This post draws on marked examples from the AQA exam board’s A-level sociology papers 7192/32: Topics in Sociology to demonstrate what you need to do to get an A* grade in sociology A-level.
NB – this post only refers to section A: the families and households option, your option in section A might be different, and you will need to repeat this level of performance in section B in order to A* this paper!
According to the AQA’s 2017 A-level grade boundaries you need an average of about 60 raw marks out of a total of 80 get an A* in paper 2. This means you can ‘drop’ 20 marks and still get into the A* category.
However, let’s play it safe and say that the easiest way to ‘guarantee’ your A* is to just sneak into the top mark bands for each of the questions. If you did this in section A, you would get:
Q04 – 8/10
Q05 – 8/10
Q06 – 17/20
= Total marks of 66/80, if you repeat this performance for the same question styles in section B, COMFORTABLY into the A* category!
The remainder of this post explains how to get top band marks in each of the 3 style of questions on paper 3, drawing on specific examples from a the AQA’s specimen papers and some model marked scripts from last year’s 2017 A-level sociology examination series.
For more details on how these exams are assessed, please see the AQA’s web site.
Strategies to get an A* in A Level sociology (focusing on paper 7192/2, families and households option)
Question 04: the 10 mark, no item, question: outline two ways/ reasons/ criticisms, no item
The example below, from the 2017 paper 2 achieved 8/10.
Question 06: the 20 mark ‘evaluate’ something using the item essay question
This question will ask you to evaluate something using an item.
To get into the top mark band, you basically need to demonstrate excellent knowledge and understanding, analysis and evaluation, AND use the item, and conclude!
Below is a link to a response taken from the AQA’s 2016 specimen material which achieved 17/20 – so just into the top band!
This is an example of a 17/20 top band answer to the above question, as marked by the AQA.
In the pictures below, I’ve highlighted all of the candidate’s evaluations in red to show you the balance of knowledge and evaluation required to get into the top mark band!
This is also a good example of a borderline Band 4-Band 5 answer… it just wants a little more evaluation to go up even higher.
The mark scheme (top two bands)
Student’s Response (concepts highlighted in blue, evaluation in burnt orange)
NB It’s the same response all the way through, I’ve just repeated the title on the two pages!
KT’s commentary
This is a bit of a bizarre essay, but this is a good example of how to answer it.
Without the final paragraph it would be floundering down in the middle mark band!
This post draws on marked examples from the AQA exam board’s A-level sociology papers 7192/3: Crime and Deviance with demonstrate what you need to do to get an A* grade in sociology A-level.
NB – The later links below will only become operational later this week! (Everything by Weds!)
However, let’s play it safe and say that the easiest way to ‘guarantee’ your A* is to max out the short answer (4-6) mark questions, and then sneak into the top mark bands for every other question. If you did that you’d end up with a total score of 67/80, made up of the marks as below
Q01 – 4/4 marks
Q02 – 6/6 marks
Q03 – 8/10 marks
Q04 – 25/30 marks
Q05 – 17/20 marks
Q06 – 8/10 marks
= Total marks of 68/70, which is still COMFORTABLY into the A* category!
The remainder of this post explains how to get full marks in the first two short answer ‘outline and explain’ (4 and 6 mark) questions and then examines the ‘top band’s of the mark schemes for the other 10 mark and essay questions, drawing on specific examples from a the AQA’s specimen papers and some model marked scripts from last year’s 2017 A-level sociology examination series.
For more details on how these exams are assessed, please see the AQA’s we site.
Strategies to get an A* in A Level sociology (focusing on paper 7192/3)
Questions 01 and 02: the four and six mark questions
Outline two reasons for ethnic differences in rates of offending (4) which shows a marked 2/4 answer showing you one clear ‘1+1’ point and explanation, but it also contains the mark scheme, which shows you other points and explanations you could have included to get 4/4. STANDARD
Question 04: the big, 30 mark, pure education essay question
This question will ask you to evaluate something using an item.
To get into the top mark band, you basically need to demonstrate excellent knowledge and understanding, analysis and evaluation, AND use the item, and conclude!
Below is a link to a response taken from the AQA’s 2015 specimen material which achieved 25/30 – so just into the top band!
This question can ask you about any method, or any theory (perspective) or any combination of both! Below is an example of a full mark response to the 2017 paper:
This final question will ask you to outline and explain two reasons, arguments, ways, criticisms etc…. there is no item, and unlike the other 10 mark question, there are no marks for evaluation!
Below are links to two marked exemplars, both of which achieved 10/10.
Remember that this exact question could appear on either paper 1, or paper 3!
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.
Crime and Deviance Revision Notes for Sale
If you like this sort of thing, then you might like my Crime and Deviance Revision Notes – 31 pages of revision notes covering the following topics:
Consensus based theories part 1 – Functionalism; Social control’ theory; Strain theory
Consensus based theories part 2 – Sub cultural theories
The Traditional Marxist and Neo-Marxist perspective on crime
Labeling Theory
Left- Realist and Right-Realist Criminology (including situational, environmental and community crime prevention)
Post-Modernism, Late-Modernism and Crime (Social change and crime)
Sociological Perspectives on controlling crime – the role of the community and policing in preventing crime
Sociological Perspectives on Surveillance
Sociological Perspectives on Punishment
Social Class and Crime
Ethnicity and Crime
Gender and crime (including Girl gangs and Rape and domestic violence)
Victimology – Why are some people more likely to be criminals than others
Global crime, State crime and Environmental crime (Green crime)
The Media and Crime, including moral panics
Sources
The AQA’s 2015 A level specimen paper and commentaries.
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods. Published: Autumn 2017
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/3: Crime and Deviance with Theory and Methods. Published: Autumn 2017
This is an example of a 25/30 answer to the above question, as marked by the AQA.
In the pictures below, I’ve highlighted all of the candidate’s evaluations in red to show you the balance of knowledge and evaluation required to get into the top mark band!
This is also a good example of a borderline Band 4-Band 5 answer… it just wants a little more evaluation to go up even higher.
The mark scheme (top two bands)
Student’s Response (evaluation highlighted in red)
NB It’s the same response all the way through, I’ve just repeated the title on the two pages!
Examiner’s commentary
This is a thorough account of a range of functionalist studies. There is sophisticated understanding of the material presented.
Analysis is clear and the material is well explained using appropriate concepts. This conceptual detail in some evaluation is shown, although this is limited to internal evaluation between the various functionalist perspectives.
Other perspectives are only briefly mentioned in the final paragraph. This could be developed further to show a clear debate between perspectives. The answer shows application of material from the item and also from the student’s knowledge. This is accurately applied to the question.
The final concluding paragraph could be more developed. The brief points on Marxism and feminism could be developed throughout the answer rather then simply stated at the end.
This post draws on marked examples from the AQA exam board’s A-level sociology papers 7192/1: Education with Theory and Methods to demonstrate what you need to do to get an A* grade in sociology A-level.
NB – The later links below will only become operational later this week! (Everything by Friday!)
However, let’s play it safe and say that the easiest way to ‘guarantee’ your A* is to max out the short answer (4-6) mark questions, and then sneak into the top mark bands for every other question. If you did that you’d end up with a total score of 67/80, made up of the marks as below
Q01 – 4/4 marks
Q02 – 6/6 marks
Q03 – 8/10 marks
Q04 – 25/30 marks
Q05 – 16/20 marks (because top-banding is HIGHLY unlikely
Q06 – 8/10 marks
= Total marks of 67/70, which is still COMFORTABLY into the A* category!
The remainder of this post explains how to get full marks in the first two short answer ‘outline and explain’ (4 and 6 mark) questions and then examines the ‘top band’s of the mark schemes for the other 10 mark and essay questions, drawing on specific examples from a the AQA’s specimen papers and some model marked scripts from last year’s 2017 A-level sociology examination series.
For more details on how these exams are assessed, please see the AQA’s we site.
Strategies to get an A* in A Level sociology (focusing on paper 7192/2)
Questions 01 and 02: the four and six mark questions
I’ve covered this in this post: how to answer 4 and 6 mark questions in A-level sociology. This post outlines the ‘1+1’ technique to answering these questions as well as containing a few examples
You might also like the following post:
A 4/6 mark answer from June 2017 – Outline three ways in which factors within school may affect gender differences in subject choice (06) – link takes you to a 4/6 marked response, but includes the mark scheme which shows you how you could have got 6//6.
Q03: Applying material from item A ‘Analyse Something’
To summarise the key points from the top band of the mark scheme for this type of question, you need:
Good knowledge and understanding of relevant material
Two reasons/ ways/ effects (whatever the action word is)
Two developed applications from the item
analysis and/ or evaluation of these effects.
So far, so abstract: this link will take you to a full mark answer modified from the AQA’s 2017 A-level education paper.
You might also like this post, which outlines a 5/10 marked response, with good indicators of how to do it, and how not to do it!
Question 04: the big, 30 mark, pure education essay question
This question will ask you to evaluate something using an item.
To get into the top mark band, you basically need to demonstrate excellent knowledge and understand, analysis and evaluation, AND use the item, and conclude!
Click here for example of a 28/30 mark answer from the June 2017 Paper…. the question is on ‘the role of education in transmitting values’.
Q05: The Methods in Context Question
This is the question which asks you to evaluate the usefulness of using any method to research any topic within education.
The AQA marks these questions in band, let’s forget about bands 1 and 2, your’re way better than that:
Band 3 = good knowledge of methods
Band 4 = method applied to researching education in general
Band 5 = method applied to researching the topic in particular.
This is an example of a 20/20 methods in context answer, marked by the AQA (taken from an AS exemplar paper, but the format of question is the same for the A-level). The specific question is ‘Applying material from [the item], and your own knowledge, evaluate the strengths and limitations of using structured interviews to investigate the influence of the family on pupils’ education (20).
Q06: Outline and Explain Two…(10)
This final question will ask you to outline and explain two reasons, arguments, ways, criticisms etc…. there is no item, and unlike the other 10 mark question, there are no marks for evaluation!
Click here for an example of a full mark, 10/10 answer to to the question: ‘outline and explain two arguments against the view that sociology is a science (10). This is taken from the AQA’s 2015 Specimen material.
Remember that this exact question could appear on either paper 1, or paper 3!
mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
short answer exam practice questions and exemplar answers
how to write sociology essays, including 7 specific templates and model answers on the sociology of education
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.
Sources
The AQA’s 2015 A level specimen paper and commentaries.
A-level SOCIOLOGY: Feedback on the Examinations Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods. Published: Autumn 2017
‘Methods in Context’ questions appear on A Level Sociology Paper 1 (Education with Theory and Methods) and AS Sociology Paper 1 (Education with Methods in Context).
Methods in Context questions will ask students to evaluate the strengths and limitations of any of the six main research methods for researching a particular topic within the sociology of education, applying material from the item.
Students often struggle with these questions and so it is useful to have exemplars which demonstrate how to answer them. Thankfully the AQA has recently released some of these, with examiner commentary, and below I’ve reproduced a top band 18/20 answer to one particular methods in context question!
NB – I’ve take this directly from the AQA’s feedback to the 2017 AS sociology exam series (specific source below), but I’ve repositioned the comments on each paragraph to make them more accessible (at the end of each paragraph, rather than at the end of the whole essay.
The specific question below appeared on the June 2017 AS Sociology Paper 1 – the whole paper is now publically available from the AQA’s web site.
Read Item B below and answer the question that follows.
ITEM B
On average, working-class pupils underachieve in education compared with those from middle-class backgrounds. Some sociologists believe that material deprivation is one factor that causes working-class underachievement. Other sociologists argue that values and attitudes in working-class homes may cause underachievement. School factors may also affect achievement.
Sociologists may use written questionnaires to study working-class educational underachievement. Using written questionnaires enables the researcher to reach a large number of pupils, parents and teachers. Also, those who complete the questionnaire can usually remain anonymous. However, not all those who receive a questionnaire will complete it.
Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational underachievement.
The Mark Scheme (Top Band Only: 17-20)
Answers in this band will show accurate, conceptually detailed knowledge and good understanding of a range of relevant material on written questionnaires.
Appropriate material will be applied accurately to the investigation of the specific issue of working-class educational underachievement.
Students will apply knowledge of a range of relevant strengths and limitations of using written questionnaires to research issues and characteristics relating to working-class educational underachievement. These may include some of the following and/or other relevant concerns, though answers do not need to include all of these, even for full marks:
the research characteristics of potential research subjects, eg pupils, teachers, parents, (self-esteem; literacy skills; attitude to school)
the research contexts and settings (eg school; classroom; home environment).
the sensitivity of researching working-class underachievement (eg schools’ market position; negative publicity; vulnerability of participants; parental consent; teacher reluctance).
Evaluation of the usefulness of written questionnaires will be explicit and relevant. Analysis will show clear explanation and may draw appropriate conclusions
Student Answer – Awarded 18/20 (AS standard!)
Picture version:
Page 1
Page 2
Text Version:
Paragraphs as in actual student response, numbers added for clarity.
Examiner comments appear in red after each paragraph.
ONE – Written questionnaires are a type of survey where questions are standardised and distributed to large numbers of people. This is useful in an educational setting because it means they can be given to numerous students in numerous schools, something which is very important when investigating working class pupils as there are many regions which are predominantly working class.
First paragraph – general advantages of written questionnaires – standardised and large distribution. Attempt to link to topic
TWO – One major advantage of using questionnaires is that they pose relatively few practical issues. They are fairly cheap to create and distribute and they quick to fill out, especially if all questions are closed ended. This means that access is not usually an issue for the researcher as they will not disrupt lessons as much as other methods such as structured interviews, meaning that the researcher is more likely to received permission from the gatekeeper. Furhtermore, working class pupils are more likely to need to take on paid work and so the quick-nature of questinnaires which are not very time consuming means that they are useful for investigating working class underachievement.
Para 2 – advantage of Wc related to context of research in schools (gatekeepers).
THREE – However, when investigating working class pupils there may be the issue of cultural deprivation, particularly language issues. Berciler and Englemann argue that the language spoken by the working class is deficient, a particular issue when trying to interpret the questions on a written question questionnaire. When coupled with the fact that questionnaires are written in the elaborated code but working class pupils (and parents) tend to speak in the restricted code this can be a major problem in gaining accurate results; unlike with other methods, questions cannot be clarified
Para 3 – good link to topic and WQ re language and speech codes.
FOUR – As well as posing few practical issues, written questionnaires do not pose many ethical issues. This is because the respondent can remain anonymous if they so wish and they can also leave any intrusive or sensitive issues blank. When studying working class underachievement this is a particular advantage because some pupils may be embarrassed to discuss their home lives, particularly if they live in poverty.
Para 4 – ethical issues discussed – anonymity developed with reference to topic
FIVE –Even though there are relatively few ethical uses, the researcher must be aware of harm to respondents. For working class children there may be a stigma attached, and for sensitive issues such as home life, the use of questionnaires can still cause distress. Nevertheless, the fact that respondents are not obligated to respond means this ethical problem is easily overcome.
Para 5 – further developed with reference to topic
SIX – From the perspective of a positivist, written questionnaires are a useful way to investigate working class underachievement because the data produced when using standardised questions is quantitative and high in reliability. This makes questionnaires useful for investigating working class underachievement because it allows cause and effect relationships to be established, for example whether or the not the structure of the education system reproduces working class underachievement, or whether there is a correlation between family background and achievement. However, the nature of written questionnaires can be an issue if the researcher’s meaning is imposed onto the questionnaire so it is another fact that must be taken into account
Para 6 – various positivist concepts – good on usefulness of WC – but not unique to topic
SEVEN – From the point of view of an interpretivist, written questionnaires are not useful when investigating working class underachievement because the data lacks validity. While questionnaires may be able to identify that factors such as material deprivation may influence the achievement of working class pupils, it does not get to the heart of the matter. Written questionnaires do not investigate the meanings that pupils may attach to the reasons they may underachieve, and do not let the respondent communicate their ideas freely. Because of this lack of validity interpretivists do not favour the use of written questionnaires to investigate working class underachievement.
Para 7 – interpretivism and validity – not related to topic specifically (generic)
EIGHT – Ultimately, written questionnaires can be useful to investigate working class underachievement because the data is easy to analyse and compare, which may be useful as the data could be used over time to look at whether government policies put in place to reduce working class underachievement really work. Not only that but they are representative, so generalisations about the wider population can be made in a way that methods favoured by interpretivists cannot.
Para 8 – attempt to relate strengths of WQs to topic
Overall COMMENT – very strong on method with some (2/3) clear links to topic
Theory and Methods A Level Sociology Revision Bundle
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
Contents include:
74 pages of revision notes
15 mind maps on various topics within theory and methods
Five theory and methods essays
‘How to write methods in context essays’.T
Sources:
AS
SOCIOLOGY
Paper 1 Education with Methods in Context
Tuesday 16 May 2017
AS
Sociology
7191/1 Education with Methods in Context
Final Mark scheme
7191
June 2017
Version/Stage: v1.0
AS
SOCIOLOGY
Feedback on the exam(s)
Student responses and commentaries: Paper 1 Education with Methods in Context
Published: Autumn 2017
An Essay Plan for A Level Sociology paper 7192 (1) using the PEEC method – Point, Explain, Elaborate, Criticise repeat. You should also include an introduction and an evaluative conclusion.
Point – Simply state something Functionalists say about education
Explain – Explain what is meant by the ‘Function’ of education mentioned previously
Expand – this could mean giving examples, evidence, or explaining in more depth
Criticise – criticise with evidence against or limitations
(P1) Secondary Socialisation and Value consensus
The teaching of norms and values after the family – leading to agreement around these norms and values
More school types – more diversity, surely = less value consensus?
(P2) Teaching skills for work – economic function
Diverse subjects,
Punctuality
Vocationalism and apprenticeships have expanded
Are apprenticeships useful?
Tea servers
(P3) Bridge between home and school
School prepares us for the world outside the family – it acts like a society in miniature
Particularistic/ Universalistic Standards
Doesn’t apply to everyone – Home schooling
R(P4) Role Allocation
Different qualifications sift people into appropriate jobs
Does this through exams – sifting and sorting
Meritocracy (since 1944)
Marxism – not meritocratic – myth of meritocracy,
Private schools
Feminism – gender stereotyping and subject choice
Evaluate using other perspectives –
Marxism – Agrees with Functionalists that school socialises us into shared values, but these values are the values benefit the ruling class (we get taught that inequality is natural and inevitable, we believe in the myth of meritocracy and so end up passively accepting society as it is.
Feminism – Functionalism ignores the gender divide in school
Interactionism – Argues Functionalism is too deterministic – it sees individuals as passive, but there is a lot more evidence that pupils are active and aren’t just moulded by the school system
Conclusion – You must point out that this perspective is too optimistic and overgeneralises!
There are three main types of ‘question’ in A-level sociology exams:
Outline and explain questions
Analyse questions
Evaluate questions
This (hopefully) raises the question (is that a pun?) about what you’re likely to be asked to outline and explain/ analyse or evaluate….
If you read to the AQA’s specification carefully, which I’ve done (I couldn’t sleep the other night, it did the trick nicely), then you’ll find that there are 7 ‘core themes’ in A level sociology that examiners are likely to wrap these three basic question types around.
Seven basic types of outline (and explain) questions
Outline simply means give a reason and explain how….
Outline and explain three ways in which a concept ‘manifests itself in society.
Outline and explain the effects of various social policies/ social changes
Outline and explain the reasons for social class/ ethnic and gender differences in society
Outline and explain the reasons for various social changes
Outline and explain all of the five perspectives on education/ families
Outline and explain a positivist/ interpretetivst approach to social research
Outline and explain the strengths and limitations of any research method
Seven basic types of analyse question
Analyse means picking something apart into its component parts…. basically it involves outlining and explaining and then ‘digging deeper’ to explain even further…
Analyse how a concept relates to other concepts/ perspectives
Analyse the reasons for social changes
Analyse the impact of social policies/ social changes
Analyse the reasons for social class/ ethnic and gender differences in society
Analyse the functions which institutions perform in society, using any of the perspectives
Analyse how globalisation has affected social life.
Analyse any social problem quantitatively or qualitatively…
Seven basic types of evaluate question
Evaluate means to demonstrate the strengths and limitations of something….you typically do this by considering a claim from another perspective, or by using evidence to support or refute it.
Evaluate the usefuleness/ relevance of a concept in explaining social phenomena today.
Evaluate how significant a certain factor is in explaining changes in society
Evaluate the view that a particular social policy/ social change has had a negative or positive impact on society.
Evaluate the view that a particular reason is the most significant reason for class/ gender or ethnic differences in society.
Evaluate the usefulness of any perspective for helping us to understand the role of institutions in society.
Evaluate the view that globalisation has had a positive/ negative effect on any aspect of social life.
Evaluate the usefulness of quantitative/ qualitative approaches to social research (possibly applied to a particular topic)
Thoughts on using these question types to teach A-level sociology
It’s relatively easy to differentiate teaching according to whether you’re asking students to ‘outline’ (easy) or analyse/ evaluate (more difficult), but I also think teachers need to be VERY AWARE of the which of the seven types of question they are getting students to think about, as each has a different kind of ‘flavour’ which influences the way it should be approached.
NB – the question types above are not meant as an exhaustive account of all the possible question types students might be asked about in the exam, but if you focus on getting students to think about these questions you’re covering most of the bases.
Two other types of basic sociology question…
There are other ‘action words’ for sociology questions, such as define and apply, which students also need to be able to answer, but I really wanted to keep the above focused on the three main types of exam style question…
Define questions
Define any sociological concepts (and give example to illustrate)
Apply questions
Apply a perspective in order to explain any social phenomena/ media event/ social trend.
Crime and deviance with theory and methods is the third and final exam paper (7192/3) in the AQA A level sociology specification – below are a few thoughts on how I would’ve answered the paper from the June 2017 exam…
Sociology paper 3: Crime and Deviance with Theory and Methods, 2017
Q01 – Two reasons for ethnic differences in offending
I’m a bit concerned that the plural on differences means you need to talk about two different ethnic groups… so to be on the safe side. (Of course it’s not obvious that you need to do this from the question, and maybe you don’t, but remember the AQA’s burning hatred of teenagers… I wouldn’t put it past them!
To be on the safe side…
African-Caribbeans more likely to end up in jail due to more serious nature offences (knife/ gun convictions) compared to whites
Asians over represented due to Islamophobia – more labelling by media/ public/ police = higher conviction rate.
Both of those need to be better articulated, but they are two completely different reasons!
BUT – Have you really nailed the difference between integration (belonging/ connections) and regulation (clarity of rules/ prevention of anomie)?
Q03 – Analyse two ways in which deviant subcultures may respond to the difficulties of achieving mainstream goals
The item directs you to underachievement at school and deprived or unstable neighbourhoods. You could draw on the material from subcultural theory – so I’d go with…
Albert Cohen’s status frustration and the standard rebellious subcultures.
Then you could draw on Cloward and Ohlin’s subcultural types (there’s that burning hatred of teenagers again, this is turgid old stuff that could be relevant) – criminal or retreatist subcultures
Obviously topped and tailed with an intro and conclusion
Q05 – Outline two advantages of choosing overt observation compared to covert observation
I covered this at the bottom of this post of participant observation, but you’d need to expand on all the points!
I’d probably go for point 1 validity and point 2 on ethics to make sure the two points are very different.
One thing you NEED to do for this is to compare the two -overt and covert!
Q06 – Evaluate the view that conflict approaches are more useful than consensus approaches in our understanding of society
Straightforward – the item directs you to consensus and Marxism and labelling theory (also Weber’s social action theory, but I’d leave that aside and just settle for 16 or 17 out of 20) and talks about power.
So simply –
Point 1 – Functionalism and evaluate using contemporary evidence
Point 2 – Marxism and evaluate using contemporary evidence
A few hints for how I recommend answering the Crime and Deviance section of AQA’s paper 3 (which also contains theory and methods, more of that later). NB – What’s below isn’t endorsed by the AQA, but it’s my best interpretation based on what I’ve been told works.
If you like this sort of thing, then you might like my Theory and Methods Revision Bundle – specifically designed to get students through the theory and methods sections of A level sociology papers 1 and 3.
