GCSE SOCIOLOGY 1
Contents
WJEC GCSE in SOCIOLOGY
(Full and Short Course)
For Assessment from 2014
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 linear specification: all assessments must be taken at the end of the course.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 2
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
Subject
Option*
June 2014
and each year
thereafter
Unit 1
4511
01 or W1

Unit 2
4512
01 or W1

Short Course
Subject Award
4519
LS or BL

Full Course
Subject Award
4510
LA or UL

* Option Codes
English Medium 01, Welsh Medium W1 - for units
English Medium LS, Welsh Medium BL - for short course award
English Medium LA, Welsh Medium UL - for full course award
Qualification Accreditation Number: Full Course - 500/4431/X; Short Course - 500/5058/8
This is a linear specification: all assessments must be taken at the end of the course.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 3
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 4
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 Adjustments 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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 5
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 6
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 7
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 8
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 9
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.
Specification structure
This focuses on:
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.
© WJEC CBAC Ltd.
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.
GCSE SOCIOLOGY 10
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.
Specification structure
This focuses on:
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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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
GCSE SOCIOLOGY 11
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.
Specification structure
This focuses on:
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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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
GCSE SOCIOLOGY 12
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.
Specification structure
This focuses on:
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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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
GCSE SOCIOLOGY 13
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 14
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
Specification structure
This focuses on:
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 15
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 16
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 17
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.
Specification structure
This focuses on:
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, nonwork, 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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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
GCSE SOCIOLOGY 18
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.
Specification structure
This focuses on:
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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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.
GCSE SOCIOLOGY 19
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.
Specification structure
This focuses on:
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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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.
GCSE SOCIOLOGY 20
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.
Specification structure
This focuses on:
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, multinational 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.
Using evidence to support
understanding.
© WJEC CBAC Ltd.
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.
GCSE SOCIOLOGY 21
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 22
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
40%
40%
20%
100%
Total
Weighting
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:
Written Paper/
Unit 1
Total
Weighting
© WJEC CBAC Ltd.
AO1
AO2
AO3
Total
40
40
20
100
40%
40%
20%
100%
GCSE SOCIOLOGY 23
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 24
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 linear specification in which all assessments must be taken at the end of the
course. Where candidates wish to re-sit, external components must be re-taken.
+
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
200
180
160
140
120
100
80
60
40
100
90
80
70
60
50
40
30
20
Full Course
Qualification
Short Course
Qualification
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 25
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.
© WJEC CBAC Ltd.
GCSE SOCIOLOGY 26
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:









© WJEC CBAC Ltd.
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.
GCSE SOCIOLOGY 27
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 – Linear Specification 2012/MLJ
11 April 2012
© WJEC CBAC Ltd.