GCE AS/A Sociology Specification First Teaching from 2009 pdf

GCEExaminations from 2009First AS Award: Summer 2009First A Level Award: Summer 2010

Sociology

Version 2This version confirms that there will be no further January assessments.

GCE AS/A SOCIOLOGY 1

Contents

WJEC AS GCE in Sociology WJEC A Level GCE in Sociology

First AS Award - Summer 2009

First A level Award - Summer 2010

Page Entry Codes and Availability of Units 2 Summary of Assessment 3 Introduction 5 Aims 9 Assessment Objectives 10 Specification Content 12 Scheme of Assessment 29 Key Skills 32 Performance Descriptions 33


GCE Sociology

Subject/Option Entry Codes

Advanced Subsidiary (AS) "Cash in" entry A Level (AL)"Cash in" entry

2351 3351

SY1 : Acquiring Culture 1351

SY2 : Understanding Culture 1352

SY3 : Understanding Power and Control 1353

SY4 : Understanding Social Divisions 1354

When making entries, the following option codes should be entered after the four digit unit or cash-in code to indicate English medium or Welsh medium entries:

English medium 01 Welsh medium W1

Availability of Assessment Units

Unit January

2009 June 2009

June 2009 & each subsequent

year

SY1

SY2

SY3

SY4

Qualification Accreditation Numbers

Advanced Subsidiary: 500/3080/2 Advanced: 500/3200/8


SUMMARY OF ASSESSMENT

This specification is divided into a total of 4 units, 2 AS units and 2 A2 units. Weightings noted below are expressed in terms of the full A level qualification.

AS (2 units)

SY1 20% 1 hour Written Paper

Unit 1 - Acquiring Culture One compulsory two part structured question based on stimulus material and covering introductory core One two part structured question to be answered from a choice of three: one on each of the options - Families and Culture; Youth Culture; Community and Culture.

SY2 30% 1½ hour Written Paper

Unit 2 - Understanding Culture One compulsory two part structured question based on research methods. One two part structured question, from a choice of three, one on each of the options - Education; Religion and Mass Media - each structured question requires extended writing.

A LEVEL (2 AS units plus a further 2 units)

SY3* 20 % 1½ hour Written Paper

Unit 3 – Understanding Power and Control One compulsory knowledge based question. One essay to be answered. A choice of two questions will be provided on each option – Understanding Crime, Understanding Politics and Understanding Health and Disability. Candidates will be expected to demonstrate evidence of synoptic understanding.

SY4* 30% 2 hours Written Paper

Unit 4 – Understanding Social Divisions One compulsory two part structured question based on research methods. One two part structured question, from a choice of two - on each option – World Sociology and Social Inequality - each structured question requires extended writing. Candidates will be expected to demonstrate evidence of synoptic understanding.


SOCIOLOGY

1 INTRODUCTION

1. 1 Criteria for AS and A Level GCE

This specification has been designed to meet the general criteria for GCE Advanced Subsidiary (AS) and A level (A) and the subject criteria for AS/A Sociology as issued by the regulators [2006]. The qualifications will comply with the grading, awarding and certification requirements of the Code of Practice for 'general' qualifications (including GCE).

The AS qualification will be reported on a five-grade scale of A, B, C, D, E. The A level qualification will be reported on a six-grade scale of A*, A, B, C, D, E. The award of A* at A level will provide recognition of the additional demands presented by the A2 units in term of 'stretch and challenge' and 'synoptic' requirements. Candidates who fail to reach the minimum standard for grade E are recorded as U (unclassified), and do not receive a certificate. The level of demand of the AS examination is that expected of candidates half way through a full A level course.

The AS assessment units will have equal weighting with the second half of the qualification (A2) when these are aggregated to produce the A level award. AS consists of two assessment units, referred to in this specification as SY1 and SY2. A2 also consists of two units and these are referred to as SY3 and SY4.

Assessment units may be retaken prior to certification for the AS or A level qualifications, in which case the better result will be used for the qualification award. Individual assessment unit results, prior to certification for a qualification, have a shelf-life limited only by the shelf-life of the specification. The specification and assessment materials are available in English and Welsh. Employers, training providers and universities almost universally accept Sociology qualifications at this level as an entry qualification. This specification has been designed to provide a suitable foundation for the study of Sociology, or a related area of study, at further or higher education and/or preparation for future employment. For example, related social science programmes and/or progression to the next level of vocational qualifications (e.g. in the areas of caring, business studies, marketing, management or media). Because the specification includes both contemporary as well as more traditional topics in Sociology it is suitable for candidates from a wide variety of age groups and prior educational backgrounds, including those engaged in lifelong learning.

1.2 Prior learning

No prior learning is required for this course although GCSE English Language and Mathematics would be helpful. This course draws on GCSE Sociology which would provide a suitable foundation for, but is not essential for the study of Sociology at GCE


1.3 Progression

The four part structure of this specification (2 units for AS, and an additional 2 for the full Advanced) allows for both staged and end-of-course assessment and thus allows candidates to defer decisions about progression from AS to the full A level qualification.

This specification provides a suitable foundation for the study of Sociology or a

related area through a range of higher education courses (e.g. criminology, administration or law); progression to the next level of vocational qualifications (e.g. social work or nursing); or direct entry into employment. In addition, the specification provides a coherent, satisfying and worthwhile course of study for candidates who do not progress to further study in this subject.

1.4 Rationale All assessment units require the candidate to exhibit essential skills developed through Sociology i.e. the ability to identify, understand and evaluate key critical concepts and issues from sociological theory and methodology. The structure of the specification draws together different elements of the subject and contributes to the provision of Sociology at a national level. It also provides candidates with the opportunity to study Sociology in a Welsh context. This specification:

Serves as a discrete full two-year or one year A level course, or as the first half of a full A level course (AS).

Builds upon the knowledge, understanding and skills specified in the GCSE criteria for Sociology.

Is of interest to a wide range of students, for example, candidates may be mature students returning to study or students from minority groups.

Promotes progression through the AS and A Level and provides a suitable foundation for the study of Sociology, or a related area of study, at further or higher education and/or preparation for future employment and the world of work.

Encourages candidates to develop the skill of critical thinking with respect to sociological theory and methodology and in terms of local, national and global issues and topics, including the nature of social change

Provides opportunities for candidates to consider ethical problems in the context of sociological research.

Encourages candidates to examine the relationship between the personal and the social, particularly in terms of the development of an individual's identity with respect to gender, ethnicity, class, age, locality and nation. This serves to promote self-understanding as well as the intellectual and social development of individuals.

Promotes interest not only in contemporary issues (both local and national) of the United Kingdom, but also in comparative and historical research (this is especially encouraged in the World Sociology option in the synoptic unit).

Supports a comprehensive understanding of Citizenship issues


1.5 The Wider Curriculum

Spiritual, moral, ethical, social and cultural dimension Sociology is a subject that by its nature requires candidates to consider spiritual, moral and cultural issues. The specification provides a framework for exploration of such issues and includes specific content that develops an awareness of different groups and of different values and attitudes in society. For example, in some units candidates will be required to demonstrate an understanding of ethical issues. Candidates will also be able to develop an awareness of different groups, values and attitudes in society.

European Dimension Candidates are encouraged to make use of comparative and historical examples

from other societies throughout the content of the specification. For example, in Unit 1 - Acquiring Culture, Unit 3 - Understanding Culture and the synoptic unit 4 entitled Understanding Social Divisions, candidates are encouraged to develop knowledge, understanding and some critical awareness of the importance of gender, ethnicity, locality and nation, including culture as a source of identity.

Environmental Education The WJEC has taken into account the 1998 Resolution of the Council of the

European Community - report Environmental Responsibility; An agenda for further and higher education (HMSO 1993) - in preparing this specification.

All units make reference to locale as a significant issue.

For example, in Unit 1, candidates are encouraged to develop an awareness and

understanding of environmental issues in the study of socialisation and globalisation. Environmental issues are also explored in Unit 4 – Understanding Social Divisions, particularly when studying world sociology which contributes to the candidate's understanding of environmental issues.

1.6 Prohibited combinations and overlap Every specification is assigned a national classification code indicating the subject

area to which it belongs. Centres should be aware that candidates who enter for more than one GCE qualification with the same classification code will only have one grade (the highest) counted for the purpose of the School and College Performance Tables. The classification code for this specification is 4890.

This specification does not overlap significantly with any other, although there will be elements of overlap, for example, with World Development or Media Studies. There are no prohibited combinations.

1.7 Equality and Fair Assessment

AS/A levels often require assessment of a broad range of competences. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. The revised AS/A level qualification and subject criteria were reviewed to identify whether any of the competences required by the subject presented a potential barrier to any disabled candidates. If this was the case, the situation was reviewed again to ensure that such competences were included only where essential to the subject. The findings of this process were discussed with disability groups and with disabled people.


Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website (www.jcq.org.uk). Candidates who are still unable to access a significant part of the assessment, even after exploring all possibilities through reasonable adjustments, may still be able to receive an award. They would be given a grade on the parts of the assessment they have taken and there would be an indication on their certificate that not all of the competences have been addressed. This will be kept under review and may be amended in future.

http://www.jcq.org.uk/


2 AIMS

Studying Sociology should foster development of critical and reflective thinking with a respect for social diversity. It should provide an awareness of the importance of social structure and social action in explaining social issues. Students should be encouraged to develop their own sociological awareness through active engagement with the contemporary social world.

This specification aims to encourage students to: Acquire knowledge and a critical understanding of contemporary social practices

and social changes. Appreciate the significance of theoretical and conceptual issues in sociological

debate. Understand and evaluate sociological methodology and a range of research

methods through active involvement in the research process. Develop skills which enable individuals to focus on their personal identity roles

and responsibilities within society. Develop a lifelong interest in social issues.


3 ASSESSMENT OBJECTIVES

Candidates must meet the following assessment objectives in the context of the content detailed in Section 4 of the specification. The Assessment Objectives for AS and A Level are the same:

AO1 Knowledge and Understanding

Candidates should be able to :

Demonstrate knowledge and understanding of relevant theories, methods, concepts and forms of evidence

Communicate this knowledge and understanding in a clear and effective way

AO2 Identification, Analysis, Interpretation and Evaluation

Candidates should be able to :

Acquire and apply skills of identification, analysis, interpretation and evaluation appropriately

Weightings

Assessment objective weightings are shown below as % of full A level - (AS in brackets)

Unit Weighting % AO1% AO2%

SY1 20 11 (22) 9 (18)

SY2 30 16 (32) 14 (28)

SY3 20 9 (18) 11(22)

SY4 30 14 (28) 16 (32)

Total 100 50 50

Essentially, the overall weighing of each objective is balanced across the full Advanced level, with more emphasis given to Knowledge and Understanding at AS Level (55% as against 45% for Skills and Application) and more emphasis given to skills and their application in A2 units (55% as against 45% for knowledge and Understanding).


Application of Assessment Objectives How assessment objectives are applied within the examination structure

Specification Content AS A2

Key concepts and terms

Candidates will be expected to use key concepts and terms confidently and appropriately in their writing. The way in which they are used will demonstrate their knowledge and understanding

Candidates will be expected to use key concepts and terms confidently and appropriately in their writing. The way in which they are used will demonstrate their knowledge and understanding

Debates, patterns and trends with reference to social profiles including gender, ethnicity, class, age and locality

Candidates will be expected to know and be able to describe patterns and trends in contemporary society and be able to identify relationships between these trends and social profiles. These will form the basis for analysis of debates exploring explanations for the patterns identified

Candidates will be expected to know and be able to describe patterns and trends in contemporary society and be able to identify relationships between these trends and social profiles. These will form the basis for analysis and evaluation of debates exploring theoretical explanations for the patterns identified

Explanations

Candidates are expected to analyse the usefulness of sociological explanations for phenomena and to use research evidence wherever possible as part of their analyses.

Candidates are expected to analyse and evaluate the usefulness of theoretical explanations for phenomena and to use research evidence wherever possible as part of their evaluation. Candidates are expected to be able to make connections between topics studied. Methodological issues that may impact on the quality of research data should be considered wherever appropriate.


4 SPECIFICATION CONTENT

The framework for all the elements of this specification follows the same basic structural pattern.

Candidates will be expected to:

Understand the language and concepts of the options chosen. Know and understand the patterns and social trends related to their option with

reference to current British society or within a global context. Apply their knowledge and understanding of social theory and debate to a variety

of contexts and concerns within their chosen options.

Advanced Subsidiary

Units 1 and 2 make up the AS specification. The Advanced Subsidiary specification is based upon the principle of creating an initial understanding of the shaping of individual identity, the importance of social behaviour and social structure, and the significance of social change. Candidates are therefore required to develop knowledge, understanding and some critical awareness of the importance of gender, ethnicity, class, age, locality and nation. In addition candidates are introduced to sociological research methods, which are assessed in Unit 2

AS

4.1 UNIT SY1 Acquiring Culture

This unit is assessed through a written paper. There will be one compulsory question on the core theme. There will be a choice of optional extension questions which will examine the core theme as applied to one of three specific options.

The core theme for this unit is socialisation and culture. Within these themes the focus is on how culture is transmitted, with an emphasis on sources of identity

Introductory core:

This focuses on the key concepts and processes of cultural transmission which will be further developed in the chosen substantive option area.

Candidates will be expected to understand and use the following terms and concepts:

socialisation

cultural transmission

social control

social roles

the nature/nurture debate

social structures

sanctions

social change

conflict

social construction

culture and cultural diversity

sub-culture

identity

norms & values

status

agencies of socialisation - primary (family) & secondary (media, religion, peer group, community, work and education)

social inequality

consensus

In addition candidates must choose from one of the following options;


Options: The key theme for these options is the acquisition of a deeper understanding of how individuals acquire their culture. Sociological ideas can be explored through an understanding of the social nature of one or more of the following options:

Option 1 - Families and Culture The family is the key agency of primary socialisation and as such is central to our understanding of how culture is transmitted between the generations. Families set norms and values and as such are central to our understanding of how culture is transmitted between the generations

Specification content This focuses on:

Defining family, families and households, generation, kinship and family structures

Definitions: Key concepts and processes of family analysis such as: nuclear families, extended families, households, singlehood, beanpole family, reconstituted family, family diversity and new family forms as they emerge

Families in Contemporary Society in relation to gender, ethnicity and class

Debates: Debates, Patterns and Trends with reference to social profile such as: changing marriage rates, gender roles; single-hood, birth rates, divorce, cohabitation, changing family forms Relationships within families such as: those between couples, parent/s, children and the elderly Sexual and social diversity and new family forms Power relationships within the family including gender roles, social control, decision making and domestic labour

Changing identity, status, roles and functions of the family in a late modern or post-modern society

Understanding the Family

Explanations: This will include explanations for the patterns and trends identified above. These may refer to theoretical understandings and discussions such as Marxism, Functionalism, feminism and contemporary views of family structure and change


Option 2 - Youth Culture

Youth cultures are significant in the development of identity and cultural norms for people in the transition between childhood and full adult status. Peer groups set norms and values and as such are central to our understanding of how culture is transmitted across the generations.


Defining youth cultures; youth as a social construction, adolescence, transition between status groups, rites of passage

Definitions: Key concepts and processes of cultural analysis such as: cultures, sub-cultures and neo-tribes, mainstream culture, popular culture, globalisation, consumerism, cultural identity, peer group.

Youth Cultures in Contemporary Society in relation to gender, ethnicity and class

Debates: Debates, patterns and trends with reference to social profile of young people including youth cultures and the role of the media and consumerism in the creation of identity. Differences between youth sub-cultures, ordinary youth and mainstream culture, spectacular youth cultures and the growth of neo tribes Cultural diversity and new cultural allegiances including globalisation and cultural resistance Power relationships within society affecting young people, including social control in education and wider society (crime and deviance)

Changing identity, status, roles and functions of young people in a late modern or post-modern society

Understanding Youth Cultures

Explanations: This will include explanations for the patterns and trends identified above. These explanations may refer to theoretical understandings and discussions such as Marxism, Functionalism, feminism and contemporary views of youth cultures


Option 3 - Community and Culture

Communities are central to our sense of positioning within society. People draw on community for a sense of personal identity and a sense of belonging to their society. There are a variety of communities with which people may identify so that increasingly, communities are not simply a matter of geographical convenience but also an individual choice.

Specification Content This focuses on:

Defining communities; communities as a social construction with respect to class, gender, ethnicity, nation, locality and globalisation

Definitions: Key concepts and processes of social analysis such as: community, ethnicity, nationality, gemeinschaft, gesellschaft, cultural identity, globalisation and internal colony, virtual communities, real and imagined community

Community and culture in contemporary society in relation to gender, ethnicity, class and locality

Debates: Debates, patterns and trends with reference to the changing social profile of contemporary British society: migration, diaspora, religious, ethnic, age, class and other communities Differences between rural and urban communities, migrant and native communities, real and imagined community, inclusion and exclusion Cultural diversity and new cultural allegiances including globalisation and cultural resistance. Power relationships within society affecting communities and community groups in relations to gender, ethnicity and class.

Changing technology and the growth of new community forms in a late modern or post-modern society.

Understanding Communities

Explanations: This will include explanations for the patterns and trends identified above. These explanations may refer to theoretical understandings and discussions such as Marxism, functionalism, ecological and interactional approaches to the contemporary study of community.


4.2 UNIT SY2 – Understanding Culture This unit is assessed through a written paper. There will be one compulsory question on the core theme of research methods. In addition, there will be a choice of optional questions which will examine one of three specific topics. Teachers are advised to choose exemplar material and case studies that will support candidates in demonstrating synoptic understanding in assessment for Advanced Level. Core theme: research methods

Research is central to the academic study of Sociology. Evidence collected from empirical research is a central component of all options and topics. This core theme aims to make the connection between all of the units through an understanding of the research methodology underpinning the AO1 elements of the course. Candidates should not only know what writers say but how they came to their conclusions. This is further developed at A2 through higher order skills and in the application of these skills. Candidates should understand the concepts, strengths and limitations of:

Key terms applied to research including: reliability, validity, ethics, qualitative,

quantitative, generalisation, representativeness, operationalisation of concepts, objectivity and subjectivity.

Primary methods including: survey, questionnaire, observation, interview,

case study, experiments, ethnographic studies and longitudinal studies. Secondary methods, e.g.: documents, official statistics and personal data. Practical issues relating to research including: piloting, sampling, access,

triangulation and methodological plurality. Ethical issues relating to research, including: deceit, sensitivity, bias,

confidentiality, invasion of privacy and informed consent.

Candidates should be able to use key terms relevant to their responses/research. They should be able to refer critically to studies in their responses to the extension options. Optional Topics: The key theme for these options is the acquisition of a deeper understanding of how structures affect individuals. Sociological ideas can be explored through an understanding of the social nature of one or more of the following topics:


Option 1 - Education

Education is a major agency of secondary socialisation. It acts as an agency of social control and there are significant sociological debates as to its influence on life chances. Although education may act as an opportunity for individual development, it may also reflect the nature of the social system which created it and act as a limiting factor on the development and progression of entire social groups and thus play a part in the creation of social inequality.


Defining education and the education system; the impact of the education system on individuals and on social groups

Definitions: Key concepts and processes of social analysis which could include: differential attainment, cultural deficits, formal socialisation, social control, equality of opportunity, social selection, vocationalism, formal and hidden curricula, meritocracy, anti-school subculture, cultural deprivation, material deprivation, cultural capital, self fulfilling prophecy and vocational education.

Education in contemporary society in relation to gender, ethnicity and class

Debates: Debates, patterns and trends with reference to the relative success, rates of participation and choices of different social groups: class, gender, ethnicity, locale Processes within the education system that may impact on the educational achievement of students including the setting of students and also more recent notions of the effective school community Cultural and material factors within the home and the wider community that may impact on the educational opportunities available to students including notions of underclass, material and cultural deprivation

Understanding Education and cultural transmission

Explanations: This will include explanations for the patterns and trends identified above. These explanations may refer to theoretical understandings such as Marxism, functionalism, interactive and cultural perspectives, and contemporary views of social structure and change


Option 2 - Religion

Religion is a major force within contemporary society. It is an important agency of socialisation. It acts as an agency of social control and there are significant sociological debates as to its influence on identity and nation. Religion may reflect the nature of the social system which created it and act as a limiting factor on the development and progression of entire social groups and thus play a part in the creation of social inequality. Religion is also an agency of social control through its function in terms of the setting of norms and values for society.


Defining religion as both ideology and as a structure within society

Definitions: Key concepts and processes of social analysis such as: Secularisation, church, cult, sect, denomination, fundamentalism, new religious movements, new age movements, rationalisation, disenchantment, spirituality

Religion in contemporary society in relation to gender, ethnicity and class

Debates: Debates, patterns and trends with reference to the relative spirituality and religiosity of different social groups: class, gender, ethnicity, locale Religious structures and organisations and their influence on wider society including debates on the notion of religion and belief both as social movements and a force for social change will be examined. Patterns of belief and religious expression within the home and the wider community that may impact on religious and spiritual expression and allegiances, including the growth of fundamentalism, sects, cults, new religious movements, new age movements and non-Christian religions and spirituality

Understanding religion and spirituality Explanations: This will include explanations for the patterns and trends identified above. These explanations may refer to Marxism, functionalism, interactive and cultural perspectives, and contemporary views of social structure and change


Option 3 – Mass Media

The mass media are ubiquitous within contemporary society. They are an important agency of socialisation. They act as an agency of social control and there are significant sociological debates as to their influence on identity and body. The mass media reflect the nature of the social system which created them and act as a source of ideology. The mass media may also act as an agency of social control through their function in terms of news creation and the setting of norms and values for society.


Defining the mass media as both a form of mass communication and a set of commercial products sold to targeted markets

Definitions: Key concepts and processes of social analysis such as: ideology, gate-keeping, agenda setting, audience, audience effects, representation, control, newsworthiness, technology, bias, retention, moral panics, stereotypes, media consumption, media saturation, globalisation

The mass media in contemporary society in relation to gender, ethnicity and class

Debates: Debates, patterns and trends with reference to the organisation and ownership of the industry and to consumption patterns particularly in relation to class, gender, ethnicity, locality. The impact of globalisation Structures and organisations of the media industry with particular reference to media influence on wider society, including debates on ownership, media control, media creation, content and news values Patterns of representation and ‘reading’ of media messages, with reference to notions of audience and the media influence on audience

Understanding media theory Explanations: This will include explanations for the control and management of media content and media influence including theoretical understandings such as Marxism, pluralism, interactive and cultural perspectives, and contemporary views of social structure and change


A Level

4.3 UNIT SY3 – Understanding Power and Control The key theme to understanding in this unit is the nature of power and social control. Candidates will be expected to build on the basic theoretical understandings acquired at AS Sociology in order to provide higher level discussion in their responses to questions of inequalities of power and control. Theoretical discussions regarding the nature and source of power, supported by appropriate examples of empirical evidence will be expected at this level. The nature of power and social inequality will be considered through exploration of one or more of the following topics where varying forms of social control are exhibited: Understanding Crime; Understanding Politics , Understanding Health and Disability. There are three options in this Unit. Centres are advised to choose one of the three options.


Option 1 – Understanding Crime

The study of crime is crucial to an understanding of power within contemporary society. Through studying this topic, candidates will gain an understanding of social control and significant sociological debates. The justice system reflects the nature of the social system which created it and acts as a source of ideology.


The appropriate and accurate use of concepts and terms relating to crime

Definitions: Key concepts and terms which could include: crime, deviance, anomie, social control, underclass, delinquency, sub-culture, moral panic, and surveillance, hidden figure of crime, white collar crimes, recorded crime, reported crime, victim study, news values, and amplification of deviance.

Contemporary debates, issues, patterns and trends in relation to social profile including gender, ethnicity, class, age and locality

Debates: Debates, patterns and trends with reference to control, crime rates and patterns of crime and victimisation Structures, organisations and forms of social control including formal and informal control, patterns of sentencing and conviction rates Patterns of crime including notions of the ‘typical’ criminal and perceptions of crime, corporate and white collar crime Social control including patterns of conviction and sentencing, the measurement of crime, the reliability of official statistics and hidden figures of crime.

Changing understanding of crime and criminal behaviour and recent initiatives in crime control e.g. policing

Understanding theories of crime

Explanations: This will include theoretical views about the usefulness, existence and definition of crime such as functionalism, Marxism, the social construction of crime with reference to structural, subcultural, interactionist, Marxist and Neo Marxist, realist, feminist and postmodernist


Option 2 – Understanding Politics,

The study of power, politics and the State is crucial to an understanding of the distribution of power within contemporary society. Through studying this topic, candidates will gain an understanding of social control and significant sociological debates. The political system reflects the is an important agency of control and is an expression of the values of our society.


The appropriate and accurate use of concepts and terms relating to power, politics and the state

Definitions: Key concepts and terms such as: the changing role of the nation state including legislature, agencies of social control, bureaucracy, military, devolution, nationalism, regionalism, federalism, regulation and globalisation


Debates: Debates, patterns and trends with reference to voting behaviour and patterns of participation Structures, organisations and forms of social control including political ideologies and changing allegiances Patterns of participation including traditional alignment and de-alignment, new social movements, radicalism of left and right, interest and pressure groups Social control and social resistance.

Changing direct political action, and the impact of new technologies and information systems such as the internet

Understanding theories of power and politics

Explanations: This will include theoretical views about the usefulness of traditional and recent sociological explanations /theories of politics power, voting behaviour and the state including: partisan alignment, class de-alignment, secularism, functionalism, pluralism, elite theory, Marxism and neo-Marxism


Option 3 – Understanding Health and Disability

The study of health, illness and disability is crucial to an understanding of the distribution of power within contemporary society. Through studying this topic, candidates will gain an understanding of social control and significant sociological debates. The welfare system is an expression of the values of our society and an expression of the power of the state and society in how it defines and treats those who do not conform to a social construction of normality.

Specification structure This focuses on:

The appropriate and accurate use of concepts and terms relating to the understanding of health, illness and disability

Definitions: Key concepts and terms such as: health, illness, epidemiology, disability, morbidity, stigma, iatrogenesis, disease, risk behaviour, mortality, medicalisation, the sick role, the illness iceberg, social and biomedical models, ethics and professionalism, the body as a social construct, exclusion and inclusion


Debates: Debates, patterns and trends with reference to epidemiological and health distributions, social, cultural and material influences on physical and mental health and the experience of health and disability, mortality and morbity

Structures, organisations and forms of social control including the professionalisation of medicine and the exercise of power.

Cultural patterns of inclusion, the sick role, individual and biomedical models of sickness and disability, inequality and social cohesion models of sickness and disability

Social control and social resistance including notions of impairment and a hostile social environment, dependency and the response of health and social care systems

Changing role of the state in the provision of health care and support networks for the disabled.

Understanding theories of health and disability

Explanations: This will include theoretical views about the usefulness of traditional and recent sociological explanations of health, illness and disability including: social constructionist models, functionalism and the ‘sick role’, interactionist accounts of sickness as a ‘lived’ experience, postmodern approaches and feminist approaches


4.4 UNIT SY4 - Understanding Social Divisions There are two elements to this unit. The first element is a compulsory research methods assessment which is designed to build on the knowledge and understanding of research methodology acquired at AS. The focus at A2 is the application of this knowledge demonstrated in the ability to design a piece of research supported by methodologically sound evaluation and justification of the choices made. The second element is an assessment focussed on a choice of two, two part structured questions. This assessment task will demand extended writing and the ability to effectively demonstrate of the higher order skills of analysis and evaluation. Core theme: Research methods This unit will be assessed through a compulsory question designed to enable candidates to demonstrate their ability to apply their knowledge and understanding of research methods through their own research design. They will be expected to make qualitative judgements on this design using theoretical understandings introduced at AS Level and developed through the critical study of sociological research. Candidates should be able to apply and evaluate the following:

Theories underpinning methods including: positivism, realism, interpretivism and

feminism. Key terms applied to research including: reliability, validity, ethics, qualitative,

quantitative, generalisation, representativeness, operationalisation of concepts, objectivity, subjectivity, value freedom and reflexivity.

Primary methods including: survey, questionnaire, observation, interview, case

study, experiments, and ethnographic studies and longitudinal studies. Secondary methods, including documents, official statistics and personal data Practical issues relating to research including: piloting, sampling, access,

triangulation and methodological plurality. Ethical issues relating to research, including: deceit, sensitivity, bias,

confidentiality, invasion of privacy and informed consent. Candidates should be able to use key terms where relevant to their responses/research. Understanding Social Divisions – Options

Candidates will be assessed on their ability to demonstrate their understanding of the nature of social divisions using previous study as well as topics studied within this unit to illustrate their answers. Social profiles of class, age, gender, ethnicity and locality should be at the heart of discussions. Wherever possible or relevant, current events should be drawn upon to illustrate sociological issues. There are two options within this unit and candidates must answer a two part essay question from a choice of two questions in each option.


Option 1 - World Sociology

The study of global inequality is crucial to an understanding of the distribution of power within contemporary society. Through studying this topic, candidates will gain an understanding of social inequalities and significant sociological debates. Global inequality is an expression of the values of our society and an expression of the power of states and cultures in terms of inclusion and access to power and wealth of whole social groups within society.

Evaluation of a range of theoretical explanations for such inequalities is an essential element of this option.

It will be necessary to reflect on topics previously studied as the source of evidence of inequalities relating to class, gender, ethnicity, age, disability and locale.


The appropriate and accurate use of concepts and terms relating to global inequality and world sociology

Definitions: Key concepts and terms such as: inequality, wealth, poverty modernisation, dependency, industrialisation, globalisation, localisation, urbanisation, ethnocentrism, capitalism, communism, colonialism, polarisation, trans-national corporations, diasporas, aid and debt, demography, conflict, McDonaldisation, deskilling, underclass, environmentalism.


Debates: Social profiles of inequality with specific reference to gender, ethnicity, class, age and locality Changing patterns of the distribution of wealth, poverty, status, power and income in global society

Patterns of inclusion, and exclusion in terms of employment, education and health as aspects of development and inequality Social control and social resistance including patterns of development, population and consumption, urbanisation, industrialisation, transnational corporations, environmental degradation, trade The role of the state in terms of aid and debt

Understanding theories of global development

Explanations: This will include theoretical views about the usefulness of traditional and recent sociological explanations and theories to account for inequality such as: globalisation, McDonaldisation, modernisation, world systems, theory, social democrat and new right theory, feminism, Marxism, radicalism and ecological theory.


Option 2 - Social Inequality

The study of social inequality is crucial to an understanding of the distribution of power within contemporary society. Through studying this topic, candidates will gain an understanding of social control and significant sociological debates. Social inequity is an expression of the values of our society and an expression of the power of the state and society in terms of inclusion and access to power and wealth of whole social grouping within social structures. Evaluation of a range of theoretical explanations for such inequalities is an essential element of this option. It will be necessary to reflect on topics previously studied as the source of evidence of inequalities relating to class, gender, ethnicity, age, disability and locale.

Specification structure This focuses on:

The appropriate and accurate use of concepts and terms relating to social inequality

Definitions: Key concepts and terms such as: class, gender, ethnicity, age, disability, absolute and relative poverty, wealth, inclusion, exclusion, underclass, stratification, power, status, social mobility, alienation, life chances, meritocracy, ageism, racism, sexism, prejudice, discrimination, ascribed status, achieved status, social mobility, institutional inequality.

Contemporary debates, issues, patterns and trends in relation to social inequality

Debates: Social profiles of inequality with specific reference to gender, ethnicity, class, age and locality Changing patterns of the distribution of wealth, income and social mobility in modern Britain.

Patterns of inclusion, and exclusion within modern Britain including poverty and underclass debates, life style and life choice Changing social values in terms of understanding and controlling issues such as racism, sexism. ageism

Understanding theories of social inequality

Explanations: This will include theoretical views about the usefulness of traditional and recent sociological explanations and theories to account for inequality such as: Marxism, functionalism, the new right, feminism, Weberanism, post modernism


5 SCHEME OF ASSESSMENT

AS and A level qualifications are available to candidates following this specification.

AS The AS is the first half of an A level course. It will contribute 50% of the total A level

marks. Candidates must complete the following two units in order to gain an AS qualification.

Weighting Within AS

Weighting Within A Level

SY1 Acquiring Culture 40 % 20 %

SY2 Understanding Culture 60 % 30 %

SY1: Written Paper (1 hour)

There will be one compulsory two part stimulus question for all candidates relating to the core theme of socialisation and the acquisition of culture. Candidates will then answer one question from a choice of three options. The questions will consist of two parts, each based on extended writing. Command words may vary, but these will be consistent between each of the three options in any one given examination series.

SY2: Written Paper (90 minutes)

There will be one compulsory stimulus question for all candidates relating to the core theme of methods research. Candidates will answer one question from a choice of three questions on each option. The questions will each consist of two parts, based on extended writing. Command words may vary, but these will be consistent between each of the three options in any one given examination series.


A Level

The A level specification consists of two parts: Part 1 (AS) and Part 2 (A2).

Part 1 (AS) may be taken separately and added to A2 at a further examination sitting to achieve an A level qualification, or alternatively, both the AS and A2 may be taken at the same sitting.

Candidates must complete the AS units outlined above plus a further two units to complete A level Sociology. The A2 units will contribute 50% of the total A level marks.

Weighting within A2

Weighting within A Level

SY3* Understanding Power and Control 40 % 20 %

SYC4* Understanding Social Divisions 60 % 30 %

*Includes synoptic assessment

SY3: Written Paper (90 minutes) Candidates will answer one compulsory knowledge-based question from a choice of three options and one essay question from two on each option. Command words may vary, but these will be consistent between each of the three options on any one given examination series.

SY4: Written Paper (120 minutes)

There will be a compulsory question relating to research design and methodology. Candidates must base their design on one of two possible scenarios Candidates will then answer one question from a choice of two options. The questions will each consist of two parts, based on extended writing. Command words may vary, but these will be consistent between each of the three options in any one given examination series.

Synoptic Assessment

Synoptic assessment is present in both SY3 and SY4. Synoptic assessment, testing candidates' understanding of the connections between the different elements of the subject and their holistic understanding of the subject, is a requirement of all A level specifications. In the context of Sociology this is defined as the drawing together of knowledge, evidence, understanding and skills learned in different aspects of the course. It involves the explicit assessment of the understanding of the connections between:

one or more substantive areas of Sociology (with reference to class, gender, age, ethnicity and locality)

the nature of sociological thought (with reference to theory)

methods of sociological enquiry.

Candidates should demonstrate the high level skills, identified in the assessment objectives. These are explicitly stated in the specification and appear within the mark schemes.


Quality of Written Communication

Candidates will be required to demonstrate their competence in written communication in all assessment units where they are required to produce extended written material: SY1, 2 3 and 4. Mark schemes for these units include the following specific criteria for the assessment of written communication.

legibility of text; accuracy of spelling, punctuation and grammar; clarity of meaning;

selection of a form and style of writing appropriate to purpose and to complexity of subject matter;

organisation of information clearly and coherently; use of specialist vocabulary where appropriate.

Availability of Units

Availability of Assessment Units

Unit January 2009

June 2009

June 2009 & each subsequent

year

SY 1

SY 2

SY 3

SY 4

Awarding, Reporting and Re-sitting

The overall grades for the GCE AS qualification will be recorded as a grade on a scale from A to E. The overall grades for the GCE A level qualification will be recorded on a grade scale from A* to E. Results not attaining the minimum standard for the award of a grade will be reported as U (Unclassified). Individual unit results and the overall subject award will be expressed as a uniform mark on a scale common to all GCE qualifications (see table below). The grade equivalence will be reported as a lower case letter ((a) to (e)) on results slips, but not on certificates:

Max. UMS

A B C D E

Units 1 and 3 (weighting 20%)

80 64 56 48 40 32

Units 2 and 4 (weighting 30 %)

120 96 84 72 60 48

AS Qualification 200 160 140 120 100 80

A Qualification 400 320 280 240 200 160

At A level, Grade A* will be awarded to candidates who have achieved a Grade A in the overall A level qualification and 90% of the total uniform marks for the A2 units. Candidates may re-sit units prior to certification for the qualification, with the best of the results achieved contributing to the qualification. Individual unit results, prior to certification of the qualification have a shelf-life limited only by the shelf-life of the specification.


6 KEY SKILLS

Key Skills are integral to the study of AS/A level Sociology and may be assessed

through the course content and the related scheme of assessment as defined in the specification. The following key skills can be developed through this specification at level 3:

Communication

Application of Number

Problem Solving

Information and Communication Technology

Working with Others

Improving Own Learning and Performance Mapping of opportunities for the development of these skills against Key Skills

evidence requirement is provided in 'Exemplification of Key Skills for Sociology, available on the WJEC website.


7 PERFORMANCE DESCRIPTIONS

Introduction

Performance descriptions have been created for all GCE subjects. They describe the learning outcomes and levels of attainment likely to be demonstrated by a representative candidate performing at the A/B and E/U boundaries for AS and A2. In practice most candidates will show uneven profiles across the attainments listed, with strengths in some areas compensating in the award process for weaknesses or omissions elsewhere. Performance descriptions illustrate expectations at the A/B and E/U boundaries of the AS and A2 as a whole; they have not been written at unit level. Grade A/B and E/U boundaries should be set using professional judgement. The judgement should reflect the quality of candidates' work, informed by the available technical and statistical evidence. Performance descriptions are designed to assist examiners in exercising their professional judgement. They should be interpreted and applied in the context of individual specifications and their associated units. However, performance descriptions are not designed to define the content of specifications and units. The requirements for all AS and A level specifications to assess candidates' quality of written communication will be met through one or more of the assessment objectives. The performance descriptions have been produced by the regulatory authorities in collaboration with the awarding bodies.

GCE AS and A SOCIOLOGY 32

AS performance descriptions for sociology

Assessment objective 1 Assessment objective 2

Assessment objectives

Knowledge and understanding of the theories, methods, concepts and various forms of evidence outlined in paragraphs 3.2 a), b) and c), and of the links between them. Communication of knowledge and understanding in a clear and effective manner.

Demonstration of skills of application, analysis, interpretation and evaluation as indicated in paragraphs 3.3 a), b) and c).

A/B boundary performance descriptions

Candidates characteristically: a) demonstrate accurate knowledge and

understanding of a range of sociological theories, methods and concepts, supported by evidence.

b) present appropriate material in a logical, accurate and coherent manner, with few errors of grammar, punctuation and spelling.

Candidates characteristically: a) demonstrate an ability to select, apply and interpret,

accurately and appropriately, different types of sociological evidence from a range of sources

b) make some analysis and evaluation of evidence and arguments that have relevance to the question paper.

E/U boundary performance descriptions

Candidates characteristically: a) demonstrate a basic knowledge and understanding

of sociological theories, methods and concepts with limited evidence

b) present some sociological material with limited coherence and some errors of grammar, punctuation and spelling.

Candidates characteristically: a) demonstrate a limited ability to select, apply and

interpret different types of sociological evidence b) make a limited analysis and evaluation of evidence

and arguments relevant to the question paper.


A2 performance descriptions for sociology

Assessment objective 1 Assessment objective 2

Assessment objectives

Knowledge and understanding of the theories, methods, concepts and various forms of evidence outlined in paragraphs 3.2 a), b) and c), and of the links between them. Communication of knowledge and understanding in a clear and effective manner.

Demonstration of skills of application, analysis, interpretation and evaluation as indicated in paragraphs 3.3 a), b) and c).

A/B boundary performance descriptions

Candidates characteristically: a) demonstrate full, detailed, accurate and wide

ranging knowledge and understanding of sociological theories, methods and concepts and the connections between them, citing wide ranging evidence

b) present sociological material in a logical and coherent manner, where spelling, grammar and punctuation are largely accurate.

Candidates characteristically: a) demonstrate an ability to select, apply and interpret,

accurately and appropriately, different types of sociological evidence from a wide range of diverse sources

b) make detailed and accurate analysis and evaluation of sociological evidence and arguments on a variety of issues that are highly relevant to the question paper.

E/U boundary performance descriptions

Candidates characteristically: a) demonstrate a basic knowledge and understanding

of sociological theories, methods and concepts, with some limited evidence of understanding of the connections between them, supported by some evidence

b) present some sociological material that displays a basic structure with limited coherence and some errors of grammar, punctuation and spelling.

Candidates characteristically: a) demonstrate a basic ability to select, apply and

interpret different types of sociological evidence from a limited range of sources

b) make basic analysis and evaluation of evidence and arguments that have some relevance to the question paper.


7.1 Assessment Matrix

Banding AO1 AO2

4

Candidates will be able to make accurate, appropriate and detailed reference to a range of writers, research and theory. There will be a very good level knowledge and understanding and this will be detailed and wide ranging. Candidates will be able to refer to more than one area of sociology where appropriate. Answers will be expressed in appropriate sociological language Candidates will be able to make accurate and appropriate use of sociological language showing knowledge and understanding of its meaning. The quality of written communication is very good, with few, if any, errors of spelling punctuation or grammar.

Candidates will relate their knowledge directly to the question under consideration and this link will be detailed and explicit. References to writers, research and/or theory will be explained and contextualised. Answers will be formally constructed with a clear and logical argument. Evaluation and/or analysis will be detailed and explicit throughout the answers. The candidate may challenge the terms of the question.

3

Candidates will be able to make some accurate, appropriate reference to writers, research or theory. There will be some knowledge and understanding and this will be detailed or wide ranging. Candidates may be able to refer to more than one area of sociology where appropriate. Answers will make some use of appropriate sociological language. Candidates may be able to make some accurate and appropriate use of sociological language showing some knowledge and understanding of its meaning. The quality of written communication is, for the most part good though there may be some errors of spelling punctuation and grammar.

Candidates will relate their knowledge to the question under consideration but the link is likely to be more implicit than in band 4. References to either, writers, research or theory will have some explanation. Answers will have some clarity and logical argument. Evaluation or analysis is likely to be implicit and is unlikely to be present throughout the answer.

2

Candidates are able to make basic references to writers, research or theory. There will be basic knowledge and understanding. Candidates will make basic references to other areas of sociology. There will be basic use of sociological language. The quality of written communication will be basic with errors of spelling punctuation and grammar.

Candidates will make basic links between their knowledge and the question. There will be basic explanation of any writers, research or theory referred to. Answers will have basic clarity or lobical argument. Any evaluation or analysis will be basic and is likely to be implicit.

1

Candidates will be able to make limited or anecdotal references to writers, research or theory. There will be limited knowledge and understanding but this will lack detail and will not be wide ranging. Candidates will make limited references to other areas of sociology. There will be limited and at times inaccurate use of sociological language. The quality of written communication will be limited with frequent errors of punctuation, spelling and grammar.

Candidates will limited links between their knowledge and the question. There will be limited explanation of any writers, research or theory referred to. Answers will have limited clarity or logical argument. Any evaluation or analysis will be implicit and very limited. .

0

There will be no knowledge or understanding. There will be no use of sociological language The quality of written communication will be poor with numerous errors of spelling, punctuation and grammar.

Candidates will make no links between their knowledge and the question. There will be no explanation of any writers, research or theory. There will be no evaluation.

GCE Sociology Specification (2009-2010)/JD 31-03-14 ED

Documents

GCE AS/A Sociology Specification First Teaching from 2009 pdf