as/a level sociology from 2015 delivery guidance
TRANSCRIPT
AS/A level Sociology from 2015Delivery Guidance
Aims: Reminder
• 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.
AimsThis 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 transferable skills particularly relating to higher level thinking and writing.
• Develop a lifelong interest in contemporary social issues.
What remains the same?Sociology
• There is little or no change to the content. If anything, material has been lost, simplified and codified.
• Content elements of existing teaching materials and schemes of work will be applicable and not require much adaption.
• Question styles remain broadly similar with minimal change.
• Material prepared for delivery by other boards will probably be useful and applicable.
1. What changes?Sociology
• Centres will be responsible for their own choices regarding AS or A level entry as AS is a separate entity and not a stepping stone to full A level. (2015)
• There is a stronger emphasis on skills. Assessment weightings have shifted away from knowledge and towards application and evaluation
• Assessment objectives have been simplified and codified in markschemes
2. What changes?Sociology
• Research methods have been decoupled from other topics in terms of assessment to reflect the increasing importance of research skills and the vocational element of research.
• Each level of each assessment objective now refers to ‘context’ which means responses only implicitly linked to the question will be far less acceptable.
• There are references to policy throughout the specification in order to emphasise the link between sociological research and real life applications of research findings.
3. What changes?Sociology
• There is a significant increase in the amount of choice of questions for candidates, particularly in the AS topics
• For A level, the stratification element is more generalised and theoretical so it can be delivered through existing topics and then reinforced with specific theory and detail
• Examination papers are longer and candidates may need to be trained more carefully in time planning and in examination techniques
Updating Sociology
• The new criteria emphasises contemporary social policy/society
• Classic studies are still relevant, but candidates should demonstrate awareness of the limitations of older material
• More modern material can be accessed via:– Websites: JRF, ESRC, Fawcett Society, charities– Google media sites with ‘key term’ + ‘research studies show’ – Subject sharing sites
Assessment
A range of assessment types has been used:
• Short, open response questions
• Restricted response essays
• Extended response essays
Candidates may require training in techniques
Examples of Short Open Response Questions A level
Q 1 (a) Using material from the item and your sociological knowledge, explain what is meant by the positivist approach to research. (5 marks) A01 - Knowledge and understanding (3 marks) A02 – Application (2marks)
Q 1 (b) Explain one reason why the researcher may have wanted to use in-depth interviews in her research. (5 marks)
A01 - Knowledge and understanding (2 marks) A02 – Application (3 marks)
Note the variation of weightings for the Assessment Objectives – this is significant in terms of marking
See pages 46 - 48 of A level SAMs
Examples of Short Open Response Questions A level
Q 1 (a) Using material from the item and your sociological knowledge, explain what is meant by the positivist approach to research. (5 marks) A01 - Knowledge and understanding (3 marks) A02 – Application (2 marks)
Q 1 (b) Explain one reason why the researcher may have wanted to use in-depth interviews in her research. (5 marks)
A01 - Knowledge and understanding (2 marks) A02 – Application (3 marks)
Note the variation of weightings for the Assessment Objectives – this is significant in terms of marking
See pages 46 - 48 of A level SAMs
Q1 (a) Using material from the item and your sociological knowledge, explain what is meant by the positivist approach to research. (5 marks)
Indicative guidance is for markers so that some possible content is illustrated – this may be developed in marker’s conferences to take account of the variety of answers offered
AO1 AO2
3 marksAnswers demonstrate detailed knowledge and understanding of sociological theories, concepts, evidence relating to the context of the debate or question applied to research methods
2 marksAnswers demonstrate accurate andrelevant selection of appropriatesociological theories, concepts, evidenceapplied to research methods. These areinterpreted in the context of the debate or question. Reference will be made to the item to show the ability to select appropriate examples.
See page 47 of A level SAMs
Examples of Short Open Response Questions A level
Example of Restricted Response Essay A level
Q1 (a) Identify evidence of social class inequality in two areas of life in the contemporary UK (20 marks)
A01 - knowledge and understanding (14 marks) A02 – application of knowledge (6 marks)
• All questions of this type are compulsory.• Some may require understanding of an item or analysis of data.• The focus is on knowledge and understanding with some assessment of
learners’ ability to apply knowledge and understanding to the question.• The questions will provide structure and offer a framework for answers. • There may be variations in weightings between similar questions on different
papers within an exam series but the descriptors will remain similar. • The AO descriptors and weightings will be the same for the same numbered
questions in each summer examination series.
See pages 54 & 55 of A level SAMs
Example of Restricted Response Essay AS
Q3 (a ii) Explain two other reasons why some young people join youth sub-cultures
A01 - knowledge and understanding (10 marks) A02 – application of knowledge (5 marks)
Note that there is variation in weightings but the descriptors remain similar between the two papers although they are not the same examination.
Examiners will be trained to look for evidence of the skills according to the weightings of the paper.
See pages 24/25 of AS level SAMs and compare with pages 54/55 of A level SAMs
Example of Extended Response Essay A level
Q5 (c) Assess sociological explanations of the effects of the media on audiences (35 marks) A01 - knowledge and understanding (12 marks) A02 - application (11 marks) A03 - evaluation (12 marks)
• The focus is very much on analysis and evaluation rather than just knowledge and understanding
• Questions such as these assess the ability to write in an extended manner and evaluate sociological arguments, theories, concepts
• Candidates should structure and frame answers; ‘streams of consciousness’ are not welcomed.
See pages 38-39 A level SAMs
Levels of DemandSociology
This can be used with candidates to illustrate levels of thinking skills demanded and adapted to show potential command words.
Candidates need to be aware however that there are also issues of depth, so evaluation can be basic or it can be detailed
Levels of Demand (2)
Sociology
Basic evaluation
One possible important cause of family change is feminism because …
Detailed evaluation
One strength of feminism as an explanation of family change might be that …
At the Highest LevelSociology
Evidence of evaluationJudgements should be made of the value of something – strengths, weaknesses, positive and negative critiques.Marxism is an effective and useful theory because it offers an explanation of …
Evidence of assessmentProcess of fitness for purpose – does a theory actually explain a phenomenon?Marxism fails to explain xxx, thus this is a weakness of the theory
Command words offer clues as to the content and structure of paragraphs.
RESOURCES FOR TEACHERS
Supporting teaching and learning
Sociology
A new textbook is being prepared that is aimed at mid-range candidates but with a skills based emphasis; current revision guides will still be relevant. (See packs for more detail)
A huge free interactive online research methods resource is being prepared currently by Atebol and it will be ready for publication by Easter time and links will be on the WJEC/Eduqas websites
Current materials are being audited and reorganised to fit the specification so that accessing relevant items will be easier. When the audit is completed, then gaps will be identified and filled
Any Questions?Contact our specialist Subject Officers and administrative support team for your subject with any queries.
Joanna Lewis - Subject Officer
029 2026 5167
Hannah Griffiths - Subject Support Officer
029 2026 5183