SY1 The compulsory core
1b
1a
•This is a socialisation/ social control
question that requires a clear description of
how the process happens.
•This is a knowledge
question and requires a
definition with an example
drawn from the item.
•You may be asked about agents of primary
or secondary socialisation or both.
•To get all 5 marks you
need 3 clear points and a
meaningful reference to
the item (see mark
descriptors)
•You will have to utilise the item to help to
illustrate what you say .
Skills: AO1 Knowledge
AO1 Understanding
•Words such as sanctions (positive and
negative), role models, imitation are
significant in the explanation. Examples
should be drawn from references to agents
of socialisation as appropriate to the
question command words.
Barbara Greenall April 2010
1
SY1 Optional Topics
2a
Command words:
Outline & explain
So in the question about rising
divorce you would need to have a
range of possible reasons for
divorce rates increasing. You
would outline each and then
explain why this could be a
reason. Look at the top mark
band descriptors for clues about
how much you need to write.
The time available is important as
are the words detail and range.
Always make clear links back to
the focus of the question
2b
Command words: Evaluate/assess
Here we see a requirement for you to
demonstrate all skills and to engage in a
discussion.
These skills need to be present throughout
the essay.
Each point/idea should be clearly outlined
Explained and evaluated. Each paragraph
might:
D escribe
E xplain
S upport
I nterpret
R efer to question
E valuate
Barbara Greenall
April 2010
2
SY4 Compulsory section
1a
Identify and explain
You need to be able to
demonstrate your
understanding of research
decisions.
Focus on the purpose of
the study so that your
answer is contextualised
not rehearsed.
Identify each reason
clearly followed by an
explanation which is
linked to the research
study, the method or
sampling in question and
to some aspect of
GROVER
You can practice this by looking at
empirical evidence and how the
research was carried out.
Research since 2000 is really
useful.
Barbara Greenall April 2010
3
SY4 Compulsory section
1b
Design a research proposal
Explain and justify your
choices.
Identify potential problems and
the impact that they might have
on the quality of the data.
It is possible to practise this
with different design briefs. But
be careful not to be over
rehearsed. The design must be
contextualised to be good.
Look at the checklist to help
you to structure your design
more effectively.
SKILLS:
AO1 Knowledge & Understanding
AO2 Analysis & Evaluation
Barbara Greenall April 2010
4
The design
The
justification
The link
to
GROVER
The
problems
The
impact
(link to
GROVER)
1. Operationalise
key terms
2. Select the
method
3. Consider any
ethical
considerations
with either the
focus of the
research or the
sample (BSA
guide)
3. Identify
sample
population
Will you use a
sample frame?
What sampling
technique?
4. Pilot study?
5. How will you
actually do the
research?
Practical
considerations
such as time and
cost
6. Analysis of
results
Barbara Greenall April 2010
5
SY4 Optional units
2a
Outline and explain evidence
that demonstrates some
inequality (gender, class or
ethnicity)
World: One area of life with
evidence from the developed
and developing world.
So: To get into top mark bands
If you were to look at education
and gender you would need to
outline 2 pieces of evidence
from the developed and 2 from
the developing world then
explain what this evidence
shows about gender inequality.
Skills:
A01 Knowledge & Understanding
AO2 Analysis
Barbara Greenall April 2010
6
SY4
2a Social Inequality
Outline and explain evidence that
demonstrates some inequality
(gender, class or ethnicity)
Evidence from two areas of life .
So: To get into top mark bands If
you were to look at gender you
would need to outline 2 pieces of
evidence from each of 2 distinct
areas such as education, health,
crime, work and pay etc. then
explain what this evidence shows
about gender inequality.
The same would apply if the focus
of the question were class or
ethnicity
Skills:
A01 Knowledge & Understanding
AO2 Analysis
Barbara Greenall April 2010
7
2a) K &U (AO1)
Teacher
Student
7-8
Knowledge of the evidence described will be detailed ,wide ranging and accurate. At
least 2 areas of the specification will be referred to. Appropriate sociological
terminology will be used.
5-6
Some evidence will be described but there will be either fewer points made or those
made will lack detail so that the answer has either depth or breadth.
3-4
Basic knowledge will be displayed through a smaller and more basic range of points.
Evidence is likely to be anecdotal rather than empirical.
1-2
Limited knowledge with a number of inaccuracies or misunderstanding.
0
No relevant material.
Analysis (AO2) Note the weighting of this skill
10-12
Detailed explanations of the relevance of the evidence/ examples described offered
and knowledge is directly applied to the question.
6-9
Some explanations of the relevance of the evidence will be offered and some
knowledge is applied to the question but this is more likely to be implicit.
4-5
Analysis of the evidence described is basic, may be merely descriptive or assertive
and superficial. At the lower end analysis is bordering on limited.(difficult to find)
1-3
Very limited if any analysis with little reference to sociological concepts or theories.
0
No relevant material.
/20
Barbara Greenall April 2010
8
SY4
2b
This is an essay question. Command
word EVALUATE/ASSESS
So you would approach this in the same
way as the essay questions in SY1,2 and
3 remembering that at A2 there is a
greater weighting in AO2 skills.
D
E
S
I
R
E
Skills:
A01 Knowledge & Understanding
AO2 Analysis & Evaluation
Barbara Greenall April 2010
9
What do
they say?
[D]
What does
it mean?
[E]
Conclusion
Marxist
explanations
of class
inequality
What does
it show?
[E]
Evidence
that supports
and what it
shows [S]
[I] [R]
Repeat steps
More
evidence
[D]
Criticisms
and what
this shows
[E]
Barbara Greenall April 2010
10
2b) Knowledge & Understanding
Teacher
Student
11-13
Depth and breadth of detailed and accurate K&U of evidence and theories but not
always equally.(there may be detailed description) Confident use of sociological
language and logical structure of answer. There will be a balanced discussion.
8-10
Some depth or breadth of K &U with some use of evidence. At the bottom fewer
points are made Good use of sociological terms and concepts.
4-7
Basic knowledge not well applied to the question. At the bottom there will be
basic sociological knowledge merely described with no obvious connection to the
question.. Some inaccuracies
1-3
Limited K &U. Poor written expression Misunderstanding and inaccurate.
0
No relevant material.
Analysis & Evaluation (AO2)
/30
13-17
Detailed analysis and evaluation with depth and breadth. Reasoned evaluation of
the evidence. Debate will be focussed on the question.
8-12
Some analysis and evaluation with some depth or breadth. At the bottom it may
be one sided or juxtaposed. There will be some focus on the question.
5-7
Basic analysis or evaluation which may be descriptive or assertive. Basic
development of discussion. At the bottom analysis is limited with limited focus
on the question.
1-4
Limited analysis or evaluation with limited if any reference to concepts or
theories with no clear focus on the question.
0
No relevant analysis or evaluation
Barbara Greenall April 2010
11