.1 The best candidates were able to define what is meant by the underclass though a significant number confused the underclass and the working class. Some referred to the proletariat as if they were the underclass and ignored the Marxist concept of the lumpenproletariat. Murray was commonly used but weaker candidates did not link his work to crime and deviance.

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Q.2 The best candidates were able to demonstrate detailed knowledge and understanding of subcultural explanations of crime and deviance. Some spent too long describing the work of Merton rather than focussing on the functionalist subcultural explanations of for example Cohen and Cloward and Ohlin. There were good well developed answers from candidates who addressed Marxist subcultural theories as well as those of the functionalist using the work of Brake, Cohen and others. Weaker candidates drifted into generalised answers on explanations of crime and deviance. Candidates must be advised to read the specifics of the question.

Q.3 There were some excellent answers to this question from candidates who had focused on the notion of the influence of gender. Some however provided descriptive accounts of a range of feminists and others without reference to the influence of gender or in any way evaluating and analysing the material they were using.

Option 2 Understanding Politics

Q.4 There were some good answers and these were appropriately rewarded. Relevant and contemporary examples were used by the stronger candidates in addition to sociological evidence. Weaker candidates tended to provide one/two examples and no sociological evidence. See note at the start of the Report regarding these compulsory questions.

Q.5 The majority of candidates chose this question in preference to question 6. However although there were some excellent responses others simply discussed all the explanations of power they knew. The focus of the question was on the assessment of the Marxist explanation of the distribution of power and therefore those who wrote one/two paragraphs on this with no reference to key writers such as Miliband, Poulantzas and others and then spent the rest of the essay without mentioning Marxism were not able to access the higher mark bands. Whilst evaluation will mean other theories are referred to they must be used in the context of the specifics of the question that is to aid in the assessment of the Marxist explanation of the distribution of power.

Q.6 This was a less popular question and tended to be done by weaker candidates. They were distinguished by generalised examples and very little sociological evidence.

Option 3 Understanding Health and Disability

Q.7 This was a question that attracted some excellent responses. However some candidates wrote far more than is necessary. This did not appear to affect their overall mark as the same candidates produced some excellent answers to their chosen essay.

Q.8 Some candidates provided answers which demonstrated a wide ranging and detailed knowledge and understanding of the biomedical model and were able to analyse and evaluate it in a sophisticated and effective way. Others however offered long descriptions of the biomedical model. Those who did this could not be rewarded in the higher mark bands for AO2.

Q.9 This was a popular question and one which enabled strong candidates to demonstrate their ability to analyse and evaluate relevant material. The best candidates used contemporary reports such as the Marmot Review and other relevant writers to very good effect. There were though some who cited the Black Report and focused their whole essay on that report. Whilst useful as a starting point other reports have superseded it.

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SOCIOLOGY

General Certificate of Education

Summer 2016

Advanced Subsidiary/Advanced

SY4

Compulsory section

Q.1 (a) A fundamental problem for some candidates attempting to answer this question was a lack of clarity on the meaning of focus groups. Without this basic level of understanding it was obviously very difficult for candidates to explain why the researchers may have decided to use this method of data collection in the research. Nevertheless, candidates who did have a clear understanding of the method were able to apply this to the context of the research and in so doing were able to access the top mark band. Many candidates offered generic strengths of the method and failed to explain why these strengths made the method particularly useful for this particular research which precluded them from the top mark band.

Q.1 (b) Once again examiners reported that there were a significantly high number of rehearsed, generic research designs. Whilst the research decisions may demonstrate some accurate knowledge, if the decisions are not explained in the context of the design brief they have limited value. Whilst centres appear to have established a sound understanding of the task the same cannot be said for the success criteria. Indeed, the quality of responses to this question was, on the whole, average. A particular weakness in many designs was sampling.

Many candidates were confused and offered impractical proposals. Nevertheless some answers did demonstrate an excellent understanding of both research procedures and the reasons for the decisions made. Some candidates were able to connect their decisions to the task and to wider methodological issues and these candidates were rewarded accordingly. A significant number however merely described their research design offering very superficial justifications which were focused more on the generic strengths of the method rather than the reasons why this method was the best for the task. Similarly, the best answers considered most of the stages of research and offered methodologically sound reasons for decisions made whilst weaker answers made either superficial or no reference to some stages of the research design. Some designs were unrealistic and as such demonstrated a lack of engagement with the task. Some answers merely cited the strengths and weaknesses of a variety of possible methods and sampling techniques. Many candidates cited problems but did not consider the impact that these might have as the brief had instructed them. Candidates should be advised that the best answers are clearly contextualised demonstrating a sound understanding that decisions about research design should be focused primarily on the research aims. Examiners reported confusion between validity and reliability and candidates who had obviously pre-rehearsed answers, and didn’t tailor it to the question.

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Advice:

Teachers should ensure that if they are using a framework or template approach they also offer a number of different research scenarios to enable candidates to practise using these effectively. If research designs are not focused on the design brief, they will not score highly even if they consider all or most stages of the design. If, for example, candidates state that they intend to use a stratified random sampling technique they also need to say why this is appropriate for this research and how they will do it. It would also be useful to provide a range of different research designs for candidates to assess as this would help to prepare them for both (a) and (b) questions as well as enhancing their understanding of wider methodological issues.

Options

Understanding World Sociology

Q.2 (a) Most candidates were able to offer examples of gender inequality from the developed and the developing world. The best answers cited research evidence rather than anecdotal accounts of gender inequality. Similarly the best answers made reference to a range of evidence and this evidence was explained in the context of how it demonstrated gender inequality. Teachers are advised to urge candidates to read the instructions in the questions very carefully. Where they are asked for two areas of life they need to select two different areas and these must be focussed on the developing and the developed world in order for them to fulfil the synoptic requirements of the paper. A significant number of candidates relied on examples rather than evidence and this prevented them from achieving band 4 marks.

Centres should be advised that candidates are not required to explain why the inequality exists. They are required to explain what the evidence shows.The best answers demonstrated range and detail whilst weaker answers lacked either detail, range or both.

(b) This was a popular question which was answered well by a number of candidates. However, many candidates failed to fully engage in the debate about aid and this meant that they were unable to access the full range of marks available. There were opportunities for candidates to demonstrate detailed knowledge of different types of aid and of their relative benefits but few failed to do so. When candidates considered opposing ideas they did so in a descriptive rather than an evaluative way and this impacted on their AO2 marks. Higher order skills were the discriminator between the very competent and the average or indeed below average answers. Candidates were unable to access the higher AO2 marks where they merely described different theories. Nevertheless there was evidence of very high level, sophisticated essay writing in many of the answers and these were rewarded accordingly.

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Q.3 (a) Answers to this question were very similar to those in question 2a. Some candidates utilised contemporary examples of ethnic inequalities. The examples and evidence used effectively demonstrated ethnic inequalities in both the developed and developing worlds. However some answers offered very superficial and unsubstantiated examples of ethnic inequalities and as a result did not score high marks.

(b) This was a popular question but many candidates saw it as an opportunity to write a detailed and descriptive set of notes about World Systems Theory; this meant that they were not able to access the higher mark bands for AO2. A significant number of candidates wrote sophisticated, well supported lines of discussion and were rewarded accordingly. However, many candidates failed to utilise the evidence that they had at their fingertips that may have helped them to consider the relative value and indeed the usefulness of the theory in question. Few candidates addressed the word “usefulness” which was central to the debate.

Understanding Social Inequality

Q.4 (a) This was a popular question and was, on the whole, answered quite well. Empirical and/ or statistical evidence is required for the highest level of success. The best answers selected areas of life where there is a wealth of evidence of gender inequality to draw upon such as family, education and work and pay; centres should be advised that some areas are more useful than others in this respect. Anecdotal answers did not score high marks.

(b) Most candidates were able to identify this as the functionalist view of inequality and focused their answer on an examination of functionalist ideas. Some approached this through an examination and evaluation of explanations for specific inequality such as educational or pay. Both approaches were acceptable. The best answers adopted an evaluative tone and reached a conclusion focused on the debate. These answers were more likely to examine both dimensions of the functionalist view cited in the question; inevitability and functionality. In discussions of inevitability there were ample opportunities to both support and criticise the functionalist view and to use evidence as a tool for high level analysis and evaluation but only a minority of candidates capitalised on this. Some offered superficial and descriptive accounts of inequality and these answers were not able to access the higher range of marks. On the whole there is a need for higher quality essay writing skills.

Q.5 (a) Many answers to this question were very competent but once again the selection of the most appropriate evidence was a crucial element of success. Candidates who were able to cite evidence and examples that clearly demonstrated inequality, they inevitably scored high marks. In this question where candidates are able to select both the type of inequality that they wish to examine and the areas of life they must take care to select the most compelling evidence.

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(b) This was a popular question which was answered competently by many candidates. However a number of candidates could have enjoyed a higher level of success if they had been able to demonstrate a more detailed knowledge of the value of a range of explanations. Many candidates offered accurate accounts of some theories but failed to offer a judgement on their value as explanations for ethnic inequality. Different approaches to the question were acceptable as long as the skills were evident; this was not always the case. It was clear that teachers had approached the examination of ethnic inequalities in very different ways. In general if candidates had explored cultural and structural explanations in an evaluative way this would have offered them access to the highest mark bands. Unfortunately many candidates offered descriptive accounts of one or two explanations and failed to utilise their knowledge of evidence to help to consider the value of these explanations. This question presented real opportunities for high level writing which many candidates failed to exploit.

Advice:

Teachers are advised to focus on literacy skills with candidates and in particular the ability of candidates to construct well informed, well supported discussions that are focused on the statement or view in the question. An increasing feature of some examination scripts is the low level of AO2 skills. Teachers are advised that developing high level AO2 skills in candidates is the most effective way to achieve high level success in this examination.

Finally the examination team would like to thank centres for their efforts and hard work in preparing candidates for this examination. Exemplar material will be made available as soon as possible and teachers are welcome to ask for help and advice with this or any other module.

GCE Sociology Report Summer 2016/GH

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