WJEC GCSE in · PDF fileSHORT COURSE – ONE MANDATORY UNIT . UNIT 1: Understanding Social ... GCSE SOCIOLOGY 4 ... subject combinations should check with the institution

GCSE SOCIOLOGY 1

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Contents

WJEC GCSE in SOCIOLOGY

For Teaching from 2009 For Short Course Award from 2010 For Full Course Award from 2011

Page

Summary of Assessment 2 Introduction 3 Specification Content 5

Scheme of Assessment 21 Awarding and Reporting 24

Grade Descriptions 25 The Wider Curriculum 26

This is a unitised specification: candidates may be entered for separate units at stages during the course. For subject awards from summer 2014, this specification will not be available to centres in England: centres in England will be required to follow the linear version of this specification.

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SOCIOLOGY

SUMMARY OF ASSESSMENT

SHORT COURSE – ONE MANDATORY UNIT

UNIT 1: Understanding Social Processes (50%) Written Paper: 1 ½ hours 100 marks (100 UMS)

Compulsory Core One multi-part compulsory question based on stimulus materials and assessing themes of socialisation, inequality and research methods. (30%) Options One three - part extended writing question must be answered from one of the following: Family; Education; Mass Media; Sport. (20%)

FULL COURSE – UNIT 1 PLUS FOLLOWING MANDATORY UNIT

UNIT 2: Understanding Social Structures (50%) Written Paper: 1 ½ hours 100 marks (100 UMS)

Compulsory Core One multi-part compulsory question based on stimulus materials and assessing themes of inequality, power, socialisation and research methods. (30%) Options One three - part extended writing question must be answered from one of the following: Work; Power and Participation; Crime and Deviance; Global Citizenship. (20%)

AVAILABILITY OF ASSESSMENT AND CERTIFICATION

Entry Code June 2010

June 2011 and each year thereafter Subject Option*

Unit 1 4511 01 or W1 Unit 2 4512 01 or W1 Short Course Subject Award 4519 SC or CB

Full Course Subject Award 4510 SA or GU

* Option Codes

English Medium 01, Welsh Medium W1 - for units English Medium SC, Welsh Medium CB - for short course award English Medium SA, Welsh Medium GU - for full course award

Qualification Accreditation Numbers

Full Course - 500/4431/X; Short Course 500/5058/8 until 2013 Full Course - 600/5548/0; Short Course 600/5549/2 from 2014

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SOCIOLOGY

1 INTRODUCTION

1.1 Rationale Sociology seeks to account for the varied forms of human society and to look at the

impact of culture and social organisation on individual lives. Learners should use the concepts and analytical framework developed within the discipline of sociology to reflect on their own experiences of the social world in a variety of social settings. They will apply their awareness to the understanding of the variety of human cultures. Learners will gain the ability to use evidence and to arrive at reasoned judgments based on information from a variety of sources. Students will learn to organise and communicate their knowledge in a structured and organised manner. This specification provides the opportunity to obtain a qualification in either GCSE Sociology (short course) or GCSE Sociology (full course).

1.2 Aims and Learning Outcomes Following a course in GCSE Sociology should encourage students to:

be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study

reflect on their own experience of the social world to enhance their ability to play

informed roles within different social contexts.

make informed decisions about further learning opportunities and career choices.

recognise that their sociological knowledge, understanding and skills help them to develop an understanding of the interrelationships between individuals, groups, institutions and societies

critically analyse the nature and sources of information and to base reasoned

judgements and arguments on evidence

organise and communicate their knowledge and understanding in different and creative ways, and reach substantiated judgements.

1.3 Prior Learning and Progression There is no specific requirements for prior learning with this specification. It builds

upon the knowledge, understanding and skills acquired at Key Stages 1-3 in a wide range of subjects. The subjects will include those studied as part of the National Curriculum such as Mathematics, English, History and Geography.

This specification may be followed by any candidates, irrespective of their gender,

ethnic, religious or cultural background. This specification is not age-specific and, as such, provides opportunities for candidates to extend their life-long learning.

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Candidates who have followed this specification will have the necessary knowledge, understanding and skills needed to progress either to the more demanding GCE Sociology or to a range of related subjects at Level 3. In the former case, candidates would be advised to complete the full course at GCSE.

This specification may be followed by any candidate, irrespective of their gender

ethnic religious or cultural background. This specification is not age specific and as such, provides opportunity for candidates to extend their life-long learning.

1.4 Equality and Fair Assessment

GCSEs 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 GCSE qualification and subject criteria have been 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.

In the case of GCSE Sociology no potential barriers were identified in the subject criteria and this specification has been reviewed to ensure that no additional barriers have been included.

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: Access Arrangements, Reasonable Adjustment and Special Consideration. 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.

1.5 Classification Codes

Every specification is assigned a national classification code indicating the subject area to which it belongs. The classification code for this specification is 4890. Centres should be aware that candidates who enter for more than one GCSE qualification with the same classification code will have only one grade (the highest) counted for the purpose of the School and College Performance Tables. Centres may wish to advise candidates that, if they take two specifications with the same classification code, schools and colleges are very likely to take the view that they have achieved only one of the two GCSEs. The same view may be taken if candidates take two GCSE specifications that have different classification codes but have significant overlap of content. Candidates who have any doubts about their subject combinations should check with the institution to which they wish to progress before embarking on their programmes.

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

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2 CONTENT

This unit forms 100% of the content of the Short Course and 50% of the content of the Full Course GCSE Sociology.

Unit One Understanding Social Processes The key thematic concepts of the compulsory core will be applied to the specific option choices selected by the centre. Learners must demonstrate knowledge and understanding of social structures and social differentiation in contemporary society. They should apply this knowledge to an understanding of social processes, including socialisation, culture and identity, social control, social interaction and social change.

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Compulsory Core The compulsory core is concerned with developing the sociological imagination in candidates. It aims to encourage an interest in the social world and to develop the critical faculties necessary for informed understanding of the social world. It encourages candidates to understand the significance of society and the social context in which individuals operate. Stimulus materials for questions will be drawn from debates on families, education, mass media and sport and leisure among other topics.

Specification structure This focuses on:

Understanding the interrelationships between individuals, groups, institutions and society.

Key concepts and processes of social analysis which could include norms, values, socialisation, agency, culture and behaviour, nature versus nurture debate, agencies of socialisation, stereotyping and deviance.

Sociological debates and theories with reference to people and society.

Social and biological explanations of human behaviour. The nature of culture and cultural variation between different social groups; the nature nurture debate, anthropological accounts of human behaviour. Forms and processes of socialisation into different social roles within cultures with reference to unsocialised/feral children, gender patterns and cultural relativity. The various agencies and processes of socialisation and their impact on individuals, social identity and cultures including family, peer group, education, media, region and nation. The social construction of identity with reference to roles, status, labelling, stereotyping as applied to gender, ethnicity and age. The nature and significance of social control including written and unwritten social rules of behaviour, notions of norms, values, morals and how they exercise power over the individual with reference to deviance, sanctions and stigma.

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Understanding the study of society.

Identify and apply sources, methods, processes and techniques employed by sociologists to acquire information. Using a range of techniques such as questionnaires, interviews and observation to research social phenomena The evaluation of research methods in terms of reliability, validity, representativeness and ethics. The interpretation and evaluation of information gathered from a variety of sources, including primary and secondary research. The use of information, data and evidence to construct and evaluate arguments and conclusions.

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Optional Topics: The key thematic concepts of the compulsory core will be applied to the specific option choices selected by the centre. The key theme for these options is the understanding of how people learn appropriate norms, values and mores through socialisation and how social identity is constructed. In addition, candidates are expected to appreciate the significance of social organisations and structures in creating differentiation. Sociological ideas can be explored through an understanding of the social nature of one or more of the following topics. Candidates must choose from one of the following options Families Education Mass Media Sport and Leisure Detailed specification content follows.

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Option 1 - Families In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Processes will be explored and applied through the study of this topic. The family is the key agency of primary socialisation. Families set norms and values and are central to our understanding of how culture is transmitted between the generations and inequalities are perpetuated.


Key concepts of family analysis.

Key concepts and processes of family analysis which could include: nuclear families, extended families, singlehood, households, cohabitation, beanpole families, lone-parent families, reconstituted families, cultural diversity, family diversity and new family forms as they emerge.

Understanding the Family. Social structures and the family, including notions of kinship and the variety of family forms within and across cultures. Social processes within families such as the changing roles of men, women and children and the changing nature of families and family forms within our culture. Social issues such as inequality within families, with reference to power and power relationships including gender divisions, divorce and family reconstruction, singlehood, the role of children and older people. The relationship between individuals, groups, institutions and society with reference to factors that influence families and family structure including: changing gender patterns, changing technology, legal changes, religious change, economic factors and medical technology, feminism.

Using evidence to support understanding.

Candidates will be able to refer to a variety of sources of information, relevant theories and data in order to examine issues, construct and evaluate arguments and to develop conclusions.

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Option 2 - Education In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Processes will be explored and applied through the study of this topic. Education is a key agency of secondary socialisation. Education sets norms and values and is central to our understanding of how culture is transmitted between the generations and inequalities are perpetuated.


Key concepts of education analysis.

Key concepts and processes of education which could include: inequality, deprivation, hidden curriculum, labelling, self-fulfilling prophecy, setting, streaming, banding, meritocracy, opportunities, types of schools.

Understanding education. Social structures and education, including notions of formal and informal education, curriculum, compulsory and further education, private education and recent educational changes. Social processes within schools such as changing gender patterns, self-fulfilling prophecy, labelling, streaming and banding, subcultures and the hidden curriculum. Social issues such as inequality of attainment and exclusion rates in education with reference to gender, ethnicity, and social class. The relationship between individuals, groups, institutions and society with reference to factors that influence educational attainment such as material deprivation, cultural differences, cultural deprivation, school organisation, discrimination, labelling and expectation.


Candidates will be able to refer to a variety of sources of information, relevant theories and data in order to examine issues, construct and evaluate arguments and to develop conclusions

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Option 3 – Mass Media In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Processes will be explored and applied through the study of this topic. The mass media is a key agency of secondary socialisation. The mass media sets norms and values and is central to our understanding of how culture is transmitted and inequalities are perpetuated.


Key concepts of mass media analysis.

Key concepts and processes of mass media analysis which could include: stereotypes, prejudice, representation, moral panics, mass culture, high culture, gatekeeping, news values and semiology.

Understanding the mass media.

Social structures and the media, including notions of ownership and control, the ubiquity of the media, and public ownership of the media. Social processes and the mass media such as the social construction of the news, stereotyping, deviancy amplification, prejudice and the representation of social groups by age, gender, ethnicity and social class. Social issues such as, moral panics, gatekeeping, agenda setting, body image and representation, content of the media productions, the potential influence of the media. The relationship between individuals, groups, institutions and society with reference to access to and influence of the media, changing technology, the impact of media on audiences, the Internet, social networking and the future of the media.



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Option 4 – Sport and Leisure In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Processes will be explored and applied through the study of this topic. Sport and leisure are important elements in the creation of a social identity for people in our society. Sporting affiliations form part of a group identity and as such set norms and values and perpetuate inequalities.


Key concepts of sport and leisure.

Key concepts and processes of sport and leisure analysis which could include: loyalty groups and fans, participation and observation of sport, moral panics, identity, ownership and control, stereotyping, professional and non-professional sport.

Understanding sport and leisure.

Social structures of sport and leisure, including notions of formal and informal participation, ownership, clubs and commercialisation. Social processes that affect participation and interest in sport and leisure such as gender, ethnicity, age, class and access to facilities and technology, media interest and representation. Social issues such as inequality with relationship to access to sport and leisure opportunities on the basis of gender and ethnicity, moral panics, representation of fan bases, labelling, deviance, hooliganism and fan behaviour. The relationship between individuals, groups, institutions and society with reference to the range of factors that influence sport and leisure participation and interest including: gender, class, ethnicity and age patterns, media representation and changing technology.



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Unit Two Understanding Social Structures This unit forms 50% of the content of the Full Course GCSE Sociology. Learners must demonstrate knowledge and understanding of social structures and social differentiation in contemporary society. Candidates should show awareness and understanding of social issues, including the causes and consequences of inequality, and the sources, distribution and exercise of power and authority and the relationships between individuals, groups, institutions and societies, and the range of influences that act upon each of them. The key thematic concepts of the compulsory core will be applied to the specific option choices selected by the centre.

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Compulsory Core The compulsory core is concerned with developing the sociological imagination in candidates. It aims to encourage an interest in the social world and to develop the critical faculties necessary for informed understanding of the social world. It encourages candidates to understand the significance of social context in which we operate. Stimulus materials for questions will be drawn from debates on work, power and participation, crime and deviance and global citizenship among other topics


Understanding the interrelationships between individuals, groups, institutions and society.

Key concepts and processes of social analysis which could include social exclusion, stereotype, prejudice, discrimination, poverty, income, wealth, prestige and status, deprivation, underclass, inequality, the source, distribution and exercise of power and authority.

Sociological debates and theories with reference to social issues.

Social and biological explanations of human behaviour and power relationships between individuals and social groups with reference to meritocracy and exploitation debates. Sources, distribution and exercise of power and authority with relation to acquired and achieved status, privilege, income and wealth, life chances, life style, privilege, elite theories The nature and extent of social inequality including notions of status, power, authority, prestige, wealth, income, poverty, inclusion and exclusion; labelling, stereotypes, prejudice and discrimination, folk devils, scapegoating. The causes of inequality: cultures of poverty, structural explanations with specific reference to class, gender, ethnicity, age and disability. The consequences of inequality with reference to unequal distribution of access to employment, health, quality of life, life chances, lifestyle and wealth. Poverty, the New Right, Marxism and the underclass debate.

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Understanding the study of society.

Methods and techniques (including sampling) employed by sociologists to acquire information using a range of sources and methods and an evaluation of these methods in terms of reliability, validity, representativeness and ethical issues. The interpretation and evaluation of information gathered from a variety of sources, including primary and secondary research. The use of information, data and evidence to construct and evaluate arguments and conclusions.

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Optional Topics: The key thematic concepts of the compulsory core will be applied to the specific option choices selected by the centre. The key theme for these options is the understanding of social structures and social differentiation in contemporary society. People experience varied life chances according to the social groups to which they belong. These contribute to the construction of social identity. Social organisations and structures affect the relationships between individuals and may be related to the distribution of power and authority in our society. These sociological ideas can be explored through an understanding of the social nature of one or more of the following topics. Candidates must choose from one of the following options: Work Power and Participation Crime and Deviance Global citizenship Detailed specification content follows.

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Option 1 - Work In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Structure will be explored and applied through the study of this topic. Work is a major source of identity within our culture. It impacts on our life chances and life choices and perpetuates inequalities. Occupation will influence income, wealth and status.


Key concepts of work.

Key concepts and processes of the analysis of the sociology of work could include: income, opportunity, class, use of time, employment, non-work, leisure, alienation, unemployment, technology.

Understanding work. Social structures and work, including primary, secondary and service sectors of the economy, manual and non-manual work, gendered work, piece work and minimum wage. Social processes within work such as the changing nature of work, roles, alienation, unionisation, deskilling, automation, McDonaldization, globalisation. Social issues such as inequality within work, with reference to power and power relationships including gender and ethnic minority group divisions, opportunity, conditions, discrimination and pay. The relationship between individuals, groups, institutions and society with reference to factors that influence work and work structure including: changing gender patterns, changing technology, globalisation, legal changes, economic factors.



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Option 2 – Power and Participation In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Structure will be explored and applied through the study of this topic. Access to sources of power and the ability to participate in our culture is a major differentiator between individuals and social groups, influencing income, wealth and status. Candidates should understand that these differentiators perpetuate inequalities.


Key concepts of power and participation.

Key concepts and processes of power and participation which could include: democracy, totalitarianism, authority, interest groups, pressure groups, social movement, voting behaviour, party politics and lobbying.

Understanding Power and Participation.

Political structures, including centralisation, the role of Parliament and the EU, political parties, government, devolution. Social processes that affect government and decision making such as influence, power, voting, parties and belief systems, social networks, interest and pressure groups. Social issues such as inequality of access to power, authority and decision-making bodies, with reference to gender, age, ethnicity, social class and disability. The relationship between individuals, groups, institutions and society with reference to factors that influence power and decision-making including: changing gender patterns, single issue politics, dealignment, globalisation, regionalisation, devolution.



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Option 3 – Crime and Deviance In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Structure will be explored and applied through the study of this topic. Class, gender, age and ethnicity are factors linked to patterns of crime and deviance, in terms of both who commits crime and who are victims of crime. Sociologists consider whether treatment by the criminal justice system is another perpetuator of inequality in society.


Key concepts of crime and deviance.

Key concepts and processes of crime and deviance analysis which could include: crime, deviance, norms, sanctions, laws, formal and informal control, subcultures, labelling, moral panics, deviancy amplification, white-collar crime, street crime.

Understanding crime and deviance.

Social structures and the definition of crime and deviance, including formal and informal control, and the role of the police, courts and the media. Social processes that affect patterns of crime deviance and victimisation; including the social construction of criminal statistics, subcultures, labelling, moral panics and deviancy amplification. Social issues such as inequality in conviction rates, white collar crime, corporate crime, the control of crime, youth crime, police styles and public relations, media representation of crime. The significance of class, gender and ethnicity. The relationship between individuals, groups, institutions and society with reference to factors that influence criminal and deviant behaviour such as subcultures, cultural and material deprivation, educational failure, labelling, power and status.



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Option 4 – Global Citizenship In addition to the option specific content, the thematic content of the compulsory core for Understanding Social Structure will be explored and applied through the study of this topic. The ability to participate in global culture is a major source of inequality throughout the world. There are differences in access to income, wealth and status and also perpetuated inequalities. Candidates will understand that this is a source of political and social division and is of significance to the understanding of poverty and inequality throughout the world.


Key concepts of global citizenship.

Key concepts and processes of global citizenship analysis which could include: globalisation, inequality, wealth, poverty, countries in different stages of development, dependency and interdependency, migration, consumerism, multi-national corporations, fair-trade.

Understanding global citizenship.

Social structures and global citizenship, including multi-national corporations, world trade, sweat shop economies, fair-trade, imports and exports Social processes affecting international relationships such as McDonaldization, cheap labour, consumer demand, the role of charities and humanitarian organisations, disaster relief. Social issues such as sustainability of the environment, inequality with reference to power and power relationships including gender divisions, child labour, opportunity, conditions of work, discrimination and pay. The relationship between individuals, groups, institutions and societies with reference to factors that influence global citizenship including: changing gender patterns, technology, globalisation, religious and cultural change and economic factors.



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3 ASSESSMENT

3.1 Scheme of Assessment – Full Course GCSE

Assessment for GCSE Sociology is untiered, i.e. both units cater for the full range of ability and allow access to grades A*-G for the subject award. The scheme of assessment will consist of: Unit 1 Written Examination Paper – 50% of the final mark Understanding Social Processes (90 minutes) This will consist of one multipart compulsory question testing the core knowledge and understandings and a choice of extended essay questions assessing the options within this unit of study. Unit 2 Written Examination Paper – 50% of the final mark Understanding Social Structures (90 minutes) This will consist of one multipart compulsory question testing the core knowledge and understandings and a choice of extended essay questions assessing the options within this unit of study.

3.1 Scheme of Assessment – Short Course GCSE

Assessment for GCSE Sociology is untiered, i.e. this unit will cater for the full range of ability and allow access to grades A*-G for the subject award. The scheme of assessment will consist of: Unit 1 Written Examination Paper – 100% of the final mark Understanding Social Processes (90 minutes) This will consist of one multipart compulsory question testing the core knowledge and understandings and a choice of extended essay questions assessing the options within this unit of study.

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3.2 Assessment Objectives – Full Course GCSE

Candidates will be required to demonstrate their ability to:

AO1

Recall, select and communicate their knowledge and understanding of social structures, processes and issues

AO2

Apply knowledge and understanding in a range of contexts both familiar and unfamiliar

AO3

Select, interpret, analyse and evaluate information from different sources

The weighting of assessment objectives across examination components is as follows:

AO1 AO2 AO3 Total

Written Paper/ Unit 1 20 20 10 50

Written Paper Unit 2 20 20 10 50

Total Weighting 40% 40% 20%

100%

3.2 Assessment Objectives – Short Course GCSE

Candidates will be required to demonstrate their ability to:

AO1

Recall, select and communicate their knowledge and understanding of social structures, processes and issues

AO2

Apply knowledge and understanding in a range of contexts both familiar and unfamiliar

AO3

Select, interpret, analyse and evaluate information from different sources

The weighting of assessment objectives across examination components is as follows:

AO1 AO2 AO3 Total

Written Paper/ Unit 1 40 40 20 100

Total Weighting 40% 40% 20%

100%

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3.3 Quality of Written Communication For components involving extended writing Unit 1 Understanding social

processes and Unit 2 Understanding social structures, candidates will be assessed on the quality of their written communication within the overall assessment of that component.

Mark schemes for these components 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.

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4 AWARDING, REPORTING AND RE-SITTING

GCSE qualifications are reported on an eight point scale from A* to G, where A* is

the highest grade. The attainment of pupils who do not succeed in reaching the lowest possible standard to achieve a grade is recorded as U (unclassified) and they do not receive a certificate.

This is a unitised specification which allows for an element of staged assessment.

Units may be re-taken once only (with the better result counting) before aggregation for this subject award. Results for a unit have a shelf-life limited only by the shelf-life of the specification.

For the full course, at least one of the two units must be taken at the end of the

course (terminal assessment); both units may be taken at the end of the course if so wished.

A candidate may retake the whole qualification more than once. Individual results are reported on a uniform mark scale (UMS) with the following

grade equivalences:-

Grade Max A* A B C D E F G

Units 1 and 2 100 90 80 70 60 50 40 30 20

Full Course

Qualification 200 180 160 140 120 100 80 60 40

Short Course

Qualification 100 90 80 70 60 50 40 30 20

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5 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievement likely to have been shown by candidates awarded particular grades. The descriptions must be interpreted in relation to the content specified by the specification; they are not designed to define that content. The grade awarded will depend in practice upon the extent to which the candidate has met the assessment objectives overall. Shortcomings in some aspects of candidates’ performance in the assessment may be balanced by better performances in others. Grade A Candidates recall, select and communicate detailed knowledge and thorough understanding of relevant social structures, processes and issues. They apply relevant concepts, terms and theories effectively in a range of contexts. They recognise issues and debates and deploy relevant evidence to reach valid conclusions. They analyse links between structures, processes and issues to produce grounded analyses. They identify, explain and evaluate the use of a range of appropriate methods, sources, information and data to address a question or issue. They interpret information and data presented in a variety of forms, critically evaluate its relevance in relation to the arguments, and reach substantiated conclusions. They use concepts, terminology and conventions accurately and appropriately. Grade C Candidates recall, select and communicate sound knowledge and understanding of different social structures, processes and issues. They apply appropriate concepts, terms and theories in a range of contexts. They analyse, in a limited way, the structures, processes and issues mentioned in the specification. They recognise and describe relevant issues, making reference to appropriate arguments and evidence. They make straightforward links between structures, processes and issues. They identify and explain, in a limited way, the use of methods, sources, information and data to address a question or issue. They deploy a range of information and data as evidence for conclusions. Grade F Candidates recall, select and communicate basic knowledge and understanding of some aspects of social structures, processes, and issues. They identify and explain in a simple, limited and uncritical way the use of methods, sources, information and data to address a question or issue. They identify evidence and relate it in a simple way to arguments. They present simple conclusions that are sometimes supported by evidence.

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6 THE WIDER CURRICULUM

Key Skills

Key Skills are integral to the study of GCSE 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 levels 1 and 2:

Communication

Problem Solving Numeracy

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 WJEC website

Opportunities for use of technology The specification is designed to provide opportunities for the use of ICT. Source of evidence, source of stimulus material, fully supported by NGfL

Spiritual, Moral, Ethical, Social and Cultural Issues

This specification offers ample opportunities to consider the spiritual, moral, ethical and cultural dimension. This may be achieved by encouraging candidates to: recognise and understand their own individual worth and the value of other

individuals or communities; reach moral judgement and to encore personal views; analyse the conduct of individuals in society as a whole and consider socially

accepted codes of behaviour; consider the values and attitudes that prevail in society and their impact on

individuals and groups; explore notions of family, community and society and their impact on

individuals and groups; discuss social concepts, attitudes and developments; consider and discuss questions of group identity and behaviour experience, appreciate and relate to cultures other than their own respect and tolerate people of different cultures.

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Citizenship This specification also offers opportunities to encourage candidates to:

develop knowledge and understanding of rights, responsibilities, democratic institutions, and processes, roles of voluntary and other bodies and environmental issues

understand the creation of social identity, nature of power and control and the

ability of individuals to participate actively in the creation of their society and their culture

understand the nature of values and ideology promote the skill of enquiry and communication of topical, political and other

issues. Environmental Issues The WJEC has taken into account the 1998 Resolution of the Council of European

Community – report - Environmental Responsibility - an agenda for further and higher education (HMSO 1993) – in preparing this specification. The World sociology element should offer opportunity to consider ESDGC issues and both units make reference to locale as a significant issue.

Health and Safety Consideration

Strict ethical guidelines govern the study of and research into sociology

The European Dimension

Candidates are encouraged to make comparative and historical examples from other societies through the content of the specification. For example option four in Unit one examines the ability to participate in global culture which includes European culture.

GCSE Sociology (Full & Short) – New Unitised Specification/MLJ 27 March 2012

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WJEC GCSE in · PDF fileSHORT COURSE – ONE MANDATORY UNIT . UNIT 1: Understanding Social ... GCSE SOCIOLOGY 4 ... subject combinations should check with the institution