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