heinemann and ocr are working together sociology to ...... · ocr as and a2 sociology 3 ......

Official Publisher Partnership

Heinemann and OCR are working together to provide better support for you


SociologyA2

Carole Waugh | Helen Robinson | Fionnuala Swann | Viv Thompson


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



SociologyAS

Planning Planning

SociologyPlanning and Delivery Resource

Sociology

Sociology

ASDavid Clayton John Greenaway-Jones

Official Publisher PartnershipCD-ROMINSIDE

AS

A2 Student Book


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

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Student Books

4

We listen to teachers’ needs...

Sample pages from OCR AS Sociology Student Book



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

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Sample pages from OCR A2 Sociology Student Book


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


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


293293293293293293


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.



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.




865 888118.heinemann.co.uk

Sociology

Sociology

AS

Viv ThompsonViv Thompson



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

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