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MCHS Sociology Department Mrs.S.Smith 2
“My students often ask me, 'What is sociology?' And I tell them, 'It's the study of the way in which human beings are shaped by things that they don't see.”
Sam Richards, Sociologist in Race and Ethnicity
Contents
Student Information and Guidance
• Welcome Pg3 • Recommended texts Pg3 • Exam Breakdown Pg4 • Assessment Objectives Pg4 • Where could this lead? Pg4 • Work & Homework Policy Pg5 • Independent Learning Pg6 • The A Level Mindset Pg7 • Personal Learning Checklist Pg8 – 11 • Programme of Study Pg12 – 14 • A Level Exam Sample Paper Pg15 - 21 • Glossary Pg22 - 30
When students and teachers have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work harder to learn more and become smarter.
Sociology A Level will give you useful practical skills, developing essay writing skills and the ability to use evidence to construct an argument. You will begin to think philosophically and critically and to tentatively understand the relationship between theory and methods. The topics we cover (Culture, Identity, Families, Education, Crime, and Social Inequalities) are relatable and have wide applicability to many academic and vocational areas. The themes explored in Sociology A Level, such as class, ethnicity, feminism, Marxism, socialisation, globalisation complement other subjects, such as Religion, Philosophy and Ethics, English, Media, Geography, Drama, History, Health & Social Care, Sport, and sciences.
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Welcome to Year 1 of Sociology! Prepare to be enlightened, inspired and challenged! Studying Sociology will provide you with the skills necessary to question, to theorise, and to respond to issues presented to you as you engage with an adult society.
Everyone is part of society. Society has helped shape who you are and how you experience life – but how much do you understand about it?
High crime rates in our inner cities, ‘binge drinking ladettes’, boys’ underachievement in school, the effects of divorce on children, racism and the police, the effects of the media on violent behaviour… these are among the great debates of today. They are the subject of countless views and opinions, many of which are ill-informed or prejudiced, most expressed simply from personal and often very limited experience.
This is where Sociology comes in – because these are all SOCIAL issues. The Sociologist sets off to try and understand our human world a little better. This task is often challenging and controversial but to many it is also fascinating and rewarding.
Sociology is for the curious mind! We study the relationship between the individual and society. Studying Sociology will give you useful practical skills in essay writing and using evidence to construct arguments, but also in thinking philosophically and critically. Being a sociologist will enable you to see things in a different way, as you become armed with the tools of change.
The most exciting thing about learning about society, revealed injustices, relationships, and civil movements is that potentially, one day, you could contribute to social change. Ultimately, this is the purpose of Sociology – to change society.
Although no previous sociology qualification is needed, students must have an active interest in their studies and research, and be prepared to develop their independent learning.
WJEC/Eduqas Sociology for AS & Year 1: Student Book, 2015, by Janis Griffiths
AQA A Level Sociology Book One Including AS Level: Book one, 2015, Rob Webb
CGP A-Level Sociology: AQA Year 1 & AS Complete Revision & Practice, 2015
Student Support Materials for Sociology - AQA AS Sociology Unit 1: Families and Households, 2011, Martin Holborn
Student Support Materials for Sociology - AQA AS Sociology Unit 2: Education with Research Methods , 2011, Martin Holborn
http://www.s-cool.co.uk/a-level/sociology
https://sociologytwynham.com/
http://www.sociology.org.uk/rload.htm
https://revisesociology.wordpress.com/
http://www.gojimo.com/a-level-sociology-revision/
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Three exams taken in Year 13 in June. It is more synoptic, as all topics will be assessed, from Year 12 and Year 13. By this stage, many students are more confident and experienced with sociological theories and studies.
A Level Component 1: Socialisation and Culture Section A – One structured question on key concepts and processes of cultural transmission, socialisation and identity. Section B – Compulsory question and essay question on Families and Households. Section C – Compulsory question and essay question on Education. Component 2: Methods of Sociological Enquiry Two compulsory questions, one of which will involve extended writing designing, justifying and evaluating a piece of sociological research.
Component 3: Power and Stratification Section A – Compulsory question and essay question on social inequality. Section B – Compulsory question and essay question on Crime and Deviance.
ASSESSMENT OBJECTIVES
1. Demonstrate knowledge and understanding of: • sociological theories, concepts and evidence, sociological
research methods 2. Apply sociological theories, concepts, evidence and research methods to a range of issues 3. Analyse and evaluate sociological theories, concepts, evidence and research methods in order
to: • present arguments, make judgements, draw conclusions
You could: • Follow a degree course in sociology, social administration and
social work, human resources management, social science, nursing, advertising, teaching, law, criminology, policing.
• Seek employment in the area of human resources, the care sector, market research
organizations, the police or management.
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It may be that you create additional sub folders within these also. It is vital that you keep everything organised and in a place where you can find it easily.
Please note that even if you have the notifications switched on, they do not always appear, so you must check these apps regularly for information.
You need to add your own action plan points regarding your assignment, (this must be written in green). You will be expected to have acted upon your EBI, and wherever possible have addressed it within the next piece of work.
Physical Folders
1. Folders are expected to be organised as follows: Tracking Sheet Course booklet Assignments
Notes – divided accordingly to C1, Section A, B C; and C2 2. Sociology graded assignments will be
submitted every four weeks. These will be produced during your independent learning time. They will consist of a compulsory question and a question from two choices. These are marked and recorded on the tracking sheet. Peer marked assignments are set monthly, which may be data response questions, PETE responses or whole answers. Marking will follow the school literacy policy and include a WWW and an EBI. They are to be handwritten and scanned for Showbie.
3. Detailed and intense reading and research, minor or mini investigations, or smaller data response
questions are formally set regularly, but there is a clear expectation that students will independently undertake the necessary reading and research to clarify and extend lesson work. It is often that lessons will depend upon your completion of extended independent work in order to progress and understand the content of further lesson material.
Ipads The use of ipads within Sociology is for research and communication. 1. You must have a PDF folder entitled: Year 1 Sociology. Within this folder you can create sub folders, entitled: AWs C1Section A CSI C1 Section B FAMILY C1 Section C EDUCATION C2 RESEARCH METHODS 2. You must also have a folder in Word, for any work that you have created yourself, from Word, or Pages, or any other office related platform. Everything must have a title, you cannot leave documents BLANK. 3.EDMODO is used to share resources (web links, videos, images, news articles, lesson material), but you may also communicate with your peers and with myself about anything sociological and anything related to curriculum topics. SHOWBIE is used to transfer AWS, marked assignments and anything regarding individual grades. It will also contain vital resources – documents and weblinks.
SOCIOLOGY
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Personal Study (Homework and Study Periods): Independent Learning will be set regularly; this could be extensive reading or written work. There will be regular essays set relating to key topic material, in order to keep a track of your understanding and application of knowledge. Therefore, it is important to read broadly and pay attention to the news, and to consolidate all learning conducted in lesson. Deadlines must be adhered to. It is important that you conduct independent research and study outside of lesson time. There is such an abundance of information and only the limited curriculum time available. Therefore, it is in your best interests to develop your knowledge and understanding beyond the lesson and investigate theories, concepts and ideas. You are expected to undertake 3-4 hours independent study per week.
You are encouraged to set up your own peer group, via Edmodo, or your own platform; and a target ability group, which will be set by your tutor.
It is expected that you will use such groups to share ideas and work, and request support.
Study Skills Note-taking is an important part of studying. It enables you to engage with a text or lesson, formulate your ideas and record your thought process. In particular, note-taking enables you to review a lesson and revise for exams. There is no right or wrong way to make notes - only the way that works for you. You might want to try shorthand, or abbreviations. As long as you understand them! KEEPING NOTES ORGANISED Ensure right from the beginning that you have a folder, plastic wallets and dividers for each new topic as it is introduced. This seems obvious, but it is very easy to put off filing notes until later, only to find out that when they are needed for revision they have gone missing. If you are given handouts that are not already hole-punched, you need to keep handy either a hole-punch, or some plastic wallets, as handouts get lost or crumpled very easily if they are not filed immediately.
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Who says they can’t teach an old dog new tricks!!!!!????
There doesn’t seem to be a direct link between success at the end of Year 11 and success at A level, as researched by Steve Oakes and Martin Griffin. So if you were amazing at GCSE, well done, but here’s where the hard work really starts!! And what’s so hard? You and your mindset – that’s what!! Studying successfully at A Level is about: Perseverance, resilience and grit. Confidence and optimism. Motivation, drive and ambition.
Tolerance and respect. Honesty, integrity and dignity. Conscientiousness, curiosity and focus.
There are five key elements to success at A Level. And don’t think you haven’t got what it takes, because these are all achievable!!
It’s called VESPA – hence the visual of Snoopy & Woodstock on their moped!
Vision – How well do you know what you want to achieve? Effort – How many hours of independent study do you do per week? Systems – How do you organise your learning time? Practice – What kind of work do you do to practise and develop your skills? Attitude - How do you respond to setbacks?
If you could only take one subject what would it be, and why?
What do you do with your spare time?
What jobs do you avoid doing, and why?
What job would you do for free?
Who do you look up to?
What would you try if you knew you couldn’t fail?
What puts a smile on your face?
What do you get obsessed about?
If you had an hour off A level work and a laptop, what would you type into a search engine?
Daft, isn’t it? That’s all it takes!!! Once you realise, and we appreciate these five skills, we’ll see success. You don’t need to be more intelligent, just SMARTER about the way you work and approach things.
MCHS Sociology Department Mrs.S.Smith 8
Currently, this is your list of subtopics that will be covered during our study and analysis of the Component topics. They are to be completed after areas have been delivered, in red, amber or green, to give yourself and your tutor a primary indication of how good you feel your knowledge and understanding to be.
In this context, they are initially targeting AO1 skill: Knowledge and Understanding.
They need to be revisited as and when you have addressed them, either through rereading and reviewing material to support that knowledge and understanding, and/or in line with revision, by making revision notes and practising exam questions.
Component 1: Section A: CSIs
Good understanding of content
Developing understanding of content
Understanding not sufficient
1). Culture November March May Culture, high culture, popular culture, mass culture, low culture, global culture, folk culture How culture is transmitted: RISE, VMCD Definitions and examples of: Norms Values Status Roles Mores Identifying different global cultures
2). Socialisation
Process of socialisation and formal and informal social control
Identifying primary and secondary agents of socialisation Nature and Nurture arguments How gender behaviour is learnt
Families and Education: RISE 3). Identity
The social construction of identity Free will and determinism Identify areas of inequality
4). Sociological Theory
Understand the difference between structural and social action views of society Marxism and class conflict Functionalism and value consensus Interactionists and verstehen Feminism and patriarchy Postmodernism and fragmentation
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Component 1: Section B: Families and Households
1). Family Diversity December March May Definitions of Family, Household, Singlehood
Definitions of and examples of family diversity: Nuclear Extended Beanpole Reconstituted Single-Parent Same Sex Neo-Conventional
2). Demographics Changing marriage, divorce and cohabitation rates Changes in singlehood rates
Reasons for changing family forms: Women’s movement Secularisation Social attitudes and Cultural change
3). Social Policies
Conservative policies affecting families and children (new and old)
Labour policies affecting families and children (new and old) Coalition policies affecting families and children
4). Theories & Functions of the Family Functionalism and New Right Marxism Feminisms
5). Family members Gender (conjugal) roles within the family; power relationships; domestic divisions, decision making Social Construction of ‘childhood’; the disappearance of childhood
Dark side of the family: Domestic Violence, Child abuse
Good understanding of content
Developing understanding of content
Understanding not sufficient
Things to do Where to find
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Component 1: Section C: Education
1). Social Policy and Education February March May 1944 Butler Act Tripartite system 1965 and Comprehensivisation 1979 and Thatcher's Education 1988 Education Reform Act 1997 and Blair's Education Coalition and Education
2). Differential Attainment Social Class Gender Ethnicity
3). Theory and Education Functionalism and Education Marxism and Education Interactivism and Education
4). Educational Concepts Marketisation of education Vocationalism and vocational education Formal and hidden curricula Meritocracy Anti-school subculture Labelling and Self-fulfilling prophecy
School Factors: Setting of students and teachers' expectations
More recent notions of the effective school community
Good understanding of content
Developing understanding of content
Understanding not sufficient
Things to do Where to find
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Component 2: Research Methods
1). Methodological Concepts February March May Positivism and Interpretivism Ethnography Reliability Validity Ethic Issues: Deceit, sensitivity and bias Confidentiality, privacy and informed consent. Qualitative and quantitative data Primary and secondary data Generalisation and representativeness Operationalisation of concepts Methodological plurality Verstehen Triangulation Objectivity and subjectivity
2). Methods Surveys and Questionnaires Interviews Observation Case study and experiments Longitudinal studies Documents, official statistics and personal data Pilot Study
3). Sampling Sampling Frame Sampling Techniques: Random Stratified Systematic Cluster Snowball Quota
Good understanding of content
Developing understanding of content
Understanding not sufficient
Things to do Where to find
MCHS Sociology Mrs. S. Smith 12
WJEC Sociology: Sociology Programme of Study (A Level) SSM Lesson content Assignments/ Outcomes Resources Term 1 14 wks 4th Sept – 21st Dec
Year 1 - Introduction to Sociology Component 1: Section A • Culture and Culture Transmission • Socialisation • Identity • Perspectives: Functionalism,
Marxism, Feminisms, Interactionism, Pomo
Section B • Family & Households *Remember the mock week in October Cinematic Sociology Review of The Truman Show
Independent Learning Project presenting arguments on Nature Nurture debate, using Feral Children as a case study Examine the course requirements and expectations. Develop an understanding of what sociology is and key concepts. Identify and evaluate key concepts of theoretical approaches Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Develop an understanding of family diversity; and of demographical changes and social policies affecting types of families. Component 1: Section A Assess the sociological arguments presented within the film.
Multiple resources available on SHOWBIE Core text – WJEC Book 1 AQA A Level Sociology, Book One
Term 2 10 wks 8th Jan – 23rd Mar
Component 1: Section B • Family & Households • Component 2a: • Methods of Sociological Enquiry
Research Methods Component 1: Section C • Education
Explore and evaluate theoretical explanations of the family. Examine trends in marriage, divorce and cohabitation. Develop an understanding of social research and the research process. Identify how primary and secondary data is collected. Discuss practical, ethical and theoretical issues that affect method choice. Establish a timeline of UK educational policy. Develop an understanding of the key educational concepts and theory.
Multiple resources available on SHOWBIE Core text – WJEC Book 1 AQA A Level Sociology, Book One
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*Remember the mock week in January Cinematic Sociology Review of NEDS
Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 2 Component 1: Section B Assess the sociological arguments presented within the film.
Term 3 14 wks 9th Apr – 20th Jul
Component 1: Section C • Education *Remember assessment week in January Year 2 – Bridge between Component 1 & 2a and Component 2b & 3
Develop an understanding of the key educational policies. Explore and assess policies and attainment regarding gender, class and ethnicity. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 1 (all sections) & Component 2 Understanding the relationship between power, control and free will. Investigation into Juvenile crime, conducting a Research Project – Youth Crime.
Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book One
Term 4 15 wks
Year 2 – Introduction to Power ILP work – Presentation on Families or Education Component 3: Section B • Crime and Deviance
Recapping knowledge and understanding from Year 1 Develop an understanding of the key concepts within crime and deviance. Establish the social construction of crime and deviance. Identify and examine the ways in which crime measured. Examine the relationship between the media and social perceptions of crime. Develop understanding of the patterns and trends of the social distribution of crime. Explore and evaluate theoretical explanations of crime and deviance. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique
Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book Two
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*Remember assessment week Component 1: Section B • Families and Households Revision ILP work – crime case studies & crime film review
Component 3: Section B Possibly Component 1: Section B Peer Presentations
Term 5 13 wks
Component 2b: • Methods of Sociological Enquiry
Research Design (A Level) Component 3: Section A • Social Stratification and
Differentiation *Remember assessment week Component 1: Section C • Education Revision ILP work – Research project & Stratification film review
Use specimen material to complete Assess Work (use former spec’s exam questions) Develop and understanding of keys areas: class, age, gender and ethnicity, and the inequalities that these groups face in contemporary UK. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 3: Section A Possibly Component 1: Section C Peer Presentations
Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book Two
Term 6 8 wks
Revision on all areas Explicit exam practice on both papers
Past papers, timed essay responses. Past Papers – subject to relevance Question decode
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CSI: Culture, Socialisation & Identity
Agents/agencies of socialisation
Beliefs
Conformity
Conflict/consensus
Culture
Cultural differences
Customs
Ethnic group/ethnicity
Expectations
Feminisms
Functionalism
Gender/Sex
Hegemony
Identity—Personal, Social & Cultural
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Imitation
Marxism
Mores
Nature/nurture
New Right
Norms
Roles - multiple roles and role conflict
Role models
Peer group
Sanctions
Social control - formal and informal
Social mobility
Socialisation - primary and secondary
Status - ascribed and achieved
Subculture
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Values
Welfare state
Families & Households Beanpole families
Bigamy
Birth rate
Breadwinner
Cereal packet family
Child-centredness
Civil partnership
Cohabitation
Commune
Conjugal roles - joint/segregated
Death rate
Democratic relationships
Demography
Domestic abuse
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Domestic division of labour
Divorce rate
Dual-worker families
Extended family
Empty nest
Empty shell marriage
Family Diversity
Fertility rate
Household
Househusband/wife
Lone-parent family
Marriage rate
Matriarchal family
Monogamy
New man
Neo-conventional families
Nuclear family
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Patriarchy
Polygamy
Reconstituted family/step-parent
Same-sex families
Symmetrical families
Traditional family roles
Education Academies
Anti-school subculture
Citizenship
Comprehensive school system
Cultural capital
De-schooling
Formal curriculum
Ethnocentric curriculum
Free schools
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Further/higher education
Hidden curriculum
Home education
Independent sector schools
Inclusion and exclusion
Intelligence Quotient
Labelling
Marketisation of education
Material deprivation
Meritocracy
Mixed ability classes
National curriculum
Official curriculum
Ofsted
Private schools
Public school
SATs
Self-fulfilling prophecy
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Setting and streaming
School league tables
Specialist schools
Tripartite system
Vocational education
Research Methods Access
Case Study
Content analysis
Covert observation
Closed questions
Ethical considerations - anonymity, confidentiality, informed consent.
Ethnography
Experiments - field/laboratory
Gatekeeper
Generalisation
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Hawthorne Effect
Hypothesis
Interviewer bias/effect
Longitudinal studies
Non-participant observation
Official statistics
Open-ended questions
Overt observation
Participant observation
Personal documents
Pilot study
Population
Primary data
Qualitative data
Quantitative data
Reliability
Representative sample
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