SY1 The compulsory core1a•This is a knowledge question and requires a definition with an example drawn from the item.

•To get all 5 marks you need 3 clear points and a meaningful reference to the item (see mark descriptors)

1b•This is a socialisation/ social control question that requires a clear description of how the process happens.

•You may be asked about agents of primary or secondary socialisation or both.

•You will have to utilise the item to help to illustrate what you say .

•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.

Skills: AO1 Knowledge AO1 Understanding

1Barbara Greenall April 2010

SY1 Optional Topics2aCommand words: Outline & explainSo 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

2bCommand 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 outlinedExplained and evaluated. Each paragraph might:

D escribeE xplainS upportI nterpretR efer to questionE valuate

2Barbara Greenall April 2010

SY4 Compulsory section1aIdentify 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.

3Barbara Greenall April 2010

SY4 Compulsory section1bDesign a research proposalExplain 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 & UnderstandingAO2 Analysis & Evaluation

4Barbara Greenall April 2010

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

5Barbara Greenall April 2010

SY4 Optional units2aOutline 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 & UnderstandingAO2 Analysis

6Barbara Greenall April 2010

SY4 2a Social InequalityOutline 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 & UnderstandingAO2 Analysis

7Barbara Greenall April 2010

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 8Barbara Greenall April 2010

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.

DESIRE

Skills:A01 Knowledge & UnderstandingAO2 Analysis & Evaluation

9Barbara Greenall April 2010

Conclusion

What does it show?

[E] Repeat steps

More evidence

[D]

Criticisms and what

this shows [E]

Evidence that supports and what it shows [S] [I] [R]

What does it mean?

[E]

What do they say?

[D]

Marxist explanations

of class inequality

10Barbara Greenall April 2010

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)

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

/30 11Barbara Greenall April 2010