Tag: exam

Applying material from Item C and your knowledge, evaluate the view that conflict approaches are more useful than consensus approaches to our understanding of society (20)

How to get full marks for a 20 mark theory essay in A-level sociology

Below is an example of an abbreviated (by me) marked response to the 20 mark theory essay which came up in the 2017 A-level sociology paper.

The specific question under investigation in this case is: ‘Applying material from Item C and your knowledge, evaluate the view that conflict approaches are more useful than consensus approaches to our understanding of society’ (20).

For general advice about how to answer the whole of paper three please see this post on ‘the 2017 crime and deviance with theory and methods’ paper.

The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA website).

The Question with Item 

AQA Sociology 20 mark essay mark Scheme

The Mark Scheme (top band only)

AQA Sociology 20 mark essay mark Scheme 2

Student Response:

Sociology is divided between conflict and consensus approaches. The former believe there is harmony in society because of shared values (Functionalists), the later believe society is not harmonious but based on a division between a dominant and subordinate group (Marxists/ Feminists)

Some sociologists argue conflict approaches are more useful than consensus approaches for understanding society – Marxists view society as a conflict between the Bourgeosie (ruling class) and proletariat. They argue there is no harmony because the former exploit the later to create profit and keep their businesses running. The proletariat feel frustrated and alienated because they don’t control the means of production and technological advancement means many are losing their jobs and being made redundant. This all serves the interests of the ruling class who look for new, innovative ways to increase their profits. Marxists argue that certain aspects of society which appear functional are simply a false consciousness – making it appear the Bourgeoisie care about their workers but in reality they don’t for example health and safety laws exist so the proletariat are fit to keep working. However, Marxism only looks at the economic contribution of society and argues that all other institutions are influenced by the economy. Yet many would disagree, arguing that the purpose of the family or religion is to provide comfort, not profit for the Bourgeoisie.

Moreover, labelling theory also argue that conflict approaches act as a better understanding to society than consensus approaches. As an action theory, it argues that if we believe that an event is real, then it will have real consequences. Therefor they look at labelling in society and how there is link between conflict and power (item C) – an individual is given a label in society which influences their behaviour. Becker found that if a student is labelled as deviant then they are more likely to underachieve in school because they accepted that label as a self-fulfilling prophecy. When labels are given from those in higher authority, then they become a master status and become a dominant feature of the individual, which can lead to a deviant career. This also happens with certain crimes – e.g. those with the drug label are more likely to have the crime and the label enforced. However, LT is criticized for not taking into account wider structural features of society such as how capitalism influences people’s behaviour.

However consensus theories are critical (repeats question)… they argue societies are based on shared values and value consensus which allows institutions to harmoniously work together (item C). Parsons argues that this is because of functional prerequisites. Firstly there is economic adaptation to society to meet the economic needs of members, there is goal attainment where society create goals and allocates resources to these goals – the role of government. Then there is integration so the different institutions can meet share goals – the media, education, religion. Finally there is latency where the family socialises individuals into shared norms that society needs: instrumental and expressive role. Thus society hasn’t collapsed because it has a shared value system.

However, functionalism is criticised by postmodernists because it has an absolutist view of society as being functional for all. It neglects the fact that society is fragmented and diverse and the rise of different social movements like black lives matter or Feminism contradict the view that individuals form cohesive communities.

In conclusion it seems Functionalism as a consensus theory has relatively good ideas… for example that social change in society is a result of increasing complexity of society and to ensure that society doesn’t move into a state of anomie so equilibrium occur, different bits of society adapting to compensate.

However conflict theory seems more useful in understanding our society where there is complexity and no longer individuals who follow the same norms and values but rather join different groups which enhance their individual personal beliefs.

Examiner Commentary:

Well, at least one student’s been paying attention for the last couple of years!

Mark: 20/20

Signposting

This post has primarily been written to help students revise for their A-level sociology exams.

For more revision help please see this page: Exams, essays and Short Answer Questions.

This is a similar question applied to Crime: Evaluate Consensus Theories of Crime.

Please click here to return to the homepage – ReviseSociology.com

Sources:

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

Evaluate the usefulness of functionalist approaches in understanding crime and deviance (30)

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)

crime-deviance-essay-full-mark-answer.png

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!

Evaluate functionalist views crime essay (30).png

Evaluate consensus theories crime (30).png

 

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.

Analysis is explicit and relevant.

Source 

AQA specimen material 2015

Analyse two ways in which deviant subcultures may respond to the difficulties of achieving mainstream goals (10)

How to get full marks for a 10 mark ‘item’ question in sociology A-level.

Below is an example of an abbreviated (by me) marked response to a 10 mark ‘analyse with the item question’ which achieved a top band-mark, 10/10 in fact!

For general hints and tips on how to answer all questions across paper three please click hhttps://revisesociology.com/sociology-revision-exam-advice/ere.

The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA website).

The Question with Item 

crime deviance 10 mark question.png

The Mark Scheme (top band only)

sociology-crime-deviance-10-mark-question-mark-scheme.png

Student Response:

Point one

One way deviant subcultures may respond to the difficulties of achieving mainstream goals is by offering alternative ways of attaining success. Cohen found that working class boys often felt a strain to achieve in the middle class education system.

This is because the education system did not offer them equal chance of attaining mainstream goals (item A) because it not have the same norms as them and the boys experienced a culture clash.

As a result the boys responded by creating a subculture which revolved around an alternative status hierarchy, valuing hostility and spite, rewarding behavior mainstream society condemned.

They wanted the same goals as the middle class: status and success but their inability to attain so led them to achieving status from their peers through truanting and vandalism.

This means that deviant subcultures look for different ways to attain mainstream goals when the opportunities to do so are taken from them. However, Cohen is criticized for assuming that the working class boys all had the same shared goals: not all of them considered themselves a failure.

Point two

Cloward and Ohlin argue that not all deviant subcultures respond to the difficulties of achieving mainstream goals in the same way. They argue that the neighbourhood a person lives in creates different types of subculture in response to attaining goals.

Unstable neighbourhoods (item A) can reproduce criminal subcultures, creating an apprenticeship for crime and allowing people to socialise with adult criminals, meaning that children turn to utilitarian crime such as theft to achieve consumerist goals.

On the other hand, deprived neighbourhoods create conflict subcultures where high rates of unemployment and social disintegration mean people turn towards non utilitarian crime due to frustration. This means people turn to crime out of frustration, not to gain status.

However, this is deterministic, as not all people from deprived neighbourhoods turn to crime.

Examiner Commentary:

Mark: 10/10

crime deviance 10 mark question comments

KT’s commentary:

  • This looks like overkill to me, I would have thought this is easily 10/10!
  • Note that you can still achieve full marks while referring to dated sociology!

Source:

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

Applying material from Item B and your knowledge, evaluate sociological explanations of the role of education in transmitting ideas and values.

How to top mark band in a 30 mark education essay, A-level sociology, AQA.

Below is an example of a 30 mark essay question which achieved 28/30.

It’s an interesting example of a question which looks like its asking you to evaluate a specific aspect of the Functionalist perspective on education. However, if you look more closely at the item, you’ll need to do this by drawing on Feminism and Postmodernism to evaluate!

The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA 0website) and the specific question is as follows:

The Question with Item 

A-level-sociology-30-mark-question-item

Mark Scheme (Top Band Only)

A-level-sociology-mark-scheme-30-mark-question-top-band.png

Student Response (paraphrased by KT)

Item B states that education plays a role in socialisation. Feminists argue that education reinforces hegemonic masculinity. However, other sociologists such as Functionalists argue that education transmits shared values and post-modernists for example argue that education is diverse and transmits a range of values.

Feminists suggest that education transmits patriarchal ideology. Radical Feminists would say that male teachers/ pupils behave in ways that reinforce hegemonic masculinity. For example, male teachers tell boys off for ‘behaving like girls’ and they also ‘rescue’ female teachers when they are disciplining students. Radical feminists say that this makes females feel inferior to males and therefor means that the role of education is to reinforce the idea that males are the dominant gender. However, a specific evaluation is that the male teachers may rescue female teachers because they are in a more authoritative position. Additionally, post-modernists would disagree with feminists and argue that education is no longer based on inequality, but based on diversity.

Functionalists suggest that education transmits shared values. Durkheim argues that the role of education is to create social solidarity and value consensus. He argues that education achieves this via assemblies, teaching a common history (giving a sense of national identity and bring people together) and teaching core values such as respect which bring social order. Parsons agrees and argues that education is the focal socialising agency and ‘Parsons bridge implies that education takes people from particularistic values of the family/ home to universalistic values of the work place. The New right agree with functionalists that the role of education is to transmit shared values. However, Marxists disagree with functionalists and argue that the socialisation aspect of the role of education is not to create value consensus but that education is uses as an ideological state apparatus, to transmit ruling class ideology.

Marxists suggest that the role of education is to ‘brainwash’ the working class. Althusser argues that education is an ideological state apparatus that transmits ruling class ideology in order to legitimse the inequality caused by the capitalist class. Bowles and Gintis argue that there is a ‘hidden curriculum’ that socialises the working class into obedient workers in order to benefit capitalism. For example, they are taught that being punished for minor issues is acceptable and the importance of punctuality and that they have to obey the people above them in the social hierarchy – e.g. teachers then boss. However, a specific problem of the hidden curriculum is that a study by Willis showed that students can see through the role of education and reject the hidden curriculum.

Bowles and Gintis also argued that there is a correspondence principle where school mirrors work. Similarities such as extrinsic satisfaction (only doing something for rewards, not because you enjoy it eg school to get GCSEs, work to get money) socialise working class pupils to not expect a rewarding job when they leave school and this benefits the capitalist class. As a result, Marxists argue that the role of education is to transmit ruling class ideology and benefit the bourgeoisie. However, functionalists and new right disagree and argue that values are shared to create a value consensus. They argue that marxism is wrong for basing it on conflict when it is really consensus.

Functionasts such as Parsons suggest that education is meritocratic. This means that pupils are taught that they need to work hard if they want to achieve. He argues that the education system is based on this which suggests people only fail if they do not try hard enough. However, Marxists such as Bordieu argue that education promotes middle class values which means working class students fail because their values are not wanted by the school – not because of meritocracy. Ball argued that meritocracy is a myth. However, new right agree and argue that it is down to the individual to work hard and achieve.

Perhaps the main strength of explaining the role of education in transmitting ideas/ values is the functionalist view that education is used to create shared values, because it can be applied to real life education because schools do have assemblies and promote core values. Perhaps the main weakness is the postmodern view because although education is more diverse, each school still has an ETHOS that has been developed by middle class individuals.

Post modernists argue that marxists, feminists and functionalists are out of date. Liberal feminists would argue that the role of education is no longer to reinforce hegemonic masculinity but that inequality/ patriarchy is improving.

Examiner Commentary 

Mark 28/30

Conceptually detailed and located within a broad theoretical framework. Sophisticated analysis and applied clearly to the question. Explicit evaluation throughout.

Did not score maximum as at times evaluation was not fully developed, e.g. postmodernism.

KT’s commentary

An obvious strength of this answer, in addition to the above is it’s clear use of the item!

They also use phrases, such as ‘a specific evaluation’ of this is….

This also shows you that you need good depth of knowledge of the basics of functionalism and Marxism, but you also need to evaluate them with specific comments and P/M to top mark band.

Source:

A-level
SOCIOLOGY
Feedback on the Examinations
Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods
Published: Autumn 2017

Applying material from Item A, analyse two effects of increased parental choice on pupils’ experience of education.

How to get full marks for a 10 mark ‘item’ question in sociology A-level.

Below is an example of an abbreviated (by me) marked response to a 10 mark ‘analyse with the item question’ which achieved a top band-mark, or 9/10.

The example is taken from the 2017 Education with Theory and Methods Paper (paper and mark schemes available from the AQA website) and the specific question is as follows:

The Question with Item 

A-level-sociology-10-mark-question-parental-choice

The Mark Scheme (top band only)

A-level-sociology-10-mark-scheme-top-band

Student Response:

Item A states that ‘there is now a wider range of school factors’ which leads to the introduction of academies and free schools. This increases parental choice as parents can choose to send their children to this wider range of schools. This wider range schools has improved pupils’ experience of education because it means that pupils have a more personalised learning experience – e.g. personalised timetables that can include extra revision for example. The New Right argues that academies have  improved education because they have raised standards through competition, but Marxists argue this has mainly benefited the middle classes because they have the cultural capital to take advantage of the education system.

Additionally, the item states that ‘league tables on school performance are also publicly available’. This has increased parental choice because parents can use them and OFSTED to help make a decision about where to send their child. The New Right argue this changes pupils’ experience of education because schools have to raise standards to attract consumer parents. However, Marxists say this only benefits the middle classes as they have the economic capital which leads to cultural capital, they make a choice effectively. In contrast Gerwertz found that working class parents were disconnected choosers – they sent their child to local school, which means working class children have a negative experience of education because they end up going to the failing schools at the bottom of the league tables.

Examiner Commentary:

Mark: 9/10

Both paragraphs are conceptually detailed with analysis, evaluation and located in a theoretical context.

Thorough knowledge and understanding, evaluation and analysis, application needs to be more developed in paragraph one for maximum marks.

KT’s commentary:

Personally I thought the two paragraphs were a bit repetitive, but there you go.

If you like this sort of thing, you might also like to check out this 5/10 mark response to the same question.

Source:

A-level
SOCIOLOGY
Feedback on the Examinations
Student responses and commentaries: Paper 1 7192/1 Education with Theory and Methods
Published: Autumn 2017

AQA A-level sociology exam advice 2018: how to answer 4 and 6 mark ‘outline questions’ (crime and deviance, 2)

Two examples of marked exam scripts from the AQA: one candidate achieved 3/6, the other achieved 6/6.

Together these should give you a good example of the standards of marking on the short mark outline and explain questions which appear on the AQA’s A-level sociology papers 1 and 3

Below is an example of two actual marked response to a 6 mark ‘outline question’, marked by AQA examiners.

The example is taken from the 2017 Crime and Deviance with Theory and Methods Paper (paper and mark schemes available from the AQA website) and the specific question is:

Outline three functions that crime and deviance may perform (6)

While this example is taken from 4 mark outline question from the education paper, the general advice below on how to answer such questions applies equally both the 4 and 6 mark outline questions on both A level sociology papers 3 and 1.

For general advice on how to answer 4 and 6 mark outline questions please see this post here.

The mark scheme for this question is as below:

Two marks for each of three appropriate functions clearly outlined or one mark for each appropriate function partially outlined, such as:

  • boundary maintenance (1 mark); the social reaction to crime and deviance by media and courts reaffirms society’s shared values (+1 mark)
  • deviance brings about social change (1 mark); new ideas or institutions always initially appear as deviance from existing norms (+1 mark)
  •  minor deviance acts as a safety valve (1 mark); it diverts potentially dangerous motivations into less harmful channels (+1 mark)
  • it acts as a warning (1 mark); a high level of deviance indicates an institution is not functioning properly and needs reform (+1 mark)
  •  crime and deviance create employment (1 mark); their existence provides work for those in the media, the criminal justice system, moral entrepreneurs etc (+1 mark).

Other relevant material should be credited.
No marks for no relevant points.

Marked exemplar 1:

outline explain three functions crime.png

KT’s commentary

  • This candidate got 3/6
  • The second point and explanation is just barely enough!

Marked exemplar 2:

Sociology A-level marked examples

KT’s Commentary

  • This is a good example of HOW TO DO IT!
  • Three clear functions (highlighted in boxes) with three clear explanations, underlined.
  • It is also good practice as this candidate does to use examples…  the example works better to my mind in the last point and secures them with a guaranteed 6/6/
  • It must have take quite a while to find such a ‘classic’ example of ‘perfect form’ for a 6 mark outline question. Not many scripts are this clearly 6/6!

Sources:

  • A-level SOCIOLOGY Feedback on the Examinations Student responses and commentaries: Paper 3 7192/3 Crime and Deviance with Theory and Methods
    (Published: Autumn 2017)
  • The AQA’s 2017 Paper 3 Sociology (7192/3) Mark Scheme.

NB – the first document is NOT available on the AQA website, but any teacher should have access to it via eaqa. I’m sharing it here in order to make the exam standards more accessible, and to support the AQA in their equality and meritocratic agendas, because there will be some poor students somewhere whose teachers aren’t organised enough to access this material for them. 

AQA A-level sociology exam advice 2018: how to answer 4 and 6 mark ‘outline questions’ (crime and deviance)

Examples of actual student responses marked by the AQA, showing you the standards expected to get certain marks!

Below is an example of an actual marked response to a 4 mark ‘outline question’, marked by AQA examiners.

The example is taken from the 2017 Crime and Deviance with Theory and Methods Paper (paper and mark schemes available from the AQA website) and the specific question is:

Outline two reasons for ethnic differences in criminal conviction rates (4)

The mark scheme for this question is as below:

Two marks for each of two appropriate reasons clearly outlined or one mark for each appropriate reason partially outlined, such as:

  • The police are racist (1 mark); they are less likely to stop and search white people and so they are less likely to detect their offences (+1 mark).
  • Some minority ethnic groups are relatively deprived (1 mark); and so they commit more utilitarian crime (+1 mark).
  • Ethnic minorities have a younger average age profile (1 mark); and offenders in general are disproportionately young (+1 mark).
  • Some ethnic groups are more likely to commit crimes against the person (1 mark); and so they are more likely to be witnessed by victims, identified and caught (+1 mark).
    Other relevant material should be credited.
    No marks for no relevant points.

While this example is taken from 4 mark outline question from the education paper, the general advice below on how to answer such questions applies equally both the 4 and 6 mark outline questions on both A level sociology papers 3 and 1.

For general advice on how to answer 4 and 6 mark outline questions please see this post here.

Marked exemplar of a 4 mark question:

AQA Sociology marked question

KT’s commentary

  • The first candidate’s response above is an excellent example of a classic ‘1+1’ strategy…. give a reason and explain HOW this leads to differences.
  • Obviously the second response is a good example of ‘how not to do it!’. You need to get yer answers right!
  • The candidate could have selected any of the other ‘identifiers’ in the mark scheme above to pick up an additional two marks.

 

Sources:

  • A-level SOCIOLOGY Feedback on the Examinations Student responses and commentaries: Paper 3 7192/3 Crime and Deviance with Theory and Methods
    (Published: Autumn 2017)
  • The AQA’s 2017 Paper 3 Sociology (7192/3) Mark Scheme.

NB – the first document is NOT available on the AQA website, but any teacher should have access to it via eaqa. I’m sharing it here in order to make the exam standards more accessible, and to support the AQA in their equality and meritocratic agendas, because there will be some poor students somewhere whose teachers aren’t organised enough to access this material for them. 

 

AQA AS Level Sociology: Paper 2 – Research Methods and Topics (families): How I would’ve answered it…

Advice from an AQA examiner on how you should have answered the AQA AS Sociology paper 2: topics and (for most students) families and households

Just a few quick thoughts on what I thought about this paper and how I would have answered some of the questions. You might also like this post:  How I would’ve answered the AQA’s AS Sociology 2018 paper 1: Education and Methods in Context.

Section A: Research Methods

Q01: Outline two problems of using questionnaires with closed questions in sociological research

Looks like a simple start although you will need to think a bit (it is an exam, after all!) to get beyond the ‘imposition problem’. You’ll also need to be careful to talk about just ‘closed’ questions.

I would have gone with:

Both will need expanding on, this is just a quick look!

  • The imposition problem – means respondents can’t express what they really feel.
  • Ethical issues with sensitive topics – closed questions may not allow people to express their feelings.

Q02 – Evaluate the disadvantages of using qualitative methods in sociological research

NICE!

Intro – outline what they are: primary = unstructured interviews, the two types of participant observation. Secondary = LOT – public and private documents. Also mention the sacred Interpretivism vs Positivism.

Then I would do the following with linked evaluations comparing different qualitative methods:

  • Lack of reliability
  • Lack of representativeness
  • Overall evs – good validity
  • A whole host of practical problems.
  • Evs – some are better than others.
  • Generally good ethics.
  • Conclude – they’re a real hassle, and have terrible problems with R and R, but Intp argue it’s all worth it because of the better validity!

 

Section B (Option): Families and Households

Q08 – Define the term primary socialisation

Possibly the easiest question in the history of AS Sociology! I won’t insult anyone by reproducing the answer here…. see this post on socialisation if you MUST double check the definition.

Q09: Using one example briefly explain how childhood might be a negative experience for some children in the UK today.

Also very easy – you could either pick up on something from toxic childhood or go via the increased control of girls/ poverty of the working classes, or just abuse?!?

Q06: Outline three reasons for the fall in the death rate in the United Kingdom since 1900

The AQA are being nice this year, aren’t they! Develop each of these points for an easy 6/6:

  • economic growth
  • medical advances
  • social policies

See this post on the decline in the death rates for how to develop each of the points. NB: you might want something more specific from within each general area!

Q11: Outline and explain two ways in which postmodernists argue that increased choice for individuals has affected patterns of family life (10)

OK so it’s about postmodernism, but it it’s quite general so you should be OK:

In terms of choice for individuals, there is more choice over:

  • whether or not we get married
  • when we leave home, IF we leave home (kidults)
  • whether or not we have children and when we have them
  • what the relationship looks like (pure relationship/ negotiated family)
  • sexuality and sexual identity

Any of the above, developed in terms of PATTERNS of family life – this might be family structures AND/ OR the life course…..

Actually well done the AQA, this is a good question, I likie!

Q12: Evaluate sociological views on the impact of government policies and laws on the role of the family.

The item refers to the functionalist perspective and how this suggests laws support the family, using welfare as an example.

Then it says the New Right believes policies such as the divorce act have undermined the traditional role of the family.

So…if you use the item, you’re basically being asked to focus on the extent to which welfare policies and the divorce act have undermined the ‘traditional role of the family’.

Personally I’d outline the Functionalist and New Right views, discuss the extent to which the policies mentioned in the item have undermined these functions, then focus on other social change factors and bring in postmodernism and feminism to evaluate.

I’d then generalise to other policies – civil partnerships/ maybe policies relating to childhood.

Hmm, you know what, in terms of a balanced and accessible exam paper…

I’m going to say…. 10/10 for this, spot on!

 

 

 

 

 

 

AQA A-Level Sociology Exam Hints and Tips – Video on how to answer the 6 questions on the education with theory and methods paper (7191/2)

A video covering exam technique for the six types of question on the AQA’s A-level sociology Education with Theory and Methods Paper:

Further similar blogs offering advice on the Education with Theory and Methods can be found here:

Essay Plans/ Revision Resources

Education Revision Bundle CoverIf you like this sort of thing, then you might like my sociology of education revision notes bundle – which contains the following:

  1. The PowerPoint which I used to make the vodcast above.
  2. 34 pages of revision notes
  3. mind maps in pdf and png format – 9 in total, covering various topics within the sociology of education
  4. short answer exam practice questions and exemplar answers
  5. how to write sociology essays, including 7 specific templates and model answers on the sociology of education

 

Disclaimer:

Above is my own interpretation of the AQA’s mark schemes, please check on their web site for their advice in their own words. –

AQA AS Level Sociology: Education with Methods in Context 2018: How I Would’ve Answered It.

Just a few quick thoughts on what I thought about this paper and how I would have answered some of the questions…

Q01: Define the term social solidarity…

‘Nice simple start:

Social solidarity is…

‘instilling a sense of belonging to wider society, a sense of commitment to the importance of working towards society’s goals and a feeling that the society is more important than the individual’, as I’ve said in this post on ‘Durkheim’s Perspective on Education ‘

Q02 – using one example briefly explain how boys’ behaviour in school may make it difficult to do well in the education system…

Also fairly easy… you simply need to contrast how ‘laddish subcultures’ conflict with elements of the formal curriculum…. e.g. status gained for bunking lessons, compared to the requirement to attend.

Q03 – Outline three examples of how the education system could be seen as fair to everyone.

Initially seems to be one of those ‘grimace’ type questions… but you could probably get there by drawing on mainly functionalist ideas such as

  • National Curriculum means all children do the same subjects
  • Meritocracy through standardised exams
  • School uniforms>?
  • Equality and diversity programmes.

Obviously you need to say a bit more to get the + 1s for all of the above.

Q04 Outline and explain two ways in which social class may affect subject choice

To start you off two lead points might be…

  • Cultural capital of middle class parents … higher career aspirations, more likely to do science subjects
  • Teacher labelling and stereotyping might mean lower class students are steered into easier BTEC type subjects (because, objectively, they are easier).

Your problem is…. how do you pad out the middle bit?!?

You basically just need to invert this essay plan I knocked up on ‘in-school factors’

Standard essay…. cultural differences, each evaluated then evaluating using the relative importance of in school factors.

Q06: A methods in context question on the strengths and limitations of using official statistics to investigate how successful a school is…

Actually well done the AQA, this is a good Methods in Context question…

Q05: Applying material from item A and your knowledge, evaluate the view that ethnic differences in educational achievement are a result of factors outside the education system (20)

Simply use practical, theoretical ethical as a base… just some of the points you might make…

  • Practical – every school required to collect them, in the same way, good for comparisons, HOWEVER, different schools might be failing because of different reasons, stats may not tell you this.
  • Practical – don’t have to go into schools
  • Theoretical – validity problems – as mentioned in the item…. there is no depth of insight.
  • The item mentions how stats can’t measure things such as pupil happiness, or a sense of community, you might discuss why these can’t be measured
  • Theoretical – good representativeness.
  • Ethical – you could discuss how much harm league tables have done.

All in all, quite a good exam paper!