1.9 Methods in Context preparation rga.notebookAQASCLY2QPJun14.pdf AQASCLY1WMSJun14.pdf AQASCLY2WMSJun14 (1).pdf. Title: 1.9 Methods in Context preparation rga.notebook Subject: SMART

1.9 Methods in Context preparation rga.notebook

1

February 07, 2018

Starter Slide

Classroom Expectations:

Arrive on time

Coat off

Bags off desks

Equipment & Planner on desks

TITLE: DATE: 7/02/2018Methods in Context

RECAP: Alternative methods

LOs

Objective Key WordsKnow

Understand

How will you display SMSC today?Courage ‐ Respect ‐ Friendship ‐ Inspiration ‐ Determination ‐

Equality ‐ ExcellenceEmpathy – Courtesy – Resilience ‐

Etiquette

TITLE: DATE:

To give reasons and evidence for your views (ext: to consider alternative opinions and views)

To spot patterns and explain what's happening

Is sociological research worthwhile? Can we find out anything meaningful from it?

The Big Question:

Paper 1 Paper 2 Paper 3EDUCATION & RM FAMILIES & BELIEFS CRIME

What are the possible educational research contexts?

How do we effectively structure MIC answers in education?

7/02/2018Methods in context

What are the possible educational research characteristics?

Feb 612:05

Homework: Due 20/01

Methods in Context essay /20 marks: Due first lesson back after half term. Should be at least 2 A4 pages long on lined paper please, not in your books. Research and plan it and then write it in no more than 25 minutes. Good luck.

I will upload the markscheme as well to help you plan it.

Apr 2517:32

AQA Specification ‐ research methods

EXAM LINKS:

Paper 1 ‐ Education with Research Methods

Evaluate the strengths and weaknesses of using ....... to investigate (issue in education) (20 marks)

May 1107:43

What do methods in context questions look like?

How to approach:

1) What is the method?

2) What is the issue in education?

3) What specific issues are discussed in the item (hooks) which you can use?

May 1107:43

What do methods in context questions look like?

How to approach:

1) What is the method?

2) What is the issue in education?

3) What specific issues are discussed in the item (hooks) which you can use?


2

February 07, 2018

May 1107:43

HOW TO APPROACH A MIC QUESTION

The research context: Method:Where is the research taking place? What is it about this place that could make it difficult?

Who is being researched? What is it about these participants that could make it difficult?

The research characteristics:

PracticalEthicalReliabilityValidityExamplesRepresentativeTheory

Methodological theory:

What would positivists think about this approach?

What would interpretivists think about this approach?

THE RESEARCH METHOD

You need to consider all 5 boxes, and try to mention everything in your answer.

May 1117:17

What types of research contexts are we likely to come across in Paper 1?

What types of research characteristics are we likely to come across in Paper 1?

Split into As and Bs

A

B

Consider your question.Make a list of as many different example as you can.

Explain to your partner at least 5 examples from your question.

What did your partner say?

Apr 2617:28

What types of research contexts are we likely to come across in Paper 1?

Think ‐ Pair ‐ Share

Where does education happen? Where do teachers spend their time?

Where are decisions about education taken?

Where do students spend their time (when not at school)?

Schools

Playgrounds

Public places

ClassroomsStaff rooms

Student's homes

Teacher's homes

Government buildings/civil service/Parliament

Apr 2617:28

Common issues with 'contexts' in Paper 1


Access Consent of teachers/senior staff

Time issues Physical location

Chaotic/busy environment

Apr 2617:28

What types of research characteristics are we likely to come across in paper 1?


What are teachers like?

What are students like?

Who goes to school? Who interacts with pupils?

Who makes decisions about schools/lessons?

What are parents like?

Apr 2617:28

What types of research characteristics are we likely to come across in paper 1?


StudentsSocial class

Ethnicity/culture

School subculture

Language skills/literacy skills/special needs

Parents

TeachersSenior teachers

Other family members

Bullies

TruantsHigh‐performers

Badly behaved pupils

Under‐achievers

Other school staff (e.g. welfare or attendance)


3

February 07, 2018

Apr 2617:28

Common issues with characteristics in paper 1?


Consent (e.g. of parents)Time and availability of students and teachers (busy!)

Will students understand the questions? Level of education/language skills

Vulnerability (can sensitive topics be covered without harming anyone?)

Memory Researcher effect (students are easily led)

Social desirability (teachers and officials want to come across well)Parental bias OFSTED, league tables

& schools' need to appear 'good or better' Attitude towards researchers

May 1108:06

PARAGRAPH STRUCTURE

Identify a strength/weaknessExplain the strength/weaknessGive an example in the specific contextPut forward a limitation/strength

A strength of using METHOD to investigate ISSUE is...

This is good because...

For example...

However, a this may be problematic because...

SENTENCE STARTERS...

TASK:Using the structure on your sheet, write a paragraph answering the question above dealing with ONE or more strength or limitation.

1.9 MIC task handout.docx

May 1108:06

A strength of using self completion questionnaires to investigate unauthorised absences is that they can be issued to a large number of students.This is good because it will give the researcher an opportunity to gather representative data on reasons for unauthorised absences across the school.

For example, students in different age groups might have different reasons for absence (e.g. exam stress as opposed to simply skipping school) and just studying a small group wouldn't give all the information.

However, a this may be problematic because of non‐response; self completion questionnaires rely on the students responding in their own time. Moreover, the least likely students to respond are the ones who truant from school in the first place, which may make the data unrepresentative.

E.G.

HANDOUT

Approach for MIC questions

The research context: Method:Where is the research taking place? What is it about this place that could make it difficult?

Who is being researched? What is it about these participants that could make it difficult?

The research characteristics:

PracticalEthicalReliabilityValidityExamplesRepresentativeTheory

Methodological theory:

What would positivists think about this approach?

What would interpretivists think about this approach?

THE RESEARCH METHOD

PARAGRAPH STRUCTURE

Identify a strengthExplain the strengthGive an example in the specific contextPut forward a limitation

A strength of using METHOD to investigate ISSUE is...This is good because...

For example...

However, a this may be problematic because...

MIC Essay Structure:

1) A practical strength/weakness2) An ethical strength/weakenss3) A theoretical strength/weakness

(reliability, validity, representativeness)

...4) A methodological theory

paragraph (interpretivist/positivsit ideas)

May 1108:05

The Mark Scheme

May 1007:32

The Methods In Context Summary Sheet

The methods summary sheet will help you answer MIC questions.


4

February 07, 2018

Plenary

PLENARY

TITLE: DATE: /02/2017Methods in Context

PPQ planning

TASK:1) Annotate/highlight the extract and identify ‘hooks’ that can help you answer the question.2) Link each aspect of PERVERT to the question (e.g. list a practical issue, an ethical issue, etc)3) Plan the question above, using your sheets to help you.

1.9 MIC task 2 handout.docx

Homework: Due 20/01

Feb 2707:05

Feb 2707:56 Feb 2707:05

Attachments

1.9 MIC task handout.docx

1.9 MIC task 2 handout.docx

AQASCLY2QPJun14.pdf

AQASCLY1WMSJun14.pdf

AQASCLY2WMSJun14 (1).pdf

· A strength of using self completion questionnaires to investigate unauthorised absences is that they can be issues to a large number of students.

· This is good because it will give the researcher an opportunity to gather representative data on reasons for unauthorised absences across the school.

· For example, students in different age groups might have different reasons for absence (e.g. exam stress as opposed to simply skipping school) and just studying a small group wouldn't give all the information.

· However, a this may be problematic because of non-response; self completion questionnaires rely on the students responding in their own time. Moreover, the least likely students to respond are the ones who truant from school in the first place, which may make the data unrepresentative.

TASK: Using the structure on your sheet, write a paragraph answering the question above dealing with ONE or more strength or limitation.

Possible topics:

· Practical strengths of self-completion questionnaires (how might this link to other strengths as well)

· Ethical problems of questioning students (will this lead to access problems?)

· Reliability of questionnaires (would the results be the same if repeated)?

· Validity problems with self-completion questionnaires (are the results likely to give true and accurate info about absences?)

Or another idea of your choice.

· A strength of using self completion questionnaires to investigate unauthorised absences is that they can be issues to a large number of students.

· This is good because it will give the researcher an opportunity to gather representative data on reasons for unauthorised absences across the school.

· For example, students in different age groups might have different reasons for absence (e.g. exam stress as opposed to simply skipping school) and just studying a small group wouldn't give all the information.

· However, a this may be problematic because of non-response; self completion questionnaires rely on the students responding in their own time. Moreover, the least likely students to respond are the ones who truant from school in the first place, which may make the data unrepresentative.

TASK: Using the structure on your sheet, write a paragraph answering the question above dealing with ONE or more strength or limitation.

Possible topics:

· Practical strengths of self-completion questionnaires (how might this link to other strengths as well)

· Ethical problems of questioning students (will this lead to access problems?)

· Reliability of questionnaires (would the results be the same if repeated)?

· Validity problems with self-completion questionnaires (are the results likely to give true and accurate info about absences?)

Or another idea of your choice.

SMART Notebook

TASK:

1)Annotate/highlight the extract and identify ‘hooks’ that can help you answer the question.

2)Link each aspect of PERVERT to the question (e.g. list a practical issue, an ethical issue, etc)

3)Plan the question above, using your sheets to help you.

TASK:

1)Annotate/highlight the extract and identify ‘hooks’ that can help you answer the question.

2)Link each aspect of PERVERT to the question (e.g. list a practical issue, an ethical issue, etc)

3)Plan the question above, using your sheets to help you.

SMART Notebook

A

SCLY2M/AH/102997/Jun14/E2

General Certificate of EducationAdvanced Subsidiary ExaminationJune 2014

Sociology SCLY2Unit 2 Education with Research Methods; Health with Research Methods

Wednesday 21 May 2014 1.30 pm to 3.30 pm

For this paper you must have: an AQA 12-page answer book.

Time allowed 2 hours

Instructions Use black ink or black ball-point pen. Write the information required on the front of your answer book. The Paper Reference is SCLY2. The paper is divided into two sections. Choose one section and answer all the questions in that section. Do not answer questions from more than one section. Do all rough work in your answer book. Cross through any work that you do not want to be marked.

Information The marks for questions are shown in brackets. The maximum mark for this paper is 90. Questions carrying 12 marks or more should be answered in continuous prose. In these questions

you will be marked on your ability to: – use good English – organise information clearly – use specialist vocabulary where appropriate.

2

M/Jun14/SCLY2

Choose either Section A or Section B and answer all the questions in that section.

Section A: Education with Research Methods

You are advised to spend approximately 50 minutes on questions 0 1 to 0 4 .

You are advised to spend approximately 30 minutes on question 0 5 .


Total for this section: 90 marks

Education

Read Item A below and answer questions 0 1 to 0 4 that follow.

Item A

Functionalist sociologists see the education system as a vital social institution in modern society. They argue that the education system exists to perform a range of essential functions for individuals, for institutions such as the economy, and for wider society. Functionalists regard these functions as positive ones that enable society to operate effi ciently, fairly and without confl ict.

However, other sociologists criticise the functionalists for wrongly assuming that education serves the interests of society as a whole.

0 1 Explain what is meant by ‘deferred gratification’.[2 marks]

0 2 Suggest three reasons why some working-class parents fail to attend parents’ evenings at their children’s school.

[6 marks]

0 3 Outline some of the reasons for ethnic differences in educational achievement.[12 marks]

0 4 Using material from Item A and elsewhere, assess the contribution of functionalist sociologists to our understanding of the role of the education system in society.

[20 marks]

Turn over

3

M/Jun14/SCLY2

Methods in Context

The following question requires you to apply your knowledge and understanding of sociological research methods to the study of this particular issue in education.

Read Item B below and answer the question that follows.

Item B

Investigating pupils’ literacy

Pupils with poor reading and writing skills generally do badly in school. They may be embarrassed by their literacy problems, lack confi dence and have low self-esteem. Such pupils are more likely to be disaffected with school and many are still having diffi culties with reading and writing when they leave school.

Sociologists may study pupils’ literacy by using written self-completion questionnaires. Respondents can complete questionnaires quickly by choosing from a fi xed set of answers. Questionnaires can also be distributed to parents to ask about how much support they give to their children. However, sociologists may face certain problems in seeking to gain access to schools to administer their questionnaires.

Sociologists may also study pupils’ literacy by using offi cial statistics. Literacy is an important political issue and sociologists can access the statistics on literacy that the government collects. These statistics can be used to establish correlations with other statistical data. However, some literacy statistics are constructed from tests administered by schools and these may give a misleading picture.

0 5 Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating pupils’ literacy:

either self-completion questionnaires

or official statistics.[20 marks]

Section A continues on the next page

4

M/Jun14/SCLY2

Research Methods

The following questions permit you to draw examples from any areas of sociology with which you are familiar.

0 6 Explain what is meant by the term ‘pilot’ study.[2 marks]

0 7 Suggest two advantages of using personal documents in sociological research.[4 marks]

0 8 Explain the difference between the ‘dependent’ variable and the ‘independent’ variable in sociological experiments.

[4 marks]

0 9 Examine the ethical problems that sociologists may face in conducting their research.[20 marks]

Turn over

5

M/Jun14/SCLY2

Section B: Health with Research Methods


You are advised to spend approximately 30 minutes on question 1 4 .



Health

Read Item C below and answer questions 1 0 to 1 3 that follow.

Item C

Working-class patients see their family doctor (GP) more often than middle-class patients do. However, when we take account of their higher levels of ill health, they make less use of health care services in relation to their needs. They are also less likely to use preventative services or to be referred to a specialist.

There are also gender differences in use of health care. For example, men are less likely to visit the GP’s surgery. Similarly, there are ethnic differences in access to professional health care.

1 0 Explain what is meant by the ‘mortality rate’.[2 marks]

1 1 Identify three features of the biomedical model of health and illness.[6 marks]

1 2 Outline some of the ways in which the body is socially constructed.[12 marks]

1 3 Using material from Item C and elsewhere, assess sociological explanations of differences in health care between social groups.

[20 marks]

Section B continues on the next page

6

M/Jun14/SCLY2

Methods in Context

The following question requires you to apply your knowledge and understanding of sociological research methods to the study of this particular issue in health.

Read Item D below and answer the question that follows.

Item D

Investigating international differences in health

There are major differences in health and illness between different countries. Poorer countries, and countries with large inequalities between rich and poor, generally have lower average life expectancy than richer countries or those where incomes are more equal. Furthermore, different countries show different patterns of disease. Sociologists are interested in the extent, causes and effects of these international differences.

Sociologists may study international differences in health by using offi cial statistics. Health is an important political issue and sociologists can access the statistics on health collected by international bodies and national governments around the world. However, statistics tell us nothing about the meanings and reasons underlying the health patterns that they appear to reveal. Furthermore, some statistics that sociologists wish to use may be missing or inaccurate.

Sociologists may also study international differences in health by using written questionnaires. These can be distributed widely for relevant individuals and organisations to complete. Anonymous written questionnaires can also be used to explore issues of health-related attitudes and behaviour among people in different countries. However, response rates often vary signifi cantly between different social groups.

1 4 Using material from Item D and elsewhere, assess the strengths and limitations of one of the following methods for investigating international differences in health:

either official statistics or written questionnaires.

[20 marks]

7

M/Jun14/SCLY2

Research Methods

The following questions permit you to draw examples from any areas of sociology with which you are familiar.

1 5 Explain what is meant by the term ‘pilot’ study.[2 marks]

1 6 Suggest two advantages of using personal documents in sociological research.[4 marks]

1 7 Explain the difference between the ‘dependent’ variable and the ‘independent’ variable in sociological experiments.

[4 marks]

1 8 Examine the ethical problems that sociologists may face in conducting their research.[20 marks]

END OF QUESTIONS

8

M/Jun14/SCLY2

Copyright © 2014 AQA and its licensors. All rights reserved.

There are no questions printed on this page

SMART Notebook

A-LEVEL SOCIOLOGY SCLY1 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Mark scheme 1191 June 2014 Version 1.0: Final

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk

Copyright © 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

MARK SCHEME – A-LEVEL SOCIOLOGY– SCLY1 – JUNE 2014

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QUALITY OF WRITTEN COMMUNICATION Where students are required to produce extended written material in English, the scheme of assessment must make specific reference to the assessment of the quality of written communication. Students must be required to: • ensure text is legible, and spelling, grammar and punctuation are accurate, so that meaning is

clear • select and use a form and style of writing appropriate to purpose and complex subject matter • organise relevant information clearly and coherently, using specialist vocabulary when

appropriate. The assessment criteria for quality of written communication apply to the assessment of the 24 mark questions. The following criteria should be applied in conjunction with the mark scheme. The quality of written communication bands must be regarded as integral to the appropriate mark scheme band even though they are listed separately in the mark scheme. Examiners should note that, in the assessment of students’ sociological knowledge and skills, the assessment of the Quality of Written Communication will be judged through the assessment of the clarity and appropriateness of the sociological material presented. In the 1-9 band, students’ answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. In the 10-18 band, students’ answers are likely to be characterised by the fair to good logical expression of ideas and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar, but these will not seriously impair the intelligibility of the answer. In the 19-24 band, students’ answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Punctuation and grammar will be used correctly throughout to facilitate the intelligibility of the answer. INDICATIVE CONTENT AND RESEARCH IN THE MARK SCHEMES Please note that any of the indicative content and research that is presented in the mark bands of the higher mark questions may be present in any of the mark bands, not solely the higher band.


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Section A: Culture and Identity 0 1 Explain what is meant by the ‘culture’ of society (Item 1B). (2 marks) Two marks for a satisfactory explanation and/or definition of ‘culture’, such as: shared

norms and/or values. One mark for a partially satisfactory answer, eg norms.

0 2 Suggest two ways in which an individual’s social experience is affected by their

sexuality, apart from being stigmatised by society (Item 1A). (4 marks) Two marks for each of two appropriate ways identified, such as:

• may be subject to discrimination/stereotyping • may be subject to physical/verbal abuse • different leisure activities • lack of representation in the media • society makes the presumption of heterosexuality.

One mark for each of two partially appropriate answers, eg an example of stereotyping. NB: No marks for stigmatised or similar.

0 3 Suggest three characteristics of the postmodernist view of culture and/or identity. (6 marks)

Two marks for each of three appropriate characteristics suggested, such as:

• importance of consumption • globalisation • choice • diversity • media saturation • hyper-reality • consumers are active and creative people • no metanarratives.

One mark for each of three partially appropriate answers, eg answers that give an example such as 24-hour media.


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0 4 Examine sociological explanations of the ways in which ethnicity may shape social

identity. (24 marks)

0 No relevant points.

1-9 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation.

Lower in the band, there may be one or two very insubstantial points, for

example about ethnicity, with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological

knowledge, for example two or three insubstantial points about aspects of ethnicity. Interpretation of material may be simplistic, or at a tangent to the question. Analysis and/or evaluation will be very limited or non-existent.

10-18 Answers in this band will show reasonable knowledge and understanding and

will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent if basic account, for

example of a way in which ethnicity may shape social identity. Interpretation may be limited and may not be applied explicitly to the demands of the question, for instance, answers may indiscriminately describe the experiences of different ethnic groups without focusing on the issue of social identity.

Higher in the band, knowledge will be broader and/or deeper, and students

will apply this to the ways in which ethnicity may shape social identity. Material will be interpreted accurately, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for example of how the relationship between ethnicity and social identity is changing. However, this is not a requirement to reach the top of this band.

19-24 Answers in this band will show sound, conceptually detailed knowledge and

understanding of material on sociological explanations of how ethnicity may shape identity. This will be accurately and sensitively interpreted and applied to meet the demands of the question. The student will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer.

Concepts and issues such as the following may appear: hybrid cultures;

assimilation; discrimination; life chances; racism; multiculturalism; diaspora; dual identity; cultural navigation; cultural defence; mixed identities; globalisation; grammar of race. Analysis and evaluation may be developed, for instance via a debate about the importance of ethnicity as a source of identity, or through a discussion of the contrast between functionalist, Marxist, interactionist, feminist and/or postmodernist views.

Lower in the band, answers may examine a more limited range of material.


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Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Back; Ballard; Bradley; Butler; Ghumann; Gilroy; Hall; Hennink;

Johal; Mirza; Modood; Pilkington; Tizard and Phoenix; Sewell.


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0 5 Using material from Item 1B and elsewhere, assess the functionalist view of the role of the socialisation process. (24 marks)

0 No relevant points. 1-9 Answers in this band will show only limited interpretation, application, analysis

and evaluation and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about

socialisation or material ineffectually recycled from the Item with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological

knowledge, for example two or three insubstantial points about some aspect of socialisation. Interpretation of material may be simplistic or at a tangent to the question.

10-18 Answers in this band will show some reasonable interpretation, application,

analysis and evaluation and will show reasonable knowledge and understanding.

Lower in the band, some potentially relevant material will be presented and

a broadly accurate if basic account offered, for example of the functionalist view of socialisation, though interpretation and application to the demands of the question may remain implicit.

Higher in the band, knowledge and understanding of material will be broader

and/or deeper. The answer will deal with the functionalist view of the role of socialisation and may make limited use of the Item (eg to discuss the role of socialisation in integrating members of society). Material will be accurately interpreted but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of functionalist views.

19-24 In this band, analysis and evaluation will be explicit and relevant, and answers

will show sound, conceptually detailed knowledge and understanding of sociological material on the functionalist view of the role of the socialisation process drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider the issue of the role of socialisation from different perspectives (eg social action theory, functionalist, feminist, Marxist).

Concepts and issues such as the following may appear: primary and

secondary socialisation; agencies of socialisation; social order; social solidarity; organic analogy; gender roles; norms; values; role models; collective conscience; ruling class ideology; patriarchal society; hyper-reality; male gaze; beauty myth; gender regime; secularisation; spiritual shopping; pick and mix; structure and action; self; consensus and conflict; cultural capital; social control. Analysis and evaluation may be developed, for instance by discussing the role of socialisation in society.


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Lower in the band, interpretation and application may be less selective

and/or analysis and evaluation less developed and more list-like.

Higher in the band, interpretation and application will be more focused and analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Beck; Blumer; Durkheim; Goffman; Macionis and Plummer;

Mac an Ghaill; Mirza; Marx; Mead; Oakley; Parsons; Weber.


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Section B: Families and Households 0 6 Explain what is meant by a ‘beanpole’ family. (2 marks) Two marks for a satisfactory explanation or definition, such as: a multi-generational or

extended family which is long and thin. (Definition needs to convey idea of both vertical extension and horizontal compression.) One mark for a partially satisfactory answer, eg one that omits any one of the two elements above.

0 7 Identify two ways in which men may exploit and/or oppress women within families

(Item 2A). (4 marks) Two marks for each of two appropriate ways suggested, such as:

• subjecting women to domestic violence • excluding women from decision making • making women sacrifice career for family life • expecting women to have a ‘double burden’ (housework as well as paid work

outside the home). • expecting women to care for relatives • making women do domestic tasks unpaid. One mark for each of two partially appropriate answers, eg answers that fail to convey the idea of exploitation and/or oppression such as ‘decision making’.

0 8 Identify three features of a symmetrical family (Item 2A). (6 marks) Two marks for each of three features suggested, such as:

• home centred/privatised • joint conjugal roles • shared leisure time • both couples involved in paid work • geographically mobile • nuclear family. One mark for each of three partially appropriate answers, eg answers that are examples such as ‘men do the washing up’.


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0 9 Examine the reasons for changing patterns of marriage and divorce over the last 50

years or so. (24 marks)


1-9 Answers in this band will show only limited knowledge and understanding and show very limited interpretation, application, analysis or evaluation.

Lower in the band, there may be one or two very insubstantial points, for

example about divorce, with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about marriage and/or divorce. Interpretation of material may be simplistic, or at a tangent to the question. Analysis and/or evaluation will be very limited or non-existent.


will show limited interpretation, application, analysis and/or evaluation.

Lower in the band, this may be confined to a competent if basic account of patterns of marriage and/or divorce. Interpretation may be limited and not be applied explicitly to the demands of the question: for instance, answers may indiscriminately describe material on family diversity.

Higher in the band, knowledge will be broader and/or deeper, and will begin to consider a wider range of factors and consider changing patterns in both marriage and divorce, although not necessarily equally. Material will be interpreted accurately, though at times its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for instance of the relative importance of different factors in explaining the patterns. However, this is not a requirement to reach the top of this band.


understanding of sociological material on the reasons for changes in the patterns of marriage and divorce over the past 50 years or so. This will be accurately and sensitively interpreted and applied to the demands of the question. The student will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer.

Concepts and issues such as the following may appear: secularisation; rise of

feminism; attitude to careers; reconstituted families; cohabitation; confluent love; declining stigma; higher expectations of marriage; remarriage; welfare provision; the ideology of romantic love; privatisation of nuclear families; legislation; individualisation; life expectancy; domestic division of labour; variations in the patterns. Analysis and evaluation may be developed, for instance through discussing the importance of different factors or by locating the debate between different perspectives (eg New Right, functionalist, feminist, postmodernist, etc).


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Lower in the band, answers may examine a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Abbott and Wallace; Allan and Crow; Barlow et al; Beck and Beck-Gernsheim; Chester; Dunscombe and Marsden; Fletcher; Gibson; Giddens; Goode; Hart; Hochschild; Morgan; Oakley; Stacey.

.


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1 0 Using material from Item 2B and elsewhere, assess the view that an ageing population creates problems for society. (24 marks)

0 No relevant points. 1-9 Answers in this band will show only limited interpretation, application,

analysis or evaluation, and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about

old people, or material ineffectually recycled from the Item with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological

knowledge, for example two or three insubstantial points about an ageing society. Interpretation of material may be simplistic or at a tangent to the question.

10-18 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding.

Lower in the band, some potentially relevant material will be presented and

a broadly accurate if basic account offered, for example of one or two problems for society of an ageing population, though interpretation and application to the demands of the question may remain implicit.

Higher in the band, knowledge and understanding of material will be

broader and/or deeper. The answer will deal with the problems of an ageing population for society and may make limited use of the Item (for example, to discuss the issue of pensions and paid work for older people). Material will be accurately interpreted but its relevance may not always be made explicit. There will be some limited explicit analysis and/or evaluation, for instance of the significance of the problems or perhaps the positive aspects of an ageing population.

19-24 In this band, analysis and evaluation will be explicit and relevant, and answers

will show sound, conceptually detailed knowledge and understanding of sociological material on the the problems of an ageing population for society, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider a variety of views – most probably functionalist, feminist and Marxist.

Concepts and issues such as the following may appear: ageism;

discrimination; dependency ratio; pension rights; beanpole family; extended family; child care; health and social care needs; infantilisation; third age; disengagement; grey power; life expectancy; quality of life; retirement age. Analysis and evaluation may be developed, for instance by comparing different sociological views and/or by discussing the extent to which an ageing population represents a problem for society.


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Lower in the band, interpretation and application may be less selective and/or analysis and evaluation less developed and more list-like.

Higher in the band, interpretation and application will be more focused and

analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Arber; Blaikie; Cumming and Henry; Gannon; the Griffiths

report; Hirsch; Hockey and James; Hunt; Pilcher; Townsend; Vincent.


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Section C: Wealth, Poverty and Welfare 1 1 Explain what is meant by ‘wealth’ (Item 3B). (2 marks) Two marks for a satisfactory explanation or definition such as: wealth is the stock of

assets owned. One mark for a partially satisfactory answer, eg an example of wealth such as savings.

1 2 Explain the difference between voluntary welfare provision and private sector welfare

provision (Item 3A). (4 marks)

Four marks for a satisfactory explanation, namely:

• voluntary welfare is welfare provided by non-governmental non-profit making organisations such as charities

• private sector welfare is welfare provided by commercial organisations for profit.

Two marks for transposing the definitions.

One mark for each of two partially satisfactory definitions such as an example of a charity.

1 3 Suggest three reasons why some minority ethnic groups are more likely to experience poverty. (6 marks)

Two marks for each of three appropriate reasons suggested, such as that some

minority ethnic groups:

• do less well in education system • are subject to discrimination in the labour market • may be newly arrived in the United Kingdom (refugees) • may live in poor quality housing/environments • are in low paid employment • have language difficulties.

One mark for each of three partially appropriate answers, eg answers that focus on an example of the above.


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1 4 Examine the ways in which government policies may attempt to deal with the problem of poverty in society. (24 marks)


1-9 Answers in this band will show only limited knowledge and understanding and

show very limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two very insubstantial points, for

example about poverty, with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about government policy with limited reference to poverty, or vice versa. Interpretation of material may be simplistic or at a tangent to the question, for example an account of the effects of poverty. Analysis and/or evaluation will be very limited or non-existent.


will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent if basic account, for

example of two or three government policies impacting on poverty, with little discussion. Interpretation may be limited and not be applied explicitly to the demands of the question: for instance, answers may indiscriminately list various theories or studies of poverty.

Higher in the band, knowledge will be broader and/or deeper, and will begin

to identify a wider range of policies and/or problems impacting on poverty. Material will be interpreted accurately, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation, for instance the effectiveness of various policies. However, this is not a requirement to reach the top of this band.


understanding of sociological material on the ways in which government policies attempt to deal with the problem of poverty in society. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and/or evaluate it explicitly to produce a coherent and relevant answer. Students will examine a range of specific policies to tackle poverty as well as more general policies such as health, education and housing, which tackle poverty.

Concepts and issues such as the following may appear: dependency culture;

culture of poverty; poverty cycle; underclass; social exclusion; child poverty; lone parents; unemployment; pensioner poverty; low wages; universal/selective benefits; disability benefits; homelessness; benefit capping. Analysis and evaluation may be developed, for instance through considering the effectiveness of different government policies. Students may locate these and other issues within a theoretical framework (eg New Right, Marxist, social


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democratic).

Lower in the band, answers may examine a more limited range of material.

Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Byrne; Gordon et al.; Mack and Lansley; Marsland; Murray; Piachaud; Rowntree; Townsend.


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1 5 Using material from Item 3B and elsewhere, assess the view that poverty is inevitable in society. (24 marks)


1-9 Answers in this band will show only limited interpretation, application, analysis or evaluation, and show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about poverty, or material ineffectually recycled from the Item with little understanding of relevant issues.

Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about the experience of poverty. Interpretation of material may be simplistic or at a tangent to the question, for example drifting into a weak account of studies of poverty.

10-18 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding.

Lower in the band, some potentially relevant material will be correctly presented and a broadly accurate if basic account offered, for example of the causes of poverty, though interpretation and application to the demands of the question may remain implicit, for example focusing on studies of poverty rather than causes of poverty.

Higher in the band, knowledge and understanding of material will be

broader and/or deeper. The answer will deal with the view that poverty is inevitable in society. The answer may make limited use of the Item (eg to discuss differences in talent and abilities). Material will be accurately interpreted, but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for instance of the functionalist view of poverty.

19-24 In this band, analysis and evaluation will be explicit and relevant, and

answers will show sound, conceptually detailed knowledge and understanding of sociological material on the view that poverty is inevitable in society, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question.

Concepts and issues such as the following may appear: culture of poverty;

dependency culture; poverty trap; social exclusion; exploitation; capitalism; the underclass; globalisation; low pay; the welfare state; differences in talent and ability; incentives; structural factors; cycle of deprivation; fatalism; socialisation; marginalisation; situational constraints. Analysis and evaluation may be developed, for instance by discussing different perspectives such as Marxist, functionalist and New Right.

Lower in the band, interpretation and application may be less selective


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and/or analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused and

analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Alcock; Blackman; Craine; Dean and Taylor-Gooby; Field;

Kempson; Kincaid; Lewis; Marsland; Marx; Miliband; Murray; Townsend; Walker; Weber.


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ASSESSMENT GRIDS (SCLY1) Examination Series: June 2014 Culture and Identity

ASSESSMENT OBJECTIVES

Questions AO1 AO2 Total

0 1 1 1 2

0 2 2 2 4

0 3 3 3 6

0 4 14 10 24

0 5 10 14 24

Total 30 30 60

Families and Households



0 6 1 1 2

0 7 2 2 4

0 8 3 3 6

0 9 14 10 24

1 0 10 14 24

Total 30 30 60

Wealth, Poverty and Welfare



1 1 1 1 2

1 2 2 2 4

1 3 3 3 6

1 4 14 10 24

1 5 10 14 24

Total 30 30 60

A-LEVEL

SMART Notebook

A-LEVEL SOCIOLOGY SCLY2 Education with Research Methods; Health with Research Methods Mark scheme 1191 June 2014 Version: 1.0 Final

Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Assessment Writer. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available from aqa.org.uk

Copyright © 2014 AQA and its licensors. All rights reserved. AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre.

MARK SCHEME – -A-LEVEL SOCIOLOGY– SCLY2 – JUNE 2014

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QUALITY OF WRITTEN COMMUNICATION

Where students are required to produce extended written material in English, the scheme of assessment must make specific reference to the assessment of the quality of written communication. Students must: • ensure text is legible, and spelling, grammar and punctuation are accurate, so that meaning is

clear • select and use a form and style of writing appropriate to purpose and complex subject matter • organise relevant information clearly and coherently, using specialist vocabulary when

appropriate. The assessment criteria for quality of written communication apply only to the assessment of questions 0 3 , 0 4 , 0 5 , 0 9 , 1 2 , 1 3 , 1 4 , 1 8 The following criteria should be applied in conjunction with the mark scheme. The quality of written communication bands must be regarded as integral to the appropriate mark scheme band even though they are listed separately in the mark scheme. Examiners should note that, in the assessment of students’ sociological knowledge and skills, the assessment of the Quality of Written Communication will be judged through the assessment of the clarity and appropriateness of the sociological material presented. Questions 0 3 , 1 2 In the 1-4 band, students’ answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. In the 5-9 band, students’ answers are likely to be characterised by the fair to good logical expression of ideas and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar, but these will not seriously impair the intelligibility of the answer. In the 10-12 band, students’ answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Punctuation and grammar will be used correctly throughout to facilitate the intelligibility of the answer.


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Questions 0 4 , 0 5 , 0 9 , 1 4 , 1 8 In the 1-7 band, students’ answers are likely to be characterised by the poor logical expression of ideas and the use of a limited range of conceptual terms, perhaps often used imprecisely and/or inaccurately. Spelling, punctuation and grammar may show serious deficiencies and frequent errors, perhaps impairing the intelligibility of significant parts of the answer. In the 8-15 band, students’ answers are likely to be characterised by the fair to good logical expression of ideas and the competent use of a reasonable range of conceptual terms. Spelling, punctuation and grammar will be of a reasonable standard. Commonly used words and sociological terms will generally be spelt correctly. There may be minor errors of punctuation and grammar, but these will not seriously impair the intelligibility of the answer. In the 16-20 band, students’ answers are likely to be characterised by the very good to excellent logical expression of ideas and the precise use of a broad range of conceptual terms. Spelling, punctuation and grammar will be of a very good to excellent standard. Commonly and less commonly used words and sociological terms will almost always be spelt correctly. Punctuation and grammar will be used correctly throughout to facilitate the intelligibility of the answer.

INDICATIVE CONTENT AND RESEARCH IN THE MARK SCHEMES Please note that any of the indicative content and research that is presented in the mark bands of the 12- and 20-mark questions may be present in any of the mark bands, not solely the higher band.


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Section A: Education with Research Methods


0 1 Explain what is meant by ‘deferred gratification’. (2 marks) Two marks for a satisfactory explanation or definition of ‘deferred gratification’, such

as postponing immediate pleasures for greater rewards later, or similar. One mark for a partially satisfactory answer, eg ‘staying on at school’, or a definition or explanation of only one of the two words. Note: no marks for an explanation or partial explanation of immediate gratification.

0 2 Suggest three reasons why some working-class parents fail to attend parents’

evenings at their children’s school. (6 marks)

Two marks for each of three appropriate reasons suggested, such as: • feelings of social inferiority • they place a low value on/lack interest in education • a lack of education/inability to understand the schoolwork • cannot afford the costs of attending • have to work longer hours to make a living wage • more likely to be shift workers. One mark for each of three partially appropriate answers, eg speaking restricted code.


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0 3 Outline some of the reasons for ethnic differences in educational achievement.

(12 marks) 0 No relevant points

1-4 Answers in this band will show only limited knowledge and understanding, and will show limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two insubstantial points about education in general and answers are likely to lack focus on the question set. Higher in the band, answers will present one or two insubstantial points about ethnic differences in achievement. Alternatively, more substantial accounts of education, at a tangent to the question, may be offered. 5-9 Answers in this band will show reasonable knowledge and understanding, and will show limited interpretation, application, analysis and evaluation. Lower in the band, material on one or more reasons for ethnic differences in achievement will be presented and some limited description will be offered. Some reasonable knowledge and understanding will be shown, though analysis and evaluation will be very limited or non-existent. Some material may be less well focused, for example on class differences. Higher in the band, material on two or more reasons for ethnic differences in achievement will be presented and some explanation offered. Some reasonable knowledge and understanding will be shown, and interpretation and application will begin to meet the demands of the question. Students may begin to offer some analysis and/or evaluation. 10-12 Answers in this band will show sound, conceptually informed knowledge and understanding of sociological material on two or more reasons for ethnic differences in achievement. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Concepts and issues such as the following may appear: teacher racism/labelling; streaming; ethnocentric curriculum; selection policies; marketisation; the A* to C economy; exclusions; pupil subcultures; family structures; language issues; cultural and material deprivation; cultural capital; identity. Lower in the band, answers may outline a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a suitable and distinct conclusion.

Sources may include: Archer; Bereiter & Engelmann; Fuller; Gewirtz; Gillborn; Gillborn

& Youdell; Mac an Ghaill; Pryce; Sewell.


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0 4 Using material from Item A and elsewhere, assess the contribution of functionalist sociologists to our understanding of the role of the education system in society.

(20 marks)

0 No relevant points

1-7 Answers in this band will show very limited interpretation, application, analysis or evaluation and will show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about education in general, or material ineffectually recycled from the Item, with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about the socialisation function. Interpretation of material may be simplistic or at a tangent to the question. 8-15 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, some potentially relevant material will be presented and a broadly accurate, if basic, account offered, for example of one or two functions of education, though interpretation and application to the demands of the question may remain implicit. Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will deal explicitly with the functionalist contribution(s) and may make limited use of the Item, for example to discuss the economic functions of education. Material will be accurately interpreted, but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for example from a Marxist perspective. 16-20 In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on the contribution of functionalists to our understanding of the role of education, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Concepts and issues such as the following may appear: school as the focal socialising agency; particularistic versus universalistic standards; achieved versus ascribed status; meritocracy; role allocation; social solidarity/integration; specialist skills; the division of labour; economic efficiency; social justice; capitalism; the myth of meritocracy; ideological state apparatuses; the correspondence principle; the hidden curriculum; new vocationalism; patriarchy; diversity of schools/school experience. Analysis and evaluation may be developed, for example, through a debate with other perspectives (eg Marxism, feminism, New Right) or through consideration of empirical evidence on differential achievement.


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Lower in the band, interpretation and application may be less selective, and analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused, analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include: Althusser; Blau & Duncan; Bowles & Gintis; Buswell; Chubb &

Moe; Davis & Moore; Durkheim; Finn; MacDonald; Marx; Parsons; Tumin; Willis; Wrong.


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0 5 Using material from Item B and elsewhere, assess the strengths and limitations of one of the following methods for investigating pupils’ literacy: either self-completion questionnaires or official statistics. (20 marks)


1-7 Answers in this band will show only very limited or no interpretation, application, analysis and evaluation and will show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about methods in general or some material ineffectually recycled from the Item, or some knowledge relating solely to the issue of pupils’ literacy, with very little or no reference to the selected method. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example, in the form of two or three insubstantial points about the selected method. Analysis and evaluation will be very limited or non-existent. 8-15 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, answers will present some potentially relevant material, including a broadly accurate (though probably list-like) account of some of the strengths and/or limitations of the selected method. However, application to the study of education or to the issue in the question will be very limited or non-existent. Higher in the band, there will be broader and/or deeper knowledge of the strengths and limitations of the selected method and somewhat more successful application of this knowledge. However, while material will be interpreted accurately, some or all of it will be applied in a more generalised way or a more restricted way, for example: • applying the method to the study of education in general, not to the specifics of

studying pupils’ literacy, or • specific but undeveloped application to pupils’ literacy, or • a focus on the research characteristics of pupils’ literacy, or groups/context, etc,

involved in it, with implicit links to some features of the selected method. There will be some limited explicit analysis and/or evaluation. 16-20 In this band, interpretation, application, analysis and evaluation will be explicit and relevant. Answers will show sound, conceptually detailed knowledge and understanding of the strengths and limitations of the selected method. This will be accurately and sensitively interpreted and applied to the demands of the question. Lower in the band, answers may consider a more limited range of material or may occasionally lack focus or structure, and evaluation may be less developed.


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Higher in the band, interpretation and application will be more fully focused and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Students will apply a range of relevant strengths and limitations of using the selected method to research issues and characteristics relating to pupils’ literacy. These may include some of the following and/or other relevant concerns, though answers do not need to include all of these, even for full marks: • the research characteristics of potential research subjects, eg pupils, parents,

teachers (eg class, ethnic and gender differences; parental literacy skills; teachers’ professionalism or self-interest)

• the research contexts and settings (eg classrooms; pupils’ homes; staffrooms; ESOL and SEN provision)

• the sensitivity of researching pupils’ literacy (eg policy and resource implications for schools; schools’ market and league table position; the importance of literacy for achievement; stigmatisation; parental consent).

Self-completion questionnaires

Strengths and limitations, as applied to the particular issue in education, may include time, cost, access, informed consent, anonymity, quantitative data, reliability, representativeness, generalisation, hypothesis testing, inflexibility, large scale, lack of validity, low response rate, question design.

Official statistics

Strengths and limitations, as applied to the particular issue in education, may include cost, time, access, lack of validity, reliability, universal coverage, representativeness, generalisation, correlations, patterns and trends, hypothesis testing, quantitative data, anonymity, official versus sociological categories and concerns, ‘hard’ versus ‘soft’ statistics.

Note: In any mark band, students who make relevant reference to their own

research experiences or to sociological studies using the method in the question will be rewarded, when such material is applied appropriately to the set question.


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0 6 Explain what is meant by the term ‘pilot’ study. (2 marks) Two marks for a satisfactory explanation or definition of ‘pilot’ study, such as a study

carried out prior to the main study, a study to test aspects of the research design, or similar. One mark for a partially satisfactory answer, eg an example of a pilot study.

0 7 Suggest two advantages of using personal documents in sociological research.

(4 marks) Two marks for each of two appropriate advantages suggested, such as:

• provide valid/truthful data • allow researcher to get close to actors’ reality/grasp their meanings/gain insight or

depth • may be the sole source of data in historical studies • provide data cheaply • save the sociologist time • can be used to check results gained by other methods. One mark for each of two partially appropriate answers, eg they are secondary data/already exist.

0 8 Explain the difference between the ‘dependent’ variable and the ‘independent’ variable

in sociological experiments. (4 marks) Four marks for appropriate explanations of both the dependent variable and the

independent variable, such as: • ‘dependent’: the variable or factor that changes as a result of changes in

something else; the effect • ‘independent’: the variable or factor to be tested/controlled/manipulated; the cause. Two marks for an appropriate explanation of one only of the terms. One mark for each of two partially appropriate answers, eg one factor affects another.


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0 9 Examine the ethical problems that sociologists may face in conducting their research. (20 marks)

0 No relevant points 1-7 Answers in this band will show only limited knowledge and understanding and will show very limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two very insubstantial points about research in general. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three weak descriptive points about ethics in general. Interpretation and application of material may be simplistic or at a tangent to the question. Analysis and/or evaluation will be very limited or non-existent. 8-15 Answers in this band will show reasonable knowledge and understanding and will show limited interpretation, application, analysis and/or evaluation. Lower in the band, this may be confined to a competent, if basic, account of some ethical issues in sociological research. Interpretation may be limited and not applied explicitly to the demands of the question; for instance, answers may be diverted into often lengthy descriptive accounts of particular examples of studies. Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will begin to identify a wider range of ethical issues. Material will be accurate, though its relevance may not always be made explicit. There may be some limited analysis and/or evaluation. Evaluation will begin to be more closely related to the problems identified in the answer. 16-20 Answers in this band will display sound, conceptually detailed knowledge and understanding of sociological material relating to the ethical issues that sociologists may face in conducting their research. This will be accurately and sensitively interpreted and applied to the demands of the question. Answers will consider a range of issues. Students will show the ability to organise material and analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Evaluation will be closely related to the problems identified in the answer, or may consider the inter-relationship between practical, ethical and theoretical concerns. Concepts and issues such as the following may appear in relation to different research contexts and methods: deception; informed consent; vulnerable groups; harm (eg psychological; material; life chances); legislation; confidentiality; privacy; publication of findings; public interest; benefit to participants; researcher’s participation in illegal/immoral activities; access; getting out; primary and secondary sources; quantitative and qualitative methods/data. Lower in the band, answers may examine a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a distinct conclusion.


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Section B: Health with Research Methods


1 0 Explain what is meant by the ‘mortality rate’. (2 marks) Two marks for a satisfactory explanation or definition of ‘mortality rate’, such as the

number of deaths per thousand of the population, or similar. Note: The notion of ‘per year’ is not necessary, even for full marks. One mark for a partially satisfactory answer, eg the number of deaths (whether per year or not).

1 1 Identify three features of the biomedical model of health and illness. (6 marks)

Two marks for each of three appropriate features identified, such as: • specific aetiology/each disease has a specific cause • hospital- or clinic-based medicine • the body as machine/the mechanical metaphor • doctors as body technicians • curative focus • disease as chance occurrence • mind-body dualism/the irrelevance of patients’ mental, spiritual or moral state • individualisation of ill health/disregarding the social or environmental causes of

illness. One mark for each of three partially appropriate answers, eg ‘rejects the social model of health’.


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1 2 Outline some of the ways in which the body is socially constructed.

(12 marks) 0 No relevant points

1-4 Answers in this band will show only limited knowledge and understanding, and will show limited interpretation, application, analysis or evaluation. Lower in the band, there may be one or two insubstantial points about health in general and answers are likely to lack focus on the question set. Higher in the band, answers will present one or two insubstantial points about the body or social construction. Alternatively, more substantial accounts of health, at a tangent to the question, may be offered. 5-9 Answers in this band will show reasonable knowledge and understanding, and will show limited interpretation, application, analysis and evaluation. Lower in the band, material on one or more ways in which the body is socially constructed will be presented and some limited description will be offered. Some reasonable knowledge and understanding will be shown, though analysis and evaluation will be very limited or non-existent. Some material may be less well focused. Higher in the band, material on two or more ways in which the body is socially constructed will be presented and some explanation offered. Some reasonable knowledge and understanding will be shown, and interpretation and application will begin to meet the demands of the question. Students may begin to offer some analysis and/or evaluation. 10-12 Answers in this band will show sound, conceptually informed knowledge and understanding of sociological material on two or more ways in which the body is socially constructed. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will show the ability to organise material and to analyse and/or evaluate it explicitly so as to produce a coherent and relevant answer. Concepts and issues such as the following may appear: cross-cultural and historical variation in ideas about the body; the natural body; body modification (eg tattooing; genital mutilation; cosmetic surgery; gender reassignment); dress and fashion; presentation of self; ‘body language’; dieting/eating disorders; the beauty myth; media images; sexuality; the body as classification system; the body as religious symbol (eg fasting; purification); bodily disability as a construct; stigma and identity; prostheses; organ transplants; transhumanism; reproductive technologies; bodily order; the body as project; surveillance and punishment of the body; modernity; postmodernity; power/knowledge; discourse; social constructionism; patriarchy; ageism; capitalism.


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Lower in the band, answers may outline a more limited range of material. Higher in the band, answers may be more detailed and complete, and/or may show a clear rationale in the organisation of material leading to a suitable and distinct conclusion.

Sources may include: Bourdieu; M. Douglas; Elias; Featherstone & Hepworth;

Foucault; Frank; Goffman; Jordanova; Orbach; Shilling; Turner; Wolf.


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1 3 Using material from Item C and elsewhere assess sociological explanations of differences in health care between social groups. (20 marks)

0 No relevant points 1-7 Answers in this band will show very limited interpretation, application, analysis or evaluation and will show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about health in general, or material ineffectually recycled from the Item, with little understanding of relevant issues. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example two or three insubstantial points about the health care of ethnic minorities. Interpretation of material may be simplistic or at a tangent to the question, eg drifting into a weak ‘health chances’ answer. 8-15 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, some potentially relevant material will be presented and a broadly accurate, if basic, account offered, for example of gender differences in health care, though interpretation and application to the demands of the question may remain implicit (for example, indiscriminately listing material on unequal health chances). Higher in the band, knowledge and understanding of material will be broader and/or deeper. The answer will deal explicitly with two or more groups, and may make limited use of the Item, for example to discuss reasons for men not using GP services. Material will be accurately interpreted, but its relevance may not always be made explicit. There will be some limited analysis and/or evaluation, for example of an explanation of class differences in access to care. 16-20 In this band, analysis and evaluation will be explicit and relevant, and answers will show sound, conceptually detailed knowledge and understanding of sociological material on differences in health care between social groups, drawn from the Item and elsewhere. This will be accurately and sensitively interpreted and applied to the demands of the question. Students will consider a range of reasons and two or more groups (eg class, ethnic, gender, regional, national, age). Concepts and issues such as the following may appear: discrimination, stereotyping, institutional racism, patriarchy, rationing/postcode lottery; language barriers; speech codes; cultural capital; material factors (ability to pay, availability of transport, paid time off work etc.); private care; medicalisation of childbirth; the male gaze/white eye; the inverse care law; costs and benefits of access; funding differences within the NHS (between regions, providers, services); different types of service (preventative, curative, palliative, mental health, etc); ethnic or class differences in health beliefs; differences in the nature of treatment received; use of alternative or traditional remedies/practitioners. Analysis and evaluation may be developed, for example, through debates about the relative importance of material versus cultural factors in uptake/access, or


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methodological issues (eg quantitative vs. qualitative measures of access). Lower in the band, interpretation and application may be less selective, and analysis and evaluation less developed and more list-like. Higher in the band, interpretation and application will be more focused, analysis and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion.

Sources may include the Black Report, Blackburn, Blaxter, Cartwright & O’Brien,

Doyal, Doyal & Pennell, the Health Divide, Howlett & Ashley, Oakley, Thorogood, Townsend, Tudor Hart, Wiles & Higgins, Wilkinson.


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1 4 Using material from Item D and elsewhere, assess the strengths and limitations of one of the following methods for investigating international differences in health: either official statistics or written questionnaires. (20 marks)


1-7 Answers in this band will show only very limited or no interpretation, application, analysis and evaluation and will show only limited knowledge and understanding. Lower in the band, there may be one or two very insubstantial points about methods in general or some material ineffectually recycled from the Item, or some knowledge relating solely to the issue of international differences in health, with very little or no reference to the selected method. Higher in the band, answers will show limited, undeveloped sociological knowledge, for example, in the form of two or three insubstantial points about the selected method. Analysis and evaluation will be very limited or non-existent. 8-15 Answers in this band will show some reasonable interpretation, application, analysis and/or evaluation and will show reasonable knowledge and understanding. Lower in the band, answers will present some potentially relevant material, including a broadly accurate (though probably list-like) account of some of the strengths and/or limitations of the selected method. However, application to the study of health or to the issue in the question will be very limited or non-existent. Higher in the band, there will be broader and/or deeper knowledge of the strengths and limitations of the selected method and somewhat more successful application of this knowledge. However, while material will be interpreted accurately, some or all of it will be applied in a more generalised or more restricted way. For example: • applying the method to the study of health in general, not to the specifics of

studying international differences in health, or • specific but undeveloped application to international differences in health, or • a focus on the research characteristics of international differences in health, or

groups/contexts, etc, involved in it, with implicit links to some features of the selected method.

There will be some limited explicit analysis and/or evaluation. 16-20 In this band, interpretation, application, analysis and evaluation will be explicit and relevant. Answers will show sound, conceptually detailed knowledge and understanding of the strengths and limitations of the selected method. This will be accurately and sensitively interpreted and applied to the demands of the question. Lower in the band, answers may consider a more limited range of material or may occasionally lack focus or structure and evaluation may be less developed.


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Higher in the band, interpretation and application will be more fully focused and evaluation more thorough, and answers may show a clear rationale in the organisation of material leading to a distinct conclusion. Students will apply a range of relevant strengths and limitations of using the selected method to research issues and characteristi

Documents

1.9 Methods in Context preparation rga.notebookAQASCLY2QPJun14.pdf AQASCLY1WMSJun14.pdf AQASCLY2WMSJun14 (1).pdf. Title: 1.9 Methods in Context preparation rga.notebook Subject: SMART