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WJEC 2013 Online Exam Review

GCSE Sociology Unit 2 4512-01

All Candidates' performance across questions

Question Title N Mean S D Max Mark F F Attempt %1 2610 6 0.3 6 99.2 1002 2610 5.3 1.1 7 75.7 1003 2610 5.9 2.1 11 53.7 1004 2609 8.5 2.4 14 60.8 1005 2610 7.2 2.2 11 65.7 1006 2610 7.3 2 11 66.3 1007 156 10.6 7.6 40 26.5 68 48 15.3 8.6 40 38.1 1.89 2379 15.1 7.5 40 37.8 91.2

10 30 6.4 5.8 40 15.9 1.1

99.2 75.7

53.7 60.8

65.7 66.3

26.5 38.1 37.8

15.9

0 10 20 30 40 50 60 70 80 90 100

123456789

10

Facility Factor %

Que

stio

n

GCSE Sociology Unit 2 4512-01

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Usually the question number

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The number of candidates attempting that question

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The mean score is calculated by adding up the individual candidate scores and dividing by the total number of candidates. If all candidates perform well on a particular item, the mean score will be close to the maximum mark. Conversely, if candidates as a whole perform poorly on the item there will be a large difference between the mean score and the maximum mark. A simple comparison of the mean marks will identify those items that contribute significantly to the overall performance of the candidates. However, because the maximum mark may not be the same for each item, a comparison of the means provides only a partial indication of candidate performance. Equal means does not necessarily imply equal performance. For questions with different maximum marks, the facility factor should be used to compare performance.

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The standard deviation measures the spread of the data about the mean score. The larger the standard deviation is, the more dispersed (or less consistent) the candidate performances are for that item. An increase in the standard deviation points to increased diversity amongst candidates, or to a more discriminating paper, as the marks are more dispersed about the centre. By contrast a decrease in the standard deviation would suggest more homogeneity amongst the candidates, or a less discriminating paper, as candidate marks are more clustered about the centre.

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This is the maximum mark for a particular question

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The facility factor for an item expresses the mean mark as a percentage of the maximum mark (Max. Mark) and is a measure of the accessibility of the item. If the mean mark obtained by candidates is close to the maximum mark, the facility factor will be close to 100 per cent and the item would be considered to be very accessible. If on the other hand the mean mark is low when compared with the maximum score, the facility factor will be small and the item considered less accessible to candidates.

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For each item the table shows the number (N) and percentage of candidates who attempted the question. When comparing items on this measure it is important to consider the order in which the items appear on the paper. If the total time available for a paper is limited, there is the possibility of some candidates running out of time. This may result in those items towards the end of the paper having a deflated figure on this measure. If the time allocated to the paper is not considered to be a significant factor, a low percentage may indicate issues of accessibility. Where candidates have a choice of question the statistics evidence candidate preferences, but will also be influenced by the teaching policy within centres.

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4

(4512-01)

Examineronly

3. Read the item below and answer the questions that follow.

Adapted from: ‘David Cameron may be a posh boy’, The Guardian, 23 April 2012.

(a) What proportion of the Government’s senior politicians are millionaires? [1]

(b) Using an example, explain the meaning of the term elite. [2]

(c) According to the item, what characteristics are senior politicians seen to have in common? [2]

(d) Explain the meaning of the term wealth. [1]

© WJEC CBAC Ltd.

The fact that three-quarters of the Government’s senior politicians are millionaires is seen as evidence of rule by elite. However, evidence from primary research suggests that voters do not see much difference between them and the senior politicians of other parties. They are all viewed as people over-forty who went to either Oxford or Cambridge University.

(4512-01) Turn over.

4512

0100

05

5Examiner

only (e) A researcher is interested in studying people’s attitudes to why they vote for particular

political parties.

(i) Suggest a sampling method which the researcher could choose. [1]

(ii) Explain two problems that a researcher often has when sampling. [4]

Problem 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Problem 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

© WJEC CBAC Ltd.

A3a: 1

A3b: 0

A3c: 2

A3d: 1

1

2

1

A3ei: 1

A3eii: 3

1

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This question caused problems for many students even those who ended up with A grades overall. Some failed to read the question, focussing on the word method and answering it as a research method question.

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Problem one gained both marks for identification of the problem of not getting a wide range of people coupled with the technical language of ’bias’ which added sophistication. The added comment about unreliable answers was not seen as helpful, but was ignored and did not affect the mark. For problem 2, the candidate gains one mark for stating that ‘not everybody is willing to take part’. This was a common approach to one of the problems. A second mark could have been gained had a specific reason for people not wanting to take part been added.

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The candidate gains the one mark available. Although unorthodox in using the word ‘lottery’ the word’ random’ is enough to gain the mark.

A3a: 1

A3b: 2

A3c: 2

A3d: 1

1

2

2

1

A3ei: 0

A3eii: 2

Tick

Tick

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For problem one the candidate does not gain any marks. The reference to lying and validity are about research methods. For problem two the candidate manages to get back on track and gains both marks. Although this answer is a little awkward, credit is given for the implicit understanding that getting a useful sample is important for the researcher to gain useful findings. The use of the word representative enabled the second mark to be awarded.

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The candidate gains zero marks. Questionnaire is a research method and not a sampling method.

A3a: 1

A3b: 2

A3c: 2

A3d: 1

1

2

2

1

A3ei: 1

A3eii: 2

1

Tick

Tick

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For problem one the candidate identifies the problem of a small sample. Especially good for accurate use of the specialist term ‘representative’ and linking this to the idea of the wider population. This shows good understanding of issues related to sampling. The candidate was unable to follow this up accurately to capitalise on their understanding. Standardisation would be a problem with the research methodology itself. Therefore this candidate scored zero marks for problem two.

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The candidate gains the one mark available. The specialist term is applied accurately.

6

(4512-01)

Examineronly

4. Look at the following information and answer the questions that follow.

Education Inequality

(a) What percentage of African children receive a secondary education? [1]

(b) With an example, explain the meaning of the term educational inequality. [2]

(c) Explain the meaning of the term social inequality. [2]

© WJEC CBAC Ltd.

% of children insecondary education

Source: UNDP Human Development Report

10

0

20

30

40

50

60

70

80

90

100

Industrialcountries

such as theUK andthe USA

EasternEurope

SouthAmericaand the

Caribbean

AfricaAsiaand

Pacific


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07

7Examiner

only (d) Identify and explain one reason why education is important for improving the life

chances of children. [3]

(e) A researcher is studying reasons why some children choose not to attend school on a regular basis. (S)he is conducting a questionnaire with children attending a local comprehensive school. Explain two difficulties that (s)he might experience. [6]

Difficulty 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Difficulty 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

© WJEC CBAC Ltd.

A4a: 0

A4b: 2

A4c: 2

1

1

1

1

A4d: 3

A4e: 4

1

1

1

Tick

Tick

Tick

Tick

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This answer gained all 3 marks. It was a successful response because it showed a great deal of sociological imagination in making links between sociological concepts and ideas. The answer went far beyond the idea that education leads to better employment opportunities recognising the social benefits that being in education brings. The answer used a range of specialist vocabulary accurately making links across their whole course of study. A very well thought out response showing a good grasp of life chances.

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This question caused problems for many candidates. The most common problem was a tendency to adopt a one dimensional approach to life chances focussing solely on the way in which education could help an individual gain a better paid job. Candidates then tended to repeat the terms of the question saying that a better job improved life chances. Better responses related to health, crime and poverty to widen their response.

A4a: 1

A4b: 1

A4c: 2

1

1

1

1

A4d: 3

A4e: 5

1

1

1

Tick

Tick

Tick

Tick

Tick

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This answer also gained 3 marks but tackled the question in a different fashion. The candidate identified the skills that education gives as crucial to improving chances of successful employment and enhanced this with an example. It also linked the idea of education as helping individuals to escape poverty and gain greater social mobility. Specialist language and concepts applied accurately and successfully.

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A4a: 0

A4b: 2

A4c: 2

2

2

A4d: 2

A4e: 3

1

1

Tick

Tick

Tick

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This answer gained 2 marks. The candidate understood the question clearly and identified the importance of education in helping individuals to maintain employment. They also used specialist language to link the idea of education helping individuals to avoid poverty. Although a basic answer to the question was provided with some specialist concepts, the candidate did not demonstrate enough depth or range of understanding about life chances.

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8

(4512-01)

Examineronly

5. Read the following item and answer the questions that follow.

Adapted from the BBC Website

(a) According to the item, how many disabled people were victims of hate crime in Wales in 2009/10? [1]

(b) According to the item, which organisation published a disability harassment report? [1]

(c) Explain the meaning of the term prejudice. [1]

(d) Explain with an example the meaning of the term discrimination. [2]

© WJEC CBAC Ltd.

The Welsh Government has made tackling prejudice against disability a priority. According to a report by the Equality and Human Rights Commission, around 100,000 disabled people in Wales were victims of hate crime, a form of discrimination, in 2009/10.


4512

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09

9Examiner

only (e) Identify and explain two ways in which one other group of people is disadvantaged in

society. [6]

Reason 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reason 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

© WJEC CBAC Ltd.

A5a: 1

A5b: 1

A5c: 1

A5d: 2

1

1

1

1

1

A5e: 6

Tick

Tick

Tick

Tick

Tick

Tick

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This answer gained all 6 marks, 3 for each reason. The first reason made a useful link with crime showing a good understanding of racism in the justice system and the impact of this for ethnic minority groups. Additional knowledge was shown through the notion of ‘canteen culture’ and the likelihood that ethnic minorities will be treated more harshly by the justice system. Whilst the reason is not perfectly linked together there is enough sociological understanding and ideas to warrant 3 marks. The second reason related prejudice to the disadvantage of ethnic minority groups in the workplace. Moreover, it linked this to the overall problem of the poverty cycle and crime. The last statement about Asians showed an awareness that not all ethnic minority groups are the same although this was at a basic level. This did not affect the overall mark which was based upon the rest of the answer which was sufficiently in depth and full of sociological insight.

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There were a sizeable minority who failed to read the question properly. They either wrote about disabled people which was not allowed in the terms of the question or they wrote about two different groups, one for each reason. Some candidates used very vague terms to identify the group they were focussing on .Better answers identified the group clearly, such as men, women, working class, ethnic minorities, old or young people. The better answers used specialist terminology to support their reasons and explained this well. Terms like prejudice and discrimination from the specification helped candidates to do well, as did other specialist terms not on the specification, such as glass ceiling. Examples also helped candidates to do well including some statistics.

A5a: 1

A5b: 1

A5c: 1

A5d: 2

1

1

1

2

A5e: 5

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Candidate no. 04627 Centre number 12304 Overall mark 70 This candidate received 5 marks in total. The first reason gained 2 marks for the use of concepts such as sexism and unequal treatment. Whilst this showed some sophistication the candidate would have benefitted from using an example to make the point clearer. The second reason gained 3 marks. This was not completely connected together, but there was sufficient understanding shown, through the mention of lack of promotion and unequal wages This coupled with the idea of the glass ceiling and possible reasons for women being overlooked for the higher positions took this reason up to 3 marks.

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There were a sizeable minority who failed to read the question properly. They either wrote about disabled people which was not allowed in the terms of the question or they wrote about two different groups, one for each reason. Some candidates used very vague terms to identify the group they were focussing on .Better answers identified the group clearly, such as men, women, working class, ethnic minorities, old or young people. The better answers used specialist terminology to support their reasons and explained this well. Terms like prejudice and discrimination from the specification helped candidates to do well, as did other specialist terms not on the specification, such as glass ceiling. Examples also helped candidates to do well including some statistics.

12

(4512-01)

Examineronly

SECTION B

Answer parts (a) (b) and (c) of one of the following questions.

Question 9 Crime and Deviance

(a) Describe what is meant by deviancy amplification. [10]

(b) Explain why corporate crime sometimes goes unreported. [10]

(c) Using sociological knowledge, discuss explanations for youth crime. [20]

© WJEC CBAC Ltd.

Tick

Tick

Tick

Tick

Tick

Tick

Tick

Tick

Tick

Tick

B7a: -

B8a: -

B9a: 10

B10a: -

Tick

Tick

Tick

Tick

Tick

Tick

Tick

Sticky Note

This candidate had a very clear grasp of what the question required. The level of specialist terminology is very high and includes a comprehensive range of terms. The candidate explains them well and clearly understands. The case study of Stanley Cohen is recounted well and shows very good knowledge and understanding. Particularly impressive in the conclusion is the candidate’s recognition that other powerful members of society may act as ‘moral entrepreneurs’. This is a comfortable answer that gains full marks. Answers not as assured as this may still attain full marks.

Tick

Tick

Tick

B7b: -

B8b: -

B9b: 7

B10b: -

Tick

Tick

Tick

Tick

Tick

Sticky Note

The same candidate found the corporate crime question considerably tougher. The candidate grasps the term reasonably well and gives one or two examples of types of corporate crime. At times there appears to be some confusion with the term white collar crime, but the candidate does not get side-tracked by this. The candidate identifies some reasons for corporate crime going unreported and there is a clear understanding of the Marxist idea that the higher classes are treated more favourably and not even suspected. The theory paragraph is one of the strongest sections in the answer. Where the candidate could have improved would have been to have included more concrete examples of corporate crime. The analysis of the reasons for it going unreported are not fully explored and the candidate could have written about the law, police and the judiciary in relation to corporate crime.

B7c: -

B8c: -

B9c: 15

B10c: -

© WJEC CBAC Ltd.

26

Option answers: Question 9 Crime and Deviance

Q.9 (a) Describe what is meant by deviancy amplification. [10]

The mark scheme is awarding marks for knowledge and understanding and the ability to apply this knowledge and understanding within sociological context. There should be sociological language applied to specific examples. Look for answers that may offer specific discussion of deviancy amplification, and perhaps awareness of the social context of issues like moral panics and self-fulfilling prophecy. This knowledge should be contemporary and relevant. There should be some sense of context apparent.

Credit • Accurate use of sociological language, concepts and theory, if relevant. • Deviancy amplification. • The role of the media. • Examples of moral panics. • Self-fulfilling prophecy. • Reference to studies of crimes and deviant activity, if appropriate and relevant. • Applied examples that may have been studies in class.

Question Answer Marks AO

9(a) Level 1 Limited (0 - 2 marks) Limited answers will offer responses that display little evidence of knowledge or understanding of social structures, processes or issues. If some relevant factual material is used then up to 2 marks are available. The quality of written communication will be basic. Level 2 Basic (3 - 5 marks) Three marks are available for basic answers that may address the question but may be underdeveloped and vague. The information offered will be basic and sociological language will not be used accurately. At the upper end of this mark band, there may be mention of the white collar crime as being linked to the activities of middle class and professional people. Any medium may offer the basis of an acceptable response. The quality of written communication will be acceptable, although there may be errors of spelling and punctuation. Level 3 Breadth or Depth (6 - 8 marks) Six marks are available for answers that offer a clear reference to different crimes or acts of deviance and perhaps reference to how they may be labelled differently, though description of one may be underdeveloped. There will be evidence of breadth or depth of knowledge and understanding. The information offered will display accuracy and sociological language will be used. At the upper end of this mark band, there may be specific description of a case study. Specific mention of any examples or forms of crime is an acceptable response but at this level, there may be juxtaposition with the second example. There may be unevenness. The quality of written communication will be clear, with few errors of spelling, grammar and punctuation. Level 4 Breadth and Depth (9 - 10 marks) Nine marks are available for detailed answers that offer a specific and accurate knowledge and understanding of the term. The information offered will display accuracy and sociological language will be used. At the upper end of this mark band, understanding may be displayed through contrasting and comparative descriptions of different types of crime although this is not specified in the question and should not be used as a differentiator. Examples are sought. Specific mention of any white collar crime is an acceptable response but at this level, there will be a balanced response, perhaps with reference to theory or research or with a clear understanding of social change or legal change. Answers will demonstrate a good application of knowledge. The quality of written communication will be good, with few errors of spelling, grammar and punctuation.

5

5

AO1

AO2

© WJEC CBAC Ltd.

27

Q.9 (b) Explain why corporate crime sometimes goes unreported. [10]

Look for answers that may offer specific understanding of the nature and context of corporate crime. Answers should display depth of understanding and offer a clear statement of how and why this crime sometimes goes unreported in both the media and official crime statistics. Reward answers that offer explicit and contemporary examples.

Credit • Accurate us of ideological language, concepts and theory, if relevant. • Complex nature of corporate crime. • Construction of official statistics (Home Office and police). • Green and environmental crime • Levels of reporting and invisible nature of corporate crime. • People may be unaware that they are victims of corporate crime (e.g. price-

fixing). • Case Studies (B., Enron, Guinness, etc.) • Applied examples that may have been studies in class.


(b) Level 1 Limited (0 - 2 marks)

Limited answers will offer responses that display little evidence of knowledge or understanding. If some relevant factual material is used then up to 2 marks are available. The quality of written communication will be basic. There will be little or no evidence drawn from different sources. No examples will be apparent. The quality of written communication will be basic.

Level 2 Basic (3 - 5 marks)

Up to five marks are available for basic answers that may address the question. Responses may be underdeveloped and vague. The information offered will be minimal and sociological language will not be used accurately.

At the upper end of this mark band, there may be specific reference to the terms of the question, though responses may be generalised and vague. There will be some evidence drawn from recent news. This may be interpreted.

The quality of written communication will be acceptable, although there may be errors of spelling and punctuation.

Level 3 Breadth or Depth (6 - 8 marks)

Six marks are available for answers that offer a clear reference to the terms of the question though evaluation and analysis may be present, it will be unbalanced. There will be evidence of breadth or depth of knowledge and understanding.

The information offered will display accuracy and sociological language will be used. At the upper end of this mark band, there may be specific reference to the terms of the question. There may be examples, but not detailed or well chosen. There may be reference to key studies; these will not necessarily be precise or contemporary.

The quality of written communication will be clear, with few errors of spelling, grammar and punctuation.

Level 4 Breadth and Depth (9 - 10 marks)

Nine marks are available for detailed answers that offer a specific and accurate knowledge and understanding of why we have a police force in the UK. The information offered will display accuracy and sociological language will be used.

At the upper end of this mark band, understanding will be displayed through reference to the terms of the question.

Answers will demonstrate a good application of knowledge with examples and specific factual evidence, perhaps with reference to theories and relevant studies.

The quality of written communication will be good, with few errors of spelling, grammar and punctuation.

5

5

AO 1

AO 2

© WJEC CBAC Ltd.

28

Q.9 (c) Using sociological knowledge, discuss explanations for youth crime. [20]

Look for answers that may offer knowledge and understanding of youth crime and its application to crime and deviance. There may be reference to theoretical ideas and examples of youth with regard to delinquency, subcultures and/or gangs. Appropriate research studies and examples may be used to illustrate understanding and should be present. List-like and overly descriptive answers should not appear in the top two mark bands. Credit • Accurate use of sociological language, concepts and theory, if relevant. • Subcultural theory. • Examples of subcultures. • Norms and values. • Functionalist theory of subculture. • Marxist subcultural theory (CCCS). • Applied examples that may have been studied in class.


(c) Level 1 Limited (0 - 4 marks) Unacceptable answers will offer responses that display no evidence of knowledge or understanding of social structures, processes or issues. If some minimal relevant factual material is used then a mark is available. The quality of written communication will be basic. Level 2 Basic (5 - 10 marks) Five marks are available for basic answers that may address the question but that will be underdeveloped and vague. The information offered will be minimal and sociological language will not be used. At the upper end of this mark band, there may be specific reference to one or more examples of crime data. Examples may be present but these will be basic and perhaps inappropriately applied. The quality of written communication will be acceptable, although there may be errors of spelling and punctuation. Level 3 Breadth or Depth (11 - 15 marks) Eleven marks are available for answers that offer a clear reference to specific and clearly identified ways in which the crime data is gathered though there may be uneven or undeveloped responses. Descriptive but detailed accounts of one or more theories or of examples to account for crime statistics will be in this mark band. The information offered will display accuracy and sociological language will be used. At the upper end of this mark band, there may be specific reference to case studies or to crimes. The quality of written communication will be clear, with few errors of spelling, grammar and punctuation. Level 4 Breadth and Depth (16 - 20 marks) Sixteen marks are available for detailed answers that offer a specific and accurate knowledge and understanding of media creation of moral panics linking these ideas to explicit and relevant examples. The information offered will display accuracy and sociological language will be used. At the upper end of this mark band, understanding may be displayed through contrasting and comparative reference to theories or examples, perhaps with evaluative and analytical observations. Candidates may even question the significance of official data collection, albeit in an implicit fashion. Answers will demonstrate a good application of knowledge with examples of specific factual evidence. The quality of written communication will be good, with few errors of spelling, grammar and punctuation.

5 5

10

AO1

AO2

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