GCSE Sociology
Unit 1 in detail
Principal Examiner
Janis Griffiths
Question 1
• A few confusions with the choice of
words, mostly fine
• In another year, may well ask as a
question... ‘Which term means ...’
Question 2
• Managed a) and b)
• With c) answers not always developed
to show meaning. ‘Explain ...’ indicates
that development is required.
• Answers to d) not always offering one
thing and explanations not always social
or developed. Usually found 1 mark.
Question 3
• Answers to a) and b) fine.
• Answers to c) often biological in the
‘men are stronger and more fit’ despite
the clue in the item. Was this actually
read?
• Question d) challenged because it
required a focus on socialisation as
applied to sport. New AO3 of context.
Question 3 continued
• Many did not read the question; it
was extension for the better
candidates.
• Appropriate plan
– State method
– Statement
– Develop methodological point or
contextualise to the scenario
Question 4
• Questions a) and b) offered limited
challenge.
• Large numbers of candidates vague on
sanctions.
Question 4 continued
• Answers to d) were either very good or
weak.
– We may offer cues in future exams.
– Use of technical language sought and
often found – though not always
accurately
– Same or very similar point was made
twice and it was difficult to award for
both answers
Question 4 (e) and (f)
• These were differentiating questions.
• (e) Many wrote perfectly sensible open
questions – others were leading, double
questions or closed questions.
• Most were not sure of the purpose of a
pilot study (f) even if they knew what it
was
Question 5
• Poorly handled by many.
• Often defined Agency in terms of
‘place where socialisation takes
place’
Question 5 continued
• (b) was deliberately challenging, and
many found healthy eating, hard
work or discipline for 1 mark.
• The problem is that they were
defined in terms of normal behaviour
and not in terms of a value or
principle underlying behaviour.
Question 5 (c)
• The question required an explanation
of the difference between two forms of
socialisation.
• A clear statement of difference was
therefore needed.
• Many thought primary socialisation
stopped at a precise age, and then
secondary socialisation kicked in.
Question 5 (d)
• Much confusion between how and why.
• A simple answer explaining what
schools may do, with examples: books,
actions of teachers, rules, discipline
would all have sufficed.
• Many talked about how schools offered
opportunities for children to talk to each
other or looked at need to maintain
order
Question 6
• Gender stereotypes identified
• (b) limited answers repeating basic stuff
about advertising
• Some lack of clarity as to meaning of
media
• (e) not handled well. Often only one
point or five. Repetitive and not
concerned with process.
Options: Unit 1
Rule of thumb for marks for a C grade
a) 6/10
b) 6/10
c) 12/20
In practice, C grades could be achieved
with lower marks if section A was done
well
Question 7
a)
Some good candidates ‘over-thought’ the
answer and wrote a lot of theory which could
not be credited
b)
Some vagueness as to the meaning of
cohabitation and in many cases, no attempt to
define or explain.
c)
Very few explained what the changes to
divorce rates actually are – this is a good
introductory paragraph as well. Otherwise, well
rehearsed and clear answers.
Question 8
a)
Considerable lack of clarity on this – generally
they were vague or out of date
b)
This was often done well, though personal
rather than thinking about social advantage of
private education.
c)
This was more challenging than intended –
they struggled with ideas. Those who caught
on that they could compare and contrast
middle class with working class children did
well. Rote learners died on their feet!
Question 9
a)
Some vagueness as to what the media
actually are. Answers tend to be technical
rather than talking about the medium
b)
Generally handled really well
c)
Mostly stereotyped and limited trek through a
couple of media forms such as soap operas
and magazines and rather dated. Limited
reference to body image or changing
stereotypes.
Question 10
a)
Usually fairly well handled – over reliance on
football
b)
Not badly done either, but personal rather than
social
c)
Again, getting over the reliance on football, not
badly done. Tendency to focus on personal
rather than social – noting to ‘get fit’ without
mentioning that fitness is desirable in terms of
body shape and image.
Probably not attempted by many centres.
Option Questions (a) answers
• Focus on description
• May not always be a simple two part
split.
Option Questions (b)
answers
• Lists will work here.
• Explain the meaning of the term.
• Make a point and offer development
and/or an example
Option Questions (c) answers
• This is an essay.
• It needs standard, if short, essay
structure.
• There needs to be careful reading of
questions, paying attention to how
and why
• It needs a little practice to get the
good grades
Strategies
• Learn the key terms
• Keep answers in section A short and
focused.
• If there is confusion, go back later and
check.
• Develop, exemplify and explain points
where necessary
For further information, please
contact the subject officer at the
WJEC
Joanna Lewis
245 Western Avenue
Cardiff
CF5 2YX
joanna.lewis@wjec.co.uk