St Philomena’s Catholic High School for Girls

A Level Sociology Handbook

A Post 16 Subject Guide 2019  

This booklet is designed specifically for those who wish to study 

Sociology at A level. It is created strictly by students for students to ensure your success within your chosen subject. 

 

So, what will I study? There are 3 areas: We will look at Work, Poverty and Welfare – why are there                       

people in this country with £17,000,000,000 and others who                 

earn £10,000 a year? Is it ‘natural’? Is it ‘fair’? Do welfare                       

benefits create ‘scroungers’ or support those most in need and                   

most vulnerable in society? 

 

We will look at Education – why do you get the grades you do? Is                             

it due to your gender? Race? Class? Parents? Teachers? Why                   

bother going to school anyway? What is the purpose of                   

education? What advantages are there to those who go to Eton                     

or Harrow and those who go to Stanley Park? 

 

We will also look at Sociological research methods – how do                     

sociologists, in the real world, go out and find out about                     

society? Why do some pretend to be in gangs selling drugs,                     

while others send out long questionnaires? Which is ‘better’?                 

How can you find out about society in the past and compare it                         

to today? What dilemmas do different methods present when                 

studying issues in schools such as observation and racism 

Hopefully this booklet will provide you with useful tips and vital                     

information which you can find beneficial. Below are 6 key tips                     

to help make learning Sociology at St Philomena’s much more                   

enjoyable for you and your peers.  

Making the most of lesson time  

Firstly, if it is not clear already, A Level goes at a 

much more faster pace than GCSE. Therefore it is 

essential you catch up with any work that you may 

have missed. YOU must contact the teacher via 

Google Classroom or get the work from a friend. Learn from 

our mistakes: don’t get left behind or it will be twice as hard ☹  

Secondly, ensuring you make detailed and concise notes 

is always important. You can do this on your own or in 

small groups. This allows for revision to be quicker and 

more efficient. This includes updating glossaries and 

creating mindmaps/ tables. 

GET HELP! Don’t be afraid to ask questions and get 

help from your teacher. The more you know the most 

likely you are to feel confident when the exams come 

around.   

Do not leave revision to the last minute (classic 

words of wisdom). The secret to exam success is in 

the amount of preparation you do.   

Try not to solely rely on your teacher. It’s true we 

are privileged enough to have teachers who actually 

care about our education, but they cannot pass your 

exams for you. 

And lastly make a revision plan sooner rather than 

later! Otherwise it is easy to waste your precious 

revision time. Drawing up a revision plan for each week 

will ensure that your success is possible. Sociology club runs 

every week- this can help ease the revision load!  

 

How do you revise ‘best’? What is your learning style?   If you’re more of a visual learner: 

● Highlight and colour code work as you go along – different                     

colours for different chapters, topics, perspectives, keywords             

etc. ● Make flashcards – use pictures, highlight key words, do                 

this after every lesson so you build up a revision bank. ● Create posters/ mindmaps- separate according to           

theories and add an evaluation section. That way you will have                     

all the essentials for the perfect sociological essay! 

 

If you’re more of an active learner:  ● Copy out work – but beware, this can take a lot of time! ● Create kahoot quizzes- ask yourself questions that you               

are not too confident with; save you kahoots and quiz yourself                     

and your friends at any time! 

 

If you’re more of an auditory learner: 

● Get someone to quiz you – mum, dad, sibling, friend. Then                     

re-revise the bits you forgot, and get them to test you an hour                         

later! ● Watch revision clips on Youtube (Crash Course Sociology               

is really useful!)- Make notes on the key points discussed,                   

then quiz yourself later. 

But everyone can benefit from: 

● Keeping a glossary- knowing keywords and definitions             

(after all, you have to sound like a Sociologist!) 

● Knowing the different sociological perspectives (Marxist,           

Feminist, Functionalist, Interpretivist, Post-mod) and         

knowing what they would say about a debate or question. 

● Keeping an evidence bank- a space for all your case studies                     

and examples. 

 

 

We call this P.A.C.E. – Perspectives, authors, concepts,               

evidence – and this is what makes an answer sociological,                   

rather than ‘wo/man in the pub rambling on and on’. 

Organising your work  Organisation is a key tool for making revision easier 

 

● Keep individual topics separate (use old folders and 

dividers to keep them separated) ● You will be given a Green Card at the beginning of a new 

unit. Keep this green card, along with the Sixth Form filing 

policy at the front of your folders. That way, you will always be 

able to refer back to it for revision guidance. 

● Keep your glossary and evidence bank at the back of your 

folder, along with key assessments- it will be easier to access 

and add to throughout the year. 

  

 

What will I study in A Level Sociology? 

There will be 3 exams 

Paper 1: Education with Theory and Methods 

Paper 2: Topics in Sociology 

Paper 3: Crime and Deviance with Theory and Methods 

Paper 1 

4.1.1 Education  

Students are expected to be familiar with sociological explanations of the following content:  

● the role and functions of the education system, including its relationship to the 

economy and to class structure  ● differential educational achievement of social groups by social class, gender and 

ethnicity in contemporary society  ● relationships and processes within schools, with particular reference to teacher/pupil 

relationships, pupil identities and subcultures, the hidden curriculum, and the 

organisation of teaching and learning  ● the significance of educational policies, including policies of selection, marketisation 

and privatisation, and policies to achieve greater equality of opportunity or outcome, 

for an understanding of the structure, role, impact and experience of and access to 

education; the impact of globalisation on educational policy.   

4.1.2 Methods in Context  Students must be able to apply sociological research methods to the study of education. 

 

4.1.3 Theory and Methods  

Students must examine the following areas:  

● quantitative and qualitative methods of research; research design  ● sources of data, including questionnaires, interviews, participant and non-participant 

observation, experiments, documents and official statistics  ● the distinction between primary and secondary data, and between quantitative and 

qualitative data  ● the relationship between positivism, interpretivism and sociological methods; the 

nature of ‘social facts’  ● the theoretical, practical and ethical considerations influencing choice of topic, choice 

of method(s) and the conduct of research  ● consensus, conflict, structural and social action theories  ● the concepts of modernity and post-modernity in relation to sociological theory  ● the nature of science and the extent to which Sociology can be regarded as scientific  ● the relationship between theory and methods  ● debates about subjectivity, objectivity and value freedom  ● the relationship between Sociology and social policy. 

 

 

 

 

 

Paper 2: Topics in Sociology 

 

Two topics to be covered. One will be studied in Year 12, the other 

in Year 13. 

 

Work, Poverty and Welfare (covered in Year 12) ● the nature, existence and persistence of poverty in contemporary society ● the distribution of poverty, wealth and income between different social groups ● responses and solutions to poverty by the state and by private, voluntary and informal 

welfare providers in contemporary society ● organisation and control of the labour process, including the division of labour, the 

role of technology, skill and de-skilling ● the significance of work and worklessness for people's lives and life chances, including 

the effects of globalisation.

Beliefs in Society (covered in Year 13) 

● ideology, science and religion, including both Christian and non-Christian religious 

traditions 

● the relationship between social change and social stability, and religious beliefs, 

practices and organisations 

● religious organisations, including cults, sects, denominations, churches and New Age 

movements, and their relationship to religious and spiritual belief and practice 

● the relationship between different social groups and religious/spiritual organisations 

and movements, beliefs and practices 

● the significance of religion and religiosity in the contemporary world, including the 

nature and extent of secularisation in a global context, and globalisation and the 

spread of religions 

 

Paper 3 

4.3 Crime and Deviance with Theory and Methods  

4.3.1 Crime and Deviance  

Students are expected to be familiar with sociological explanations of the following content:  

● crime, deviance, social order and social control  ● the social distribution of crime and deviance by ethnicity, gender and social class, 

including recent patterns and trends in crime  ● globalisation and crime in contemporary society; the media and crime; green crime; 

human rights and state crimes  ● crime control, surveillance, prevention and punishment, victims, and the role of the 

criminal justice system and other agencies.   

4.3.2 Theory and Methods  

Students must examine the following areas:  

● quantitative and qualitative methods of research; research design  ● sources of data, including questionnaires, interviews, participant and non-participant 

observation, experiments, documents and official statistics  ● the distinction between primary and secondary data, and between quantitative and 

qualitative data 

● the relationship between positivism, interpretivism and sociological methods; the nature 

of ‘social facts’  ● the theoretical, practical and ethical considerations influencing choice of topic, choice 

of method(s) and the conduct of research  ● consensus, conflict, structural and social action theories  ● the concepts of modernity and post-modernity in relation to sociological theory  ● the nature of science and the extent to which Sociology can be regarded as scientific  ● the relationship between theory and methods  ● debates about subjectivity, objectivity and value freedom  ● the relationship between Sociology and social policy.

Summer Holiday homework  

This work will be collected and marked for your first grade           You need to read through and complete all the tasks and bring to your first lesson. The summer holiday homework will be used as part of your first assessed grade in September. You may get removed from the class if you appear to be struggling to think Sociologically!

Sociology A Level summer homework:  

An introduction to Sociological theory– the basics! 

Core concepts and key themes 

Sociology, despite what some say, won’t be ‘easy’ but it will be                       

interesting IF you want to discover more about the world around                     

you…for example …why are you a ‘girl’ and what does this mean for                         

your life chances? Isn’t your ‘gender’ natural and just ‘biology’? Why                     

do some ‘fail’ at school? Are your life chances better if you are                         

black or white? Who is ‘rich’ and whether the poor are to blame for                           

their poverty, then this course is for you. 

Task 1: Read one or two of the following books- 

* “Half the Sky” by N Kristof 

* “Introducing Intersectionality” by Mary Romero 

* “Dead White Men and Other Important People: Sociology's Big Ideas” 

by Ralph Fevre & Angus Bancroft 

(All books are available to buy online, new or second hand via Amazon. 

Your library will also have a copy!) 

Task 2: Complete the following, according to your chosen books-  

Half the Sky 

There are 3 sections to this book (sex trafficking, disadvantage in 

educational opportunities for girls, poor medical help for women).  

Write a 2 page (typed) piece of work- 

a) bullet points explaining what are some of the problems facing women in 

much of the world today 

b) which of the ‘personal stories’ in the book had most impact upon you 

c) why you think these problems persist 

d) extension task: using the perspectives of Marxism and Feminism why 

do these problems exist and how would we be able to end them? Make 

sure your name is on your work ready to be handed in. 

 

Introducing Intersectionalty 

Write a 2 page (typed) piece of work- 

a) bullet points explaining what intersectionality is about - sociological 

themes, debates and theories 

b) how patriarchy, capitalism and other forms of oppression influence 

social inequality 

c) how has this book changed the way that you view the world around 

you? 

d) What are you most looking forward to learning about? 

 

Dead White Men... 

Write a 2 page (typed) piece of work- 

a) bullet points explaining what sociology is about - sociological themes, 

debates and theories 

b) how sociology can be applied to everyday experiences 

c) how has this book changed the way that you view the world around 

you? 

d) What are you most looking forward to learning about?  

 If you don’t enjoy thinking about the ideas in this book, 

then Sociology probably isn’t the right subject choice for you. 

 We look at power, wealth, social injustice, patriarchal attitudes and lots more. Our goal is to help you see the 

world through new eyes.  

So What is sociology???  

 

Many students take sociology as an extra subject without having                   

a clue what it is, that’s fine but let’s at least get some idea of                             

what it’s all about. 

 

Sociology is a great subject – I would say that, I’m a sociologist                         

– but trust me, it really is interesting. If you’ve ever wondered                       

why the world is as it is – why some people are poor and others                             

rich, why you have to go to school, why you have to learn maths,                           

why divorce rates are rising, why are women more likely to live                       

in poverty than men, why are crime statistics flawed, whether                   

the media makes us violent, why it’s seen as ‘cool’ to get drunk                         

……. then sociology is the subject for you! 

 

Sociology looks at the way society works – who has power and                       

why, how society changes and why, how people’s lives are                   

affected by what goes on in the world around them. You will be                         

able to relate to a lot of the material that we study in sociology,                           

some of it may seem like common sense, but at other times it                         

will challenge you. You may disagree with some of the ideas and                       

that’s fine, but you’ll need to find evidence to support your                     

disagreement. Sociology is not about “I think ….”, it’s about                   

“this shows that …”. Sociology does not provide all the solutions                     

but it does provide you with a useful toolkit of ideas and skills in                           

analysing the world around you. 

 

Sociology is not: 

 

So what is Sociology about? Is it just the stuff in ‘Half the Sky’? 

 No: you’ll need to get a foundation in Sociological 

perspectives.  

These are:  

Marxism Functionalism 

Feminism Interactionism 

Postmodernism  

There are more, but we’ll leave that for Year 13.  

Your first essay in September will be on the following information so try to get an 

understanding of the main perspectives.

Read this…. 

Sociology Basics  

This section aims to cover the building blocks of sociology – the 

things you really should know whatever specific units and 

topics you’re covering. I’m splitting this section into two parts 

– an introduction to key terms and concepts and basic 

sociological theory  

  

Key terms and concepts covers basic sociological ideas that you 

need to be able to use confidently and explain.   

  

Section A: Key terms and concepts 

Concepts are basically sociological ideas, many of them will be                   

familiar words, but in sociology you will need to use them very                       

precisely – outside sociology we are too often lazy in the way we                         

use words.  

Don’t be worried if sociological terms like “socialisation” and                 

“meritocracy” sound like a whole new language at first – after a                       

couple of terms you’ll be using them without thinking and                   

speaking like a true sociologist! Often I give my students a list                       

of sociological terms and get them to practice writing as many                     

of them as possible into a sentence or short paragraph.                   

Learning to use these is important – in exams and coursework                     

you will be marked on your ability to write sociologically and it                       

makes you sound much more like you know what you are talking                       

about. 

 

Section B: Basic Sociological Theory  In Year 12 you need to know about and understand the following 

sociological viewpoints: 

         Functionalism          Marxism          Feminism

You should also have some idea about: 

         Postmodernism          Interactionist viewpoints

  

A good way to remember how the theories fit together (and are 

different from each other) is to use the following diagram: 

 

HEALTH WARNING: LEARN THIS DIAGRAM AS WE USE 

IT IN ALMOST EVERY LESSON! 

 

Structuralist Theories Structuralist theories are based on the idea that individuals are                   

moulded and shaped by society and that, rather than being able                     

to act independently we are limited by the norms and values of                       

our society that we have been socialised into. Think of it as a                         

bird cage - the bars are social rules and you can fly anywhere                         

and do anything within the cage but you cannot go outside it –                         

you are constrained (restricted) by the social rules. Society                 

therefore controls the individual. 

Because structuralists believe that the individual is subject to                 

society, they are not that interested in looking at individuals                   

and their interactions. Instead they look at the links between                   

different institutions (parts) of society and the ways that those                   

institutions mould people to obey social rules. Structuralist               

theories are often known as Macro-theories because they look                 

at the whole of society and believe that you can create general                       

theories that apply to all societies everywhere around the                 

world. Structuralist theories can be divided into two distinct                 

types – Consensus theories and Conflict theories 

 

Consensus Theories   Consensus theories are one kind of structuralist theory – so                   

they look at society as whole and believe that you can find                       

general rules that apply to all societies and explain how they                     

work. 

Consensus means “agreement” or “harmony” and consensus             

theories are based on the idea that the different parts of                     

society work together in order to maintain social order. The                   

key consensus theory and the one that you need to know about                       

is functionalism.  

 

 

1) Functionalism   Functionalism is one of the oldest sociological viewpoints, its                 

creator Emile Durkheim is often referred to as one of the                     

founding fathers of sociology. Functionalism was last really               

popular as a theory in the 1960s and in many ways it now seems                           

outdated. Some functionalist assumptions and conclusions have             

been heavily criticised, however, it still provides some useful                 

ideas and pointers about how society works.  

Task 2:  

1. Watch the following clip: 

https://www.youtube.com/watch?v=CTSrA1qGrWI&index=10

&list=PL416u5bH2h7HeD2ad6STuQymhbLs-H-ZI 

(Search YouTube for – “SY1 Functionalism – Steve Bassett”) 

2. Write down all the Functionalist keywords and 

explanations 

 

Conflict Theories  Conflict theories are one kind of structuralist theory – so they                     

look at society as whole and believe that you can find general                       

rules that apply to all societies and explain how they work. 

Conflict theories can be seen as being the opposite of consensus                     

theories – conflict viewpoints are essentially what it says on the                     

tin – they see society as being made up of groups and                       

institutions with opposing interests and this is always going to                   

lead to conflict (or fighting). Think of when you’re at work – you                         

and your fellow employees would probably like higher wages                 

(wouldn’t we all!) but your employers would probably like to pay                     

you less because then they would make more profit – this is a                         

conflict of interests – what’s good for the employees is not                     

good for the business owners. 

 

 

Because of the belief that society is a struggle for power                     

between different groups who want to look after their own                   

interests, conflict theorists tend to focus on which groups have                   

power, how they got power and the ways in which those groups                       

mould society in order to maintain their position of power.                   

Conflict theories also look at the groups that are oppressed                   

(kept without power and controlled). 

The two key conflict theories which you will come across are 

Marxism and Feminism.  

2) Marxism   Strangely enough the man who founded Marxism as a school of 

thought was called Karl Marx. As well as being sociological and 

looking at how society does work, his ideas were also political 

and economical – looking at how society should work – his 

political ideas (and other ideas) were taken up by the 

Communists and put into practice (with limited success) in places 

like Russia and China.   

When looking at Marxist theories in sociology you want to look 

at the ideas about how society does work – remember, sociology 

is about looking at society now and working out what makes it 

tick. 

Marxist theories are still very popular among sociologists today, 

although not as popular as they were 30 years ago. Because so 

many sociologists have taken up Marx’s original ideas and 

expanded or altered them, most of the Marxist theories you will 

look at in sociology are actually Neo-Marxist (“new” Marxism). 

Marxist viewpoints basically argue that one group in society – 

the bourgeoisie (upper/middle class) – are more powerful.    

 

This power is economic (based on wealth) – ie they are richer 

and own the businesses in society and therefore get the profits 

that businesses make. To stay in power the bourgeoisie need to 

control and exploit the proletariat (working class) and Marxists 

argue that they do this by keeping the proletariat poor but also 

by socialising them into the false belief that society is 

meritocratic. 

  

Task 3:  

1. Watch the following clip–  

https://www.youtube.com/watch?v=WkGFO9HqSCE&index=11

&list=PL416u5bH2h7HeD2ad6STuQymhbLs-H-ZI 

2. Write down all the Marxist keywords and explanations 

 

 3) Feminism There are many different theories that come under the general 

heading of feminism. There are three key types of feminism 

that you should know about – these will give you a flavour of the 

different viewpoints that count as feminist. 

Feminism is a conflict perspective, where Marxist viewpoints 

believe that there is conflict between the social classes, 

feminists believe that the main conflict in society is between 

men and women.    

 

 

Feminist viewpoints are based on the idea             

that society is patriarchal (controlled by           

men) and that women have been and are               

oppressed by men. One of the main things               

feminists point out is that women have in the                 

past been confined to the private sphere of               

the home and family, carrying out unpaid             

work in the form of childcare and housework. 

 

Many feminists also argue that sociology itself is malestream –                   

studying society from a male perspective, looking at male issues                   

and directing social policy in the interests of men. 

 

Task 4: For a look at three key types of feminism, go to: 

https://www.youtube.com/watch?v=k1jqHNXjcEc&list=PL416u5bH2h7He

D2ad6STuQymhbLs-H-ZI&index=12 

(Search YouTube for – “SY1 Feminism – Steve Bassett”) 

 

Action / Interactionist Theories  Interactionist theories are essentially the opposite of             

structuralist theories. Instead of seeing society as moulding               

and controlling the individual, they see the individual as being in                     

control.   

There are many different interactionist theories but for now                 

we will just look at the things they have in common. You will                         

often here interactionist theories called social action theories.               

   

 

Interactionists often talk about agency, this is the idea that 

you have control over what you do – you are socialised into 

society’s norms and values but you can decide whether you 

follow them or not.   

Interactionists believe that we learn shared meanings and 

interpretations of what goes on around us and this is what helps 

us to get on. They believe that these meanings change from 

society to society – so burping after a meal in the UK is seen as 

rude, but in some countries it is seen as a sign of satisfaction. 

(Think of the HSBC adverts!) We learn meanings and 

interpretations throughout our life – how often have you 

misinterpreted what someone was doing or saying? Each time 

this happens you learn something new and store it for future 

use. 

Because interactionists focus on the ways in which individuals 

interact with each other and how this influences their 

behaviour, they do not believe that you can have a set of rules 

which will apply to every society all around the world. They 

therefore tend to focus on groups of people and interactionist 

theories are often known as micro-theories or 

micro-narratives.   

Task 5: To learn more about social action theories watch –  

https://www.youtube.com/watch?v=Q5RMyiNBqoY&index=13&list=PL416u

5bH2h7HeD2ad6STuQymhbLs-H-ZI 

(Search YouTube for – “SY1 Interactionism – Steve Bassett”) 

 

 

 

Postmodernism Postmodernism is a theoretical viewpoint that does not fit 

neatly into our diagram of theories (although it does have links 

to interactionist theory). Postmodernism means literally ‘after 

the modern era’. The modern era was a time of certainty and 

stretched from the 18th century to the late 20th century. 

Postmodernists believe that this era was far more predictable 

than the times we live in today, e.g. jobs were for life and class 

was a major source of identity. Since around the 1980s we have 

been living in times characterised by risk and diversity. 

Postmodernism argues that society has moved into a new stage, 

marked by fragmentation and rapid change. Not all sociologists 

believe that there is such a thing as postmodernity.  

Postmodernism is often the theory that students find it 

hardest to get their head round, because it states that there 

are no absolutes and that therefore we cannot know what is real 

and what is not. – Sounds mind-boggling??? Don’t worry, think 

back to conversations you’ve had with friends about important 

things – religion is always a good one – at some point somebody 

has probably said “well if that’s what you believe, that’s great 

for you; but I don’t believe that.” – this is relativism, the idea 

that what is real for you is not necessarily real or true for 

someone else, it is one of the key ideas of postmodernism.   

BONUS TASK: research the technological and cultural changes               

that epitomise the Postmodern era. How could the development                 

of Facebook be a sign of society entering a Postmodern era? 

https://www.youtube.com/watch?v=-oguBx7O72I - Frontline:     

The Facebook Dilemma  

Also watch –  

https://www.youtube.com/watch?v=t6H3BYv_yJM&list=PL416u5bH2h7H

eD2ad6STuQymhbLs-H-ZI&index=14 

(Search YouTube for – “SY1 Postmodernism – Steve Bassett”) 

 

   

Task 6: Complete the following paragraphs by completing the 

missing blanks using the information you should have gained. 

You should use notes gathered from the video and key 

concepts from page 14 of the transition booklet. 

 

Marxism  

Sees capitalist societies as characterised by ………………inequality,             

exploitation and conflict.   

Society is split into two – the ruling classes (the ……………….) and                       

the working classes (the ………………). Marxists believe that the                 

ruling class benefit in every way from how society operates and                     

the workers get far less than they deserve. Marxism sees the                     

individual as less important than the social structure of society.                   

In particular it sees the economic organisation of societies as                   

responsible for the behaviour of individuals.   

Marxists argue that the working class rarely challenge               

capitalism because those who control the economy (the               

infrastructure) also control the (superstructure) or the family,               

……………….., media, and …………….. and in fact all the cultural                   

institutions that are responsible for socialising individuals.             

These institutions pass off ruling class norms and ………….. as                   

normal. These ruling class ideas are referred to as ruling class                     

………………... and are maintained through …………………………   

Most people then are not aware of their “real” identity as                     

exploited and oppressed workers, as suffer from false ……………                 

consciousness. 

Name three Marxists:  1 2

3 

What is capitalism? Write a sentence showing you understand                 

its meaning (do not just write a sentence from the dictionary!)                     

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………

………………………. 

 

Functionalism Functionalists see the individual as less important than the                 

social structure or organisation of society. Society is more                 

important because the individual is produced by society. People                 

are therefore the product of all the social influences on them:                     

their family, friends, educational and religious background,             

experiences at work, in leisure and their exposure to the media. 

Functionalists look at how these social institutions             

…………………..every individual into a system of norms and values                 

that will guide their behaviour. This is a …………………….. theory.  

Name two Functionalists:  

 

 

 

Interactionists They see people as having a positive and ……………..role in shaping                     

social life. They argue that society is the product of people                     

coming together in social groups and trying to make sense of                     

their own and each other’s behaviour. We have been socialised                   

to interpret behaviour to make sense of social situations. For                   

example drinking and dancing at a party might be interpreted as                     

appropriate but not at a funeral.   

Socialisation involves learning a stock of shared interpretations               

and ……………………….. for most given social interactions. Families               

for example, teach us how to interact with and interpret the                     

actions of others; whilst education brings us into contact with a                     

greater range of social groups and teaches us how to interpret                     

social action in a broader range of social contexts. The result                     

of such socialisation is that children acquire an identity.  

Name 2 interactionists: 

Feminism  Feminists believe that women are unfairly treated and they                 

want to change society so that there is ………………………..… between                   

women and men. Radical feminists believe that oppression and                 

exploitation of women by men are built into every aspect of the                       

way society is organised, called ………………………………. Other             

feminists are more optimistic. Liberal feminists believe there               

has been a steady improvement in the position of women as old                       

fashioned attitudes breakdown and more and more women have                 

successful careers. Give an example of legislation or a law that                     

has helped improve the position of women and explain how it has                       

helped: 

………………………………………………………………………………………………………... 

……………………………………………………………………………………………………………………

…………………………………………………………………………………………………….… 

Some feminists believe that people are ……………………………………. to               

conform to social expectations about gender, such as the way                   

boys and girls are dressed differently, given different toys to                   

play with and treated differently. This process continues into                 

adulthood resulting in the ………………………….………..of males and the               

subordination of ……………………………………...…………...  

Task 7: Complete the following test and bring to the first 

class in September. It will be marked. You should use the 

powerpoints from Life and the ‘cartoons of the perspectives’ 

to help you. 

 

.(3m). 1. Name 3 structural theories ……….….. …….……… ……….….  

.(1m)2. Name the ‘ontological’ view that Interactionists hold 

(begins with ‘A’) …………………………….…..  

.(1m)3. Name a structural conflict theory …………………….…….. 

 

.(1m)4. Name a structuralist consensus theory ………………….  

.(2m)5. Name 2 Functionalist writers ……..………… …….………….  

.(2m)6. Functionalists argue that the social institutions such as 

the family, education and religion each have a role in 

socialising individuals. Explain how two do so: 

……………………………………………………………………………………………………………………

……………………………………………………………………………………………………………

…………………………………………………………………… 

(14m)7. Functionalists believe we are socialized into sharing 

the same ……………….. and …………..……..   

This socialization occurs primarily through the ………...., and 

secondarily through ................………… Individuals can be 

rewarded for following our norms and values through 

…………………….or punished by……………… These can be both 

………….. and …………………. 

 

Marxists believe that socialization, for example, in 

schools, promote a ………….. ……………….. that teaches children to 

support the ruling class ……………….. and thus is a hegemonic tool 

which helps ensure that we suffer from ………….. ……………………. 

………………… .(1m)8. Education, family, mass media are all part of the 

…………………………….…….. according to Marxists  

.(3m) 9. Status can be ……………... or ………..……….. Give an example 

of 1 form ……………………………………………………….…  

 

.(2m) 10. Interactionists are concerned with looking at 

…………. that we attach to each other or negotiate. A classic 

example of this theory (by Becker) in the concept of 

……………………………    

 

Section C: Evidence  With all these conflicting perspectives, who can we trust??  

This question is often answered based on existing statistics and                   

other forms of evidence to support their argument. 

 

There are many forms of evidence and examples that                 

sociologists use, however it is important that we pick the right                     

one! To help us with this, we can start with looking at Official                         

Statistics. 

 

You can find statistics that support arguments from various                 

outlets. Here are some reliable sources: 

 

● ONS (Office of National Statistics): 

https://www.ons.gov.uk/ 

● The Guardian:www.theguardian.com/uk 

● BBC News: www.bbc.co.uk/news 

 

You can also keep up to date with contemporary (recent) news                     

and events by downloading The Guardian, BBC and Al Jazeera                   

app, free on your phones and tablets! 

 

 

What do I do with all this information??  

● Create an evidence bank on your laptops/ tablets and in                   

your folders 

● Update them every month 

● Use these statistics and examples to support your point in                   

essays. Having them at the ready will save you a lot of time                         

when planning and writing essays and exams 

 

Evidence  Year  Source  Argument it 

supports 

       

       

       

 

Have this table prepared for September. We will begin using 

them within the first term. 

 

 

REMEMBER…  

1. BRING YOUR TASKS (all of them) AND THIS BOOKLET  

TO THE FIRST LESSON IN SEPTEMBER!! (If you have found it 

hard I can promise that at the end of the year you will 

understand everything in this booklet and more! ☺ Don’t worry, 

ask any Yr 13 student and they will say the same) 

 

2. If you don’t know your learning style use the weblink on the 

following page to help you help yourself next year! 

 

 

 

What’s my learning style? How can I best revise?  

Go to the following website: 

http://vark-learn.com/the-vark-questionnaire/ 

 

When you have found out your learning style it may help you 

think about how you want to maximise your revision methods 

 

Visual Style  

 

·       Recopy notes in colours  

·       Visually organise or re- organise notes using columns,  

categories, outline forms, etc.  

·       Remember where information was located in visual field  

·       Create timelines, models, charts, grids, etc.  

·       Write/rewrite facts, formulas, notes on wall-hanging,  

bedsheet, poster for visual review at any time  

·       Facts, formulas, notes on index cards arranged/rearranged  

on wall, pin-board, floor, bed  

·       Use of colour-coded markers or cards for previous two  

above  

·       Use of visual mnemonics (eg P.A.C.E.) 

·       TV/video supplements important for understanding or  

remembering  

·       Use of "background" visual activity helps you to  

concentrate  

·       Use of highlighters  

·       Near memorisation of chapter/notes  

Auditory Style   

·       Need to discuss concepts/facts/aspects with friend  

immediately after new learning  

·       Frequently does homework with friend(s) via  

telephone - seems to understand better and retain  

more  

·      Tape records lesson or notes for re-listening later  

·       Must say facts/formulas/information over and over to  

retain  

·       Simultaneous talking-walking studying  

·       Set information to rhyme, rhythm, or music to aid  

retention  

·       Aural Mnemonics  

·       Remember where information was located in auditory  

field (e.g. tagged to "who       said that?")  

·       Use of different voices to study (like creating a  

script, or acting out a play)  

·       TV/video/radio supplements useful for obtaining  

information  

·       Prefer to listen without taking notes  

·       Prefer group discussion and/or study groups  

·       Use of background music helps you to concentrate  

·       Prefer quiet study environment  

   

 

Kinaesthetic Style  

 

·      Copy notes over and over, apparently to make them neat or  

organised  

·      Make charts, grids, timelines, diagrams (usually several  

times)  

·       Trace keywords with finger, marker, hand  

·       Re-enact situations while studying  

·      Constructs things while studying (house of cards, blocks,  

etc.)  

·      Prefers learning by doing  

·      Frequently takes things apart, or "tinkers with things" for  

understanding  

·      Prefers on-site visits for understanding  

  

   

A final word on expectations and workload:  

Our departmental motto:  

As an A Level student we expect the highest standards from                     

you as from us. We expect that you will study independently,                     

read as widely as possible, and make continued efforts to                   

improve your work and grades.  

We will do the same.  

Each of us can improve our understanding and attainment if we                     

work for it. We will give you the tools to help you succeed: you                           

must put in the ‘blood, sweat and tears’. 

Together we hope to inspire you to reach your potential and to                       

enjoy your studies.  

The Social Sciences department takes your education VERY 

seriously. We expect ourselves to work hard and expect the 

same from you. Most students find A level very hard, a 

considerable jump from GCSEs, and if you are not finding it 

difficult, you are not extending yourself far enough. Essays (and 

non movable deadlines) are set regularly, homework will be set 

after each lesson and expected for the next lesson unless 

stated otherwise, and any student not trying their hardest will 

find themselves in the hot seat. You have a long way to go 

before you leave school at 18, and perhaps go to university, and 

we will do our best to get you there. We expect the same from 

you. There is no time to ‘doss’ in the 6th Form, especially in the 

Lower Sixth. However, it is not all doom and gloom: students will 

find that they are treated as adults when they act like adults 

and students do enjoy the courses, finding out so much more 

about the world than they did before, and getting a new outlook 

and what is happening and why. If you want answers, we may 

help you find them, but ultimately you’ll probably end up with 

more questions than you had before.  

What we expect of you: the 6 rules of a successful A                       level student  

1. A level essays are expected to be typed, single space, size 12                         

font, and will usually be 3-4 sides long or handwritten unless                     

otherwise directed by your teacher. They should always have a                   

bibliography including the name of author, year published, title                 

and publishing house. If you use any websites they must also be                       

listed. Before each essay is marked you should complete an                   

‘essay evaluation form’ which will help you identify your                 

strengths and weaknesses in the essay and let you set targets.                     

Completing these really does improve your understanding of how                 

essays are to be written and how you can improve your marks.                       

After each essay is marked and returned you should complete                   

your ‘pink form’, a table which allows you to chart your progress                       

and see your strengths and weaknesses so you can improve your                     

style and the content of your essays. Do not make the mistake                       

of thinking that the grade is the most important part of                     

feedback given: comments will be helpful in helping you to                   

improve. Take these on board and your grades will improve.  

2. Any reading homework should be done the night set so that                       

any confusion can be settled as early as possible – we are here                         

to help. 

 

3. All homework otherwise stated is expected for the next                   

lesson: if you come to class without your work you will be                       

excluded from lessons and a letter will be sent to your parents. 

 

4. Lateness is not acceptable.  

    

5. Attendance is crucial: weekly registers are taken and                 

checked for attendance. Anyone ‘bunking’ will be sent to Miss                   

Douglas, Subject Leader Sociology, for an interview and letters                 

will be sent home explaining that your place on the course is now                         

under threat. The Head of Sixth Form and your year leader will                       

also be informed. 

 

6. Get involved: there a variety of opportunities available to a                     

mature student: you can use the central resources library                 

(Social Sciences folder) to extend your background reading, to                 

see examples of interesting articles, exams, mark schemes, etc.                 

You can watch videos at lunch times or after school. You can                       

attend lectures at Gresham College or other universities free of                   

charge. You can use the departmental library and read! Make                   

the most of the year – it will go fast and good habits have to be                               

learnt fast. 

 

Remember however, if you face difficulties because of               

extenuating circumstances PLEASE see your teacher as soon as                 

possible. We are sympathetic towards those who need it, so do                     

keep us informed. If you fall behind with your work you will feel                         

under enormous strain and it will not be easy to catch up.                       

Fundamentally, all teachers in the Social Sciences are here to                   

help you, so please let us know how we can when you need it. 

 

 

Miss N Douglas 

Head of Sociology (September 2019)