Upload
haxuyen
View
223
Download
4
Embed Size (px)
Citation preview
Official Publisher Partnership
Heinemann and OCR are working together to provide better support for you
Official Publisher Partnership
SociologyA2
Carole Waugh | Helen Robinson | Fionnuala Swann | Viv Thompson
Official Publisher Partnership
SociologyAS
OCR
Sociology
Course GuideAS A2
OCR has revised its A Level Sociology specifi cation for fi rst teaching from September 2008. As their offi cial publisher partner, Heinemann has been working closely with OCR to produce a new suite of exciting resources tailored to the new requirements.
OCR has revised its A Level Sociology specifi cation for fi rst
Exciting resources developed in partnership to support the new OCR GCE Sociology specifi cation
Course Structure
AS
AS Student Book Planning and Delivery
Resource File and CD-ROM
A2 Student Book Planning and Delivery
Resource File and CD-ROM
A2
222
Planning AS Student Book
Carole Waugh | Helen Robinson | Fionnuala Swann | Viv Thompson
Official Publisher Partnership
SociologyAS
Planning Planning
SociologyPlanning and Delivery Resource
Sociology
Sociology
ASDavid Clayton John Greenaway-Jones
Official Publisher PartnershipCD-ROMINSIDE
AS
A2 Student Book
Official Publisher Partnership
SociologyA2
Planning
SociologyPlanning and Delivery Resource
David Clayton John Greenaway-Jones
A2
Sociology
Sociology
A2
Official Publisher PartnershipCD-ROMINSIDE
● The resources are tailored to the specifi cation because we are working in partnership with the OCR Sociology team.
● You can teach any of the four options at AS and A2 with confi dence because we are providing extensive support for all of them.
● You can equip your students with motivating exam preparation material with our Exam Café feature.
● You can be confi dent that our activities will engage your students, link them to the latest research and encourage them to question and evaluate.
● The resources are tailored to the specifi cation because we are working in partnership with the OCR Sociology
What you can expect from Heinemann’s OCR AS and A2 Sociology
3
Our author team has been specially selected for their expertise and experience as practising teachers and examiners and they are dedicated to providing you with a course that meets your needs in the classroom.
Authors
Student Book
Carole WaughHelen RobinsonFionnuala SwannViv Thompson
Planning and Delivery Resource File and CD-ROM
David ClaytonJohn Greenaway-Jones
From birth onwards all individuals go through a
process of socialisation during which they learn
the norms and values of their society. This section
considers that process.
Family The family is often considered as the bedrock
or cornerstone of society. A stable family,
comprising a man and woman who are married
and caring for their own children, is described as
a ‘nuclear family’ and has been presented as the
ideal family type in the contemporary UK. In 2004,
of the 17 million families in the UK around 70
per cent were headed by a married couple with
an average of 1.8 children per family. However,
many individuals in the UK do not live in nuclear
families. In 2004, one in four dependent children
lived in single parent families. Some individuals
live in extended family units where more than
two generations of relatives can share a home,
most commonly with grandparents but also
sometimes with aunts and uncles. There are also
reconstituted families where two families come
together and create a new family network. It is
estimated that 10 per cent of all families with
dependent children in 2004 were reconstituted
families, or what is commonly known as ‘step’
families (Labour Force Survey, 2004).
Family relationships
Clearly, family size and structure will have an
impact on relationships within the family unit and
on family life. A family with two parents and one
child, with grandparents living 200 miles away, will
have a different set of family relationships than
a reconstituted family who all live in the same
geographical area and where two mothers and
two fathers are involved in childcare. Maintaining
contact with grandparents and extended family is
often reliant on technology, with the internet and
e-mail providing an opportunity for enhanced
communication and arguably e-relationships.
The following factors have all been identified as
having an impact on family relationships.
◆ The extent to which parents balance
work with family life. The concept of ‘shift
parenting’ has been used to describe
situations where both parents are in paid
employment, often working complimentary
shifts and sharing responsibility for the
children around their working lives and
shift patterns (National Centre for Social
Research, 2006). These families rarely spend
quality family time together as their lives
are based around their employment and
childcare.
◆ The number, age and even gender of
siblings will impact on family relationships.
◆ As life expectancy increases in the UK, a
different dimension to family life is emerging.
Adults are increasingly likely to be involved
in caring for their parents into old age for a
longer period than in the past. The impact
of the aging population on family life and
family relationships is a relatively new area of
research for sociologists.
Family as an agent of
socialisation
The family is the main agent of primary
socialisation for most individuals in the
contemporary UK. Three ways in which the family
socialises the young are given below.
1 The family teaches the basic norms and
values of everyday life. This is often through
a process of imitation, where children copy
the behaviour of family members, or where
children learn the social roles expected of
them by looking at role models within the
family unit. Basic norms such as how to
eat food and the time and place for family
mealtimes are passed on by the family.
These basic norms can reflect wider values
such as the importance of family mealtimes
for maintaining close relationships.
2 Socialisation within the family can also
come from the use of positive and negative
sanctions. Positive sanctions include praising
a child when they behave in the way a parent
wants them to: for example, giving stickers
to young children as a reward. When parents
want to discourage inappropriate behaviour
they can use negative sanctions such as
withholding computer time.
3 Gender roles within the family are also likely
to impact on a child’s socialisation. If a young
boy sees his father going out to work every
day and taking the role of the main wage
Figure 1.1 A family mealtime.
Section 1
The process of socialisation
Pause for thought
1 Who were the most influential people in your life from birth to being 5 years old?
2 Who were the most influential people in your life from when you were 5 years old to 16 years old?
3 Who are the most influential people in your life now?
The
pro
cess
of
soci
alis
atio
n
U1
1
4
Student Books
4
We listen to teachers’ needs...
Sample pages from OCR AS Sociology Student Book
Carole Waugh | Helen Robinson | Fionnuala Swann | Viv Thompson
Official Publisher Partnership
SociologyAS
● Comprehensive resources tailored to the new 2008 specifi cation.
● Engaging text and activities to stimulate and hold students’ interest.
● Details of relevant websites so students can access up-to-date research and statistics.
You’ll fi nd all this and more in our comprehensive Student Books.
From birth onwards all individuals go through a
The process of socialisation
A ‘Pause for Thought’ starter activity focuses students’ attention at the beginning of each section.
Engaging text is written by experienced examiners at just the right level for AS students.
Figure 1.1 Inside the classroom at a leading public school
Education
Pause for thoughtHow would you describe your education from the ages of 4 to 16?What type(s) of school did you attend, and are these the same type(s) as your peers?In your view what should education do for individuals?
Education in the UK is concerned with developing new skills and passing on knowledge. It is also seen as playing a key role in an individual’s life chances, as educational achievement opens so many doors to social improvement. In this sense education raises issues of social inequality, power and control which are the core themes of ‘A’ Level Sociology.
In the contemporary UK an individual’s experience of formal education is based around schooling. Schools are institutions that provide opportunities for learning in a safe and structured environment. However, it is clear that different types of school provide different learning opportunities and this had led to the education system in the UK being described as inequitable, and not providing the same choice for all students (Whitty, 2002). The first section of this unit provides an introduction to the sociology of education in the contemporary UK and focuses on developments in the structure and organisation of education since 1988, before going on to look at different types of school in society, and the purposes they serve.
Developments in the structure and organisation of education since 1988
Education Reform Act 1988The 1988 Education Reform Act was passed by the New Right (Conservative) government led by Margaret Thatcher. The main purpose of the Act was to centralise educational provision in the UK and bring about a standardisation of educational provision offered throughout the country, so that no matter where they lived young people all received equality of educational opportunities. It introduced the National Curriculum (NC), which all state-funded schools had to follow, and which laid down mandatory (compulsory) subjects that must be studied in the core areas of literacy, numeracy and science. Beyond this optional foundation, subjects were offered which schools had limited discretion in departing from. The 1988 Act also introduced SATs (Standard Attainment Tests) to be taken at the ages of 7, 11, 14 and 16, the end points of what became known as the four key stages of a centralised education system for the 4- to 16-year-old age group.
The 1988 Act is regarded as the most radical piece of education legislation of the last 50 years, and the box below focuses on the main features of the Act.
1988 Educational Reform Act National CurriculumA more business-orientated curriculum with options for vocational routes alongside the more academic route.Compulsory core and optional foundation subjects formed the basis of the curriculum that all state schools would follow.Assessment: testing and targetsSATs were introduced, and targets for pupils to reach at the ages of 7, 11, 14 and 16.GCSEs replaced an old two-tier exam of ‘O’ Levels and CSEs, which pupils were entered for according to their perceived academic ability.
Specialist schoolsCity Technology Colleges could be set up which specialised in technology.Funding
Grant-maintained schools (GMS) were schools that were given a budget that they could decide how to spend.Parental choice
Parents were given the right to apply for places at any school for their children, and schools could admit pupils at their discretion through open enrolment policies.
Education pre-1988Prior to 1988 many educationalists believed that the education system in the UK had become outdated. The previous major piece of educational legislation was the 1944 Education Act, which introduced what was known as the tripartite system. This consisted of three levels of school, catering for students of different abilities as determined by a test called the 11+. This was taken at the age of 11 and determined the type of school a child would attend.
If the child passed the 11+ they could attend a grammar school, but if they failed they went to a
Section 1
5
Pause for thought1 How would you describe your education from the ages of 4 to 16?2 What type(s) of school did you attend, and are these the same type(s) as your peers?3 In your view what should education do for individuals?
5
The
pro
cess
of
soci
alis
atio
n
5
Sample pages from OCR A2 Sociology Student Book
Official Publisher Partnership
SociologyA2
Colourful engaging photographs throughout stimulate students’ interest and bring the context to life.
Detailed information is presented in an accessible format to ensure students have a range of content.
Our A2 materials are
coming in Autumn!
Refresh your memory
Revision checklist
You might find it useful to use a table like the one below to check your knowledge,
and record your own sources of information
TopicDo I know this?
Look here
Church attendance
NRMs – why people join
Weber on social change
(Calvinism)
Weber on charismatic leaders
Marx on religion as social
control, ideology,
Neo-Marxism
Beckford on religious
diversity/postmodern views
Hamilton on the ideological
role of religion
One way is through at�ending a place of worship (church/mosque)
and identifying themselves with a religion. The 20�1 Census figures
show that 71 per cent of people in the UK identified themselves as
Christian, and ap�roximately 25 per cent had no religion at al�. The
most obvious way to show this com�itment is through at�ending a
place of worship. However, church at�endance in the UK is only 7 per
cent. Most people who at�end church are mid�le clas�; the group
Examiner says:
This is focused on one way,
and Brendan used class
and age to illustrate his
point with regard to status.
He does initially confuse
religious identification
with attendance but his
answer ends up making
a valid point about status,
attendance and identity. attendance and identity.
Get the result !
Brendan’s answer to part (a)Model answers
least likely to at�end are youths. The mid�le clas�es may fe�l they
should at�end church to show thanks for al� they have in life. Also
it could be that it makes them lo�k like go�d solid citizens – church
at�endance is often as�ociated with a high status. This may be one
of the reasons why so many leading politicians at�end church as it
is a social expectation. Youths are the least likely group to at�end
because they have so many other things to do with their time. There
are other ways in which youths can gain status than by at�ending
church (which may give them a low status). So my first way in which
individuals show their religious com�itment is by identifying with a
religion and at�ending religious services in order to improve their social
status.
Another way individuals show their religious com�itment is by
joining New Religious Movements. There is a growth in these types
of movement because of their ap�eal, achieved by mixing elements of
traditional religions with more individual views and ideas. Many NRMs
contain elements of ‘self improvement’ and, together with New Age
Movements, they ap�eal to young adults in particular. By joining a
NRM people show their dedication as some of these groups require a
large amount of com�itment in terms of time and energy.
The Weberain view on the role of religion in society is that it promotes
social change rather than promoting social stability. The op�osing
view is as�ociated with Marxists who argue religion is a force of social
stability.
Weber’s view is that religion can bring about change in society as it
is a very strong force. He uses the historical example of Calvinism in
which fol�owers lived a minimalist lifestyle, working hard and achieving
high standards because the Calvinist religion taught them that only
some people were part of the chosen select few. Weber was influenced
Examiner says:
It is good practice to
show theoretical divisions
in questions which
clearly require it, and
Brendan knows this. To be
more precise, however,
functionalism is related
to the concept of social
stability more than
Marxism is.
Brendan’s answer to part (b)
By ending the paragraph
stating what his ‘way’ is,
Brendan makes sure the
examiner knows he is
answering the question.
Examiner says:
The focus on NRMs to
illustrate commitment is a
good. However, this answer
would benefit from an
example or a study.
293
292
Exam Café: AS Sociology for OCR
Exam Café: AS Sociology for OCR
least likely to at�end are youths. The mid�le clas�es may fe�l they
should at�end church to show thanks for al� they have in life. Also
it could be that it makes them lo�k like go�d solid citizens – church
at�endance is often as�ociated with a high status. This may be one
of the reasons why so many leading politicians at�end church as it
The Weberain view on the role of religion in society is that it promotes
social change rather than promoting social stability. The op�osing
view is as�ociated with Marxists who argue religion is a force of social
Weber’s view is that religion can bring about change in society as it
is a very strong force. He uses the historical example of Calvinism in
which fol�owers lived a minimalist lifestyle, working hard and achieving
high standards because the Calvinist religion taught them that only
some people were part of the chosen select few. Weber was influenced
293293293293293293
Exam Café: AS Sociology for OCR
You might find it useful to use a table like the one below to check your knowledge,
and record your own sources of information
Topic
Church attendance
NRMs – why people join
Weber on social change
(Calvinism)
Weber on charismatic leaders
Marx on religion as social
control, ideology,
Neo-Marxism
Beckford on religious
diversity/postmodern views
Relig
ion
In our unique Exam Café, students will fi nd plenty of support to help them prepare for their exams. They can Relax, because there’s plenty of revision advice from fellow students, Refresh their memories with summaries of the key ideas and Get The Result through practising exam-style questions, accompanied by examiner hints on writing high-scoring answers.
You’ll fi nd Exam Café at the end of the Student Book.
6
Sample page from OCR AS Sociology Student Book
Refresh your memoryRefresh your memoryRefresh your memoryRefresh your memory Examiner says:
By ending the paragraph
Revision checklists remind students of the key concepts, topics and skills they need to revise for the exam.
some people were part of the chosen select few. Weber was influenced
Exam Café: AS Sociology for OCR
Exam Café: AS Sociology for OCRModel answers annotated with examiner feedback provide helpful guidance.
Helpful hints on exam preparation support students as they get to grips with revision.
7
Sample screenshot from OCR AS Sociology Planning and Delivery Resource File and CD-ROM
Help bring Sociology to life in the classroom with this Planning and Delivery Resource File which complements OCR’s Scheme of Work and helps you deliver motivating, well organised Sociology lessons. The fi le includes:
● Teacher notes, activities and photocopiable worksheets to help your preparation
● Sample lesson plans to inspire you
● Customisable Word versions of documents on CD-ROM so you can tailor them to your own needs.
Planning and Delivery Resource with CD-ROM
Sample screenshot from
OCR AS Sociology 2 Topics in socialisation, culture and identity
54 © Owned by or under licence to Pearson Education Limited 2008
Lesson Plan 2.2 Key concepts and trends within the family
Links to Student Book: Unit 2, Section 2, pages 120–156
Lesson time: 80 minutes.
Learning objectives for the lesson
Objective 1 To enable students to understand a range of key concepts and trends within the family.
Objective 2 To enable students to work co-operatively.
Content
Time Content
5 minutes Intro activity: Ask the students to think of the main differences between families and households.
20 minutes
Define the key concepts: Divide the students into pairs and give each pair a concept or trend from the key concept list on Worksheet 2.2a. The students then look up definitions of their terms and, using coloured card and felt-tipped pens, produce:
• their own definition of the terms in their own words
• some examples to illustrate it
• a drawing of their concept or trend.
If you going to hang the cards from the ceiling in the next activity, make sure that the students cover both sides of the card, otherwise circulating air could expose the blank side to the whole class.
20 minutes Word wall: Display the cards from the last activity around the classroom, or hang them from the ceiling if you can. This will form a permanent ‘word wall’ or set of mobiles that students can access throughout the year. Ask the students, either individually, in pairs or in groups, to walk around the classroom and fill in definition sheets. You could ask the students to wear sticky labels with their concept or trend on it, so that other students can ask for clarification if needed.
Hanging mobiles with key terms on are a useful way to prevent wandering eyes staring into space. If eyes wander, they will have to stare at some key terms instead!
5 minutes Test preparation: Ask the students to read through their list of definitions in preparation for a quick test.
10 minutes
Conduct the test: Read out some simple definitions of your own or use the ones on Worksheet 2.2b which cover all the definitions the students have worked on. Hopefully, students will be able to recognise their own definition! They need to write down the correct key terms to match each definition.
Consolidation
Time Content
20 minutes Blockbusters and dominoes: You could follow up this lesson with a quiz or game of ‘Blockbusters’, based on the definitions. Another good way of reinforcing these terms is to play ‘dominoes’ with non-matched terms and definitions on each one (see Worksheet 2.2c. Distribute these around the class and ask a student to read out a definition or term. The student with the correct matching term or definition then responds and reads out the other term or definition on their ‘domino’, and so on.
Each lesson plan includes suggested timings.
Our resources link to the OCR Scheme of Work.
The lesson plans contain plenty of ideas to inspire you and your students and you can use the CD-ROM to customise the resources.
Official Publisher Partnership
Carole Waugh | Helen Robinson | Fionnuala Swann | Viv Thompson
Official Publisher Partnership
865 888118.heinemann.co.uk
Sociology
Sociology
AS
Viv ThompsonViv Thompson
Official Publisher Partnership
Official Publisher Partnership
Sociology
Sociology
A2
Evaluation PacksEach OCR Sociology Evaluation Pack contains:
● Student Book
● FREE Sample material from the Planning and Delivery Resource File.
AS Sociology for OCR Evaluation Pack978 0 435467 39 5 | £17.99* | March 2008
A2 Sociology for OCR Evaluation Pack978 0 435807 38 2 | £19.99* | March 2009
Course componentsAS Sociology for OCR Student Book978 0 435467 38 8 | £17.99* | March 2008
A2 Sociology for OCR Student Book978 0 435806 94 1 | £19.99* | March 2009
AS Sociology for OCR Planning and Delivery Resource File and CD-ROM978 0 435466 94 7 | £90.00* (+VAT) | March 2008
A2 Sociology for OCR Planning and Delivery Resource File and CD-ROM978 0 435807 41 2 | £90.00* (+VAT) | March 2009
Sign up for our eNewslettersFor all our latest news and offers, sign up for our FREE termly Social Sciences eNewsletters. Simply visit www.heinemann.co.uk/signup today!
OnlineYou can save up to 15% on all orders through our website! Visit: www.heinemann.co.uk/sociology
PhoneCall our friendly customer services team on 01865 888034 or email them on [email protected]
Local Sales ConsultantRequest a visit from your local Heinemann Sales Consultant, you can contact them via our website: www.heinemann.co.uk/reps
Call our friendly customer Call our friendly customer Call our friendly customer services team on 01865 Call our friendly customer Call our friendly customer services team on 01865 Call our friendly customer Call our friendly customer services team on 01865 Call our friendly customer Call our friendly customer Call our friendly customer Call our friendly customer Call our friendly customer Call our friendly customer Call our friendly customer Call our friendly customer services team on 01865
OnlineYou can save up to 15% on all orders through our website!
OnlineYou can save up to 15% on all orders through our website! You can save up to 15% on all orders through our website!
Local Sales ConsultantLocal Sales Consultant
3 easy ways to order!
N29
008
SRM00
09