Documente Academic
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New Specifications:
for teaching from September 2008
Sociology
GCE AS and A SOCIOLOGY Teachers' Guide 1
Contents
GCE AS and A Level SOCIOLOGY
Teachers Guide
Page
1. Introduction 3
- Rationale 3
- Overview of New Specification 4
- Changes for teaching from September 2008 5
9. Assessment Evidence 34
- Advice 34
- Levels of Achievement 35
The material pro vided i n this b ooklet co mplements th e speci fication and th e s pecimen
assessment ma terials. All th ree do cuments may be a ccessed o n (website pages).
GCE AS and A SOCIOLOGY Teachers' Guide 2
GCE AS and A SOCIOLOGY Teachers' Guide 3
1. INTRODUCTION
Rationale
The Wels h Joint G CE Sociology Spec ification has been draw n up by a team of serving
teachers and examiners of AS/A2 Sociology.
We recognise that Sociology as a subject has grown and developed since its introduction as
an A level specification.
Our intentio n is to provide parity of content and testing procedures for each of the units
within the modules so that teachers can choo se to follow a route through the course th at
would suit their student and institutional needs.
We are res ponsive to t eacher c oncerns and w elcome c onstructive fe edback from c entres
and students who are following our specifications.
In designin g the spec ification, the following elements of good practice in t he delivery of
Sociology at AS/A level have been borne in mind:
90 minutes written Choose from one of the following Two part extended writing
paper three options: question
1. Education
2. Mass Media
3. Religion
Unit SY 3 Choose from one of the following Two part extended writing
Understanding three options: question
power and 1. Understanding Crime
inequality 2. Unders tanding Politics
3. Understanding Health and
60 minutes written Disability
paper
1. World Sociology
2. Social Inequalities
GCE AS and A SOCIOLOGY Teachers' Guide 5
The content has been expanded and clarified in each option fo r th e bene fit o f
teachers and for students.
Note that Understandin g Health and Dis ability is now an o ption on the SY 3 paper
and is therefore an A2 topic.
The emphasis in delive ring the s pecification should be on contemporary debate and rec ent
study. In order to supp ort teachers, much of the suggested additional reading is drawn from
recent publications.
Stimulus ma terial for questions w ill be dra wn from a v ariety of s ources, inc luding rec ent
editions of Social Trends and fro m res earch and journal s relevant t o the subject of each
option.
It is expected that candidates s hould be familiar with the content of s erious newspapers and
publications such as Social Trends and Sociology Review. Candidates will not be required
to be aware of any specific research articles; however, they should be able to draw on such
material in order to provide supporting evidence for answers.
The focus of the course should be on considering iss ues relevant to c ontemporary society.
Debates may then be studied in the light of modern s ociological unders tanding and
developing knowledge of methodology, research and theory.
It is suggeste d that teac hers may wish to p repare candid ates by adopting a c ase study
approach where pos sible. In thi s way candidates will gain transferable sociological and key
skills that can be applied to any analysis of a sociological concern.
The questions on the s ynoptic pap er will require candida tes to be a ware of some of the
wider social debates taking place with reference to world sociology or social inequality.
An in-depth understanding of political issues will not be necessary to succeed in the synoptic
paper, but candidates will be better prepared for the final paper if they have been presented
with a variety of materials which show the c ontribution that recent sociology has to make to
areas of pu blic and policy debate su ch as edu cation, health c are, welfare, redistribution of
wealth, and affirmative action as applied to the synoptic topic of choice.
GCE AS and A SOCIOLOGY Teachers' Guide 7
A traditional route through the AS/A level spec ification would be a relativ ely simple
undertaking as th ere are w ell-established bo oks and resources to support s taff and
candidates. This type of c ourse could c onsist of the following choice of options within the
units:
SY 1 Socialisation (Compulsory)
Option 1 The Family
The intentio n of the sp ecification is to make th e options c omparable, but resourci ng s ome
options ma y offer more problems fo r teachers b ecause the y are not as w ell established in
schools and colleges.
A route tha t w ould offer challen ge, but w hich reflects more rec ent sociological thinking,
would consist of lookin g at the nature of co mmunity. With each o ption choice, the focus
widens to conside r soc ial iss ues of broader global concern. The syn optic element of the
course would then encompass an understanding of the changing nature of world society.
This type of course could consist of the following choice of options within the units:
SY 1 Socialisation (Compulsory)
Option 3 - Community
It is a dvisable for c entres to c onstruct a route through the c ourse that will support their
eventual ch oice of sy noptic option. References and ex amples can be developed as the
course is c onstructed which will offer c andidates a c hance to dev elop sy noptic
understandings even as they stud y for AS lev el Sociolog y. Whichever route is c hosen by
centres, it is expected that candidates should develop sociological skills and understandings
that will prepare them f or higher level study and develop in themselves an awareness of the
cultures and societies of which they may be part.
GCE AS and A SOCIOLOGY Teachers' Guide 8
This is a sample introductory le sson plan for AS Soc iology based o n stimulu s materials
available on the NGfL Cymru Website. This is intended to illustrate how key skills and target
assessment objec tives can be incorporated into the ac tive delivery of Sociology at A level.
Further schemes of work, detailed lesson plans and res ource materials are available on the
NGfL website.
To reinforce the idea that culture forms us and that no individual is free of
culture
Aims of lesson
To work on learning skills vocabulary of sociology
To identify key theme that people are limited by biology but nevertheless
Knowledge and
Discussion/ plenary are able to shape an identity in order to fit in with cultural demands of what
Understanding
is expected on them by others how is that done?
Teacher to explain that there are a variety of written and unwritten rules in
society that govern how we behave and act: norms, values, mores and
laws. Some of these are formal (laws); others are informal (norms etc) and Knowledge and
New information
most can be applied more or less stringently according to social context Understanding
WJEC provides the following as part of its support for all specifications:
WJEC contact details, including those of the Subject Officer, are given at the end of
this Guide.
There are a number of recently produced generic textbooks that are more than adequate for
complete delivery of t he specifi cation. Re alistically, therefore, the spec ification can b e
delivered via current commercial materials targeted at the AS/A level market.
Please Note: For teac hers who wish to enhance their own subject k nowledge, w e have
provided de tailed lists of current r eading. There is no obligation o n either teachers or
students to work their way through this material. Whilst many of the texts suggested for the
various options might not be s uitable for candidate us e, they would be appropriate for
teachers who are interested in ref reshing or e xtending their k nowledge of more recent
sociological writing in those areas.
The s pecification has li mited the content required of candidates in ord er to allow c entres
flexibility in terms of delivery. W e have therefore added s uggestions for relev ant we bsites,
and media stimulus, where relevant, in order to enable centres to vary their appr oaches to
the delivery of Sociology at AS/A level.
The websites, by their nature, are generally a ppropriate f or candidat e use and guidance.
However, whilst most of the sites are well established and have detailed topic guidance or
invaluable links, they are dynamic and we cannot guarantee their content or their life span.
We w ould be pleased to receive further suggesti ons and ideas in order to improve future
editions of this guidance material.
Materials in both Welsh and English have be en placed on the NGfL Cymru website. For
detailed teacher guidance, support, schemes of work and many other resources, please see
www.ngfl-cymru.org.uk/vtc-home/vtc-post-16-home/vtc-as_sociology.htm
www.wjec.co.uk
GCE AS and A SOCIOLOGY Teachers' Guide 10
Centres should stress the importanc e of the following elements of Sociology in their delivery
of units, irrespective of option choice:
Reference to contemporary theory and modern examples will be rew arded. In addition, the
synoptic paper requires a questioning approach and some awareness of how social policies
may affect social events and social structures.
WJEC recognises the constraints on teachers in terms of the materials available for use, but
emphasises that w herever possible or realistic, candidate s should b e offered a ccess t o
evidence, d ata, statisti cs and materials that o riginated less than thirty years ago. Stimulus
material for questions w ill be dra wn from re cent data and public ations. Clearly some
sociological debate, a nd much relevant the ory, predat es the 197 0s, so teac hers must
exercise judgement in their selection of teaching materi als and c andidates will not be
penalised if they make reference to early studies.
Generic tex tbooks that are partic ularly us eful f or students include the following. Teac hers
may s elect v ersions t ailored for AQA or OCR spec ifications depe nding on th e options
selected for examination:
McNeill P, Blundell and Griffiths, (2003) Sociology AS, The Complete Companion,
Nelson Thornes
Moore, S., Aiken, D. & Chapman, S. (2002) Sociology for AS and Sociology for
A2, Collins
Taylor P et al, (2004) Sociology in Focus, Longmans
GCE AS and A SOCIOLOGY Teachers' Guide 11
There are a number of publishers who produce series of individual texts for options, see
Sociology Review, Philip Allan Publishers, Bookpoint Ltd, 130 Milton Park,
Abingdon, OX14 45B
www.philipallan.co.uk
New Internationalist, Tower House, Lathkill Street, Market Harborough, LE16 9EF
BBC Radio 4 and the World Service are highly recommended. The BBC has an excellent
Website and discus sions can be dow nloaded t o MP3 players for play ing on computers or
direct to I-Pod. Of particular interest are:
Candidates should al so be encoura ged to read newspapers and maga zines with a critica l
and s ociological ey e. Materials draw n from t hese sources may well be us ed a s stimu lus
materials for examinations.
In addition, teachers an d lec turers of Sociol ogy may find u seful support from their subjec t
association, w hich has a useful journal covering both soc iological and profes sional issues .
There is als o a highly d eveloped ra nge of resources and materials, links to good w ebsites
and a series of professional conferences supporting teachers of Sociology.
Web: www.atss.org.uk
Email: Atss@btconnect.com
GCE AS and A SOCIOLOGY Teachers' Guide 12
http://www.ngfl-cymru.org.uk/vtc-home/vtc-as_a_level-home/vtc-as_sociology.htm
Additional material is planned and is being prepared for the site, including
Single lessons on topics with resource materials and teacher guidance as to how
the material can be used.
The list of websites is comprehensive and the links are checked regularly to ensure that they
are still live and of use to teachers. Please contact NGfL Cymru if you become aware of new
and useful sites.
Please keep returning to this site as new materials become available. It is hoped that
teachers will be willing to contribute their own work and ideas to this site for the benefit of
colleagues in other centres.
GCE AS and A SOCIOLOGY Teachers' Guide 13
General Websites
www.wjec.co.uk
The WJEC Website offers recent information on courses and Inset.
www.atss.org.uk
The Association for the Teaching of the Social Sciences offers Inset, support and a
range of cheap resources. See the links page for good sociology sites.
http://www.esrc.ac.uk/ESRCInfoCentre/index.aspx
The Economic an d S ocial Rese arch Counc il has summaries of all the recent
research it has s ponsored. See the Plain English pages and the press releases f or
student friendly accounts.
www.guardian.co.uk
The G uardian new spaper has a us eful sear ch engine, w hich provides information
about recen t s ocial re search a nd may be a starting point for those attempting to
identify a research topic for AS coursework.
www.jrf.org.uk
The Jos eph Row ntree Foundation has a huge number of research repo rts. For
summaries of recent research, look for t he pre ss releases where the main finding s
are summarised.
www.sociology.org.uk
A website with a huge amount of free resources and advice material for candidates of
sociology.
www.sosig.ac.uk
This is the Social Science Information Gateway, which has links to a vast number of
articles, sites and journals.
www.s-cool.co.uk
A teaching and revision site with good sociology content.
www.statistics.gov.uk
This is the website of the Offic e for National Statistics. The re is an immense amount
of data available, including pdf. files of Social Trends
www.le.ac.uk/se/resources/SocSci/index.html
This contains a variety of free worksheets and resources for printing.
GCE AS and A SOCIOLOGY Teachers' Guide 14
SY 1 Acquiring Culture
It is concerned with helping candida tes to under stand the importance of the different forms
that family can tak e in ou r s ociety and the importance of t he family u nit as an agency of
socialisation. The focus of this opti on s hould b e on the way that fami ly transmits cultura l
values to children and on family change, structure and ideology.
Websites
http://www.afa.net/
The Americ an Family Assoc iation is a Right wing campaigning group which supports
traditional family ideologies
www.nfpi.org.uk
National Family and Parenting Institute - A charity w ebsite w ith material on its res earch,
campaigns and advisory role.
www.oneplusone.org.uk
One Plus One with an interest in prevention of relationship breakdown
www.sps.cam.ac.uk/CFR/cfrhome.htm
Centre for Family R esearch Cambridge - Academic information for tho se working on famil y
and kinship
apsoc.ox.ac.uk/parenting/main.htm
Oxford Centre for Research into Parenting
GCE AS and A SOCIOLOGY Teachers' Guide 15
sticerd.lse.ac.uk/case/publications/casebriefs.asp
Centre for the Analysis of Social Exclusion Free downloads and project summaries
www.aifs.org.au/institute/pubs/pubsmenus.html
Australian I nstitute for Family Stu dies - rese arch organi sation for u nderstanding family
matters in Australia.
SY 1 Acquiring Culture
This option is concerned w ith helping candid ates to understand the importance of the
different ex periences a nd cultural e xpression of y oung adults in o ur society and th e
importance of the peer group as an agency of socialisation.
Richardson, John., (2005) Youth and Culture for OCR Causeway Press, Pearson
Education
Back, L. (1996) New Ethnicities and Urban Culture: Racisms and Multiculture in
Young Lives, London, UCL Press.
Bennett, A. (2000) Popular Music and Youth Culture, Macmillan.
Campbell, A. 1984. The Girls in the Gang
Gelder, K. and S. Thornton (1997) The Subcultures Reader, London: Routledge.
Griffin, C. (1993) Representations of Youth, Cambridge: Polity Press.
McRobbie, A. (1991) Feminism and Youth Culture, Basingstoke: Macmillan
Osgerby, B. (1998) Youth in Britain since 1945, Oxford: Basil Blackwell.
Phillips A, (1993) The Trouble with Boys, Pandora
Redhead St eve (Ed) (1 998) The Club cultures Reader: Readings in Popular
Cultural Studies Oxford, Blackwell
Roche, J. and S. Tucker (1997) Youth in Society, London: Sage.
Skelton, T. and G. Valentine (eds.) (1998) Cool Places: Geographies of Youth
Cultures, London: Routledge.
Thornton, S. (1995), Club Cultures: music, media and subcultural capital, Polity
Press, Cambridge.
Websites
www.dfee.gov.uk/socialexcl
UK government Social Exclusion Unit
www.drugscope.org.uk
Has good non-judgemental links and research material on youth culture and drug culture
www.connexions.gov.uk/ UK gov ernment Conne xions Service for you ng people aged 13
to 19
www.coe.fr/youth/home.htm
Council of Europe and Youth
www.nya.org.uk
National Youth Agency
GCE AS and A SOCIOLOGY Teachers' Guide 17
www.ncl.ac.uk/youthnightlife/home.htm
A project fu nded by the UK Gov ernment's Economic and Soc ial Research Council (ESRC)
into club culture
www.keele.ac.uk/depts/so/youthchron/
Review of youth policies in the UK
www.aber.ac.uk/media/Sections/music.html
Daniel Chandlers Medi a s ite ha s o n-line articles on y outh culture and popular mu sic and
links to on-line journals such as NME, Mixmag
SY 1 Acquiring Culture
The focus of this option should be on the way that the social groups to which we belong, and
have a sense of belonging to, consist sets of c ultural values to which individuals subscribe
and from which they draw an identity.
Websites
www.geneseo.edu/~bicket/panop/home.htm
Kiss of the Panoptic on - A cultural studies site with some relevant material on identity and
culture
vos.ucsb.edu/index.asp
Voice of the Shuttle - More cultural studies with vast numbers of links and ideas.
Hedd Wyn (First World War drama of Welsh poet and his community)
East is East (1970s Irish/Pakistani culture based in Salford)
Brass (Miners strike and death of community in fictional northern town)
Soap opera such as Pobol y Cwm, Eastenders, Coronation Street,
Bend it like Beckham (Culture clash for Sikh young woman)
Billy Elliot (working class mining community threatened by Thatcherism)
GCE AS and A SOCIOLOGY Teachers' Guide 19
SY 2 Understanding Culture
The Sociology of Education is concerned with helping candidates to unders tand how
educational processes may impact on specific social grou pings or how e xternal i nfluences
may affect the educational experiences of children. The focus of this option should be on the
way that ed ucation co nsists of p assing on sets of cultural values to w hich indiv iduals
subscribe and from which they draw an identity.
Websites
www.dfes.gov.uk
Government information on UK education..
www.hea.asn.au/hea/resources/disp_res.asp?type=4&id=44
A website for Steiner education.
www.eoc.org.uk/
This is the Equal Opportunities Commission website which has a wide variety of educational
statistics and reports on education
www.spaceandmotion.com/Philosophy-Education.
This provides quotations on the subject of what education is from key historical thinkers.
GCE AS and A SOCIOLOGY Teachers' Guide 20
www.education-otherwise.org/
This is a website providing advice and information for home-educated candidates.
www.bbc.co.uk/science/hottopics/intelligence/iq.shtml
This discusses the issue of intelligence and IQ testing and has some IQ tests
www.etoncollege.com
Site for Eton College with much information about the school and education provided.
http://www.educationforum.co.uk/sociology_2/edulessons.htm
This has good cloze activities and Power Points on it
Educating Rita (Working class girl makes good through Open University)
Dead Poets Society (Inspirational teacher drama)
Dangerous Minds (Inspirational teacher drama)
If (1970s drama, pupils rebel against public school and class system)
Gregorys Girl (Coming of age drama in Scotland)
Teachers (TV programme)
Wellington Road (School based soap opera)
A Class Act (Julie Walters turns around a failing school)
GCE AS and A SOCIOLOGY Teachers' Guide 21
SY 2 Understanding Culture
The Sociology of Religion is concerned with helping candidates to understand how religious
belief and practic e may impact on specific s ocial groupings or how external influences may
affect the religious experiences of people. The focus of this option should be on the way that
religions consist of passing on sets of cultural values to which individuals subscribe and from
which they draw an identity.
Websites
The Internet is particularly advised for candidates when researching cults and sects because
many s uch grou ps us e the Internet to mak e contact w ith their me mbers. Tea chers are
advised to make it clea r to candidates that th ey should no t give their address or e-mail to
over the net to any such group.
Students will enjoy researching the spoof religion Pastafarianism. This is a parody religion Comment [MSOffice1]: You
founded by a physics graduate to protest against a decision by the Kansas State Board of might want to check this advice
out as well. It is in fact a standard
Education to require the teaching of intelligent design as an alternative to biological exercise for the study of religion
evolution. There are detailed and very funny accounts in Wikipedia and the religion has its in universities but not all teachers
own website as well. will be aware of it.
http://www.venganza.org/
Home Page of the Pastafarian religion with reports of sightings of the deity, the Flying
Spaghetti Monster from devotees and cult members
http://users.ox.ac.uk/~worc0337/serious/religion.html
This is a very useful link site with a number of listings of a variety of faiths.
GCE AS and A SOCIOLOGY Teachers' Guide 22
http://religiousmovements.lib.virginia.edu/
Religious movements h omepage, this is an American site listing a variety of faiths and with
essays and research.
http://www.lancs.ac.uk/fss/projects/ieppp/kendal/
The home page of the Kendal Project, an influ ential and d etailed study of religious change
and spirituality in a British community
Contact the Jehovahs Witnesses for a free video on the role of Jehovahs Witnesses
in the Third Reich
Witness (Detective hides out in an Amish community cultures and values clash)
Seven Years in Tibet - (1997 film starring Brad Pitt about Tibetan Buddhism)
The Magdalene Sisters. (Young girls taken to convents and abused by nuns for moral
lapses in 1930s Ireland)
The Passion of the Christ (highly controversial and violent film of last hours of Jesus)
Life of Brian (1979 controversial comedy from Monty Python, message of fighting
religious intolerance)
Osama (Afghan movie about girl disguis ed as boy to support the family as she tries
to keep the Taliban from finding out her true identity, inspired by a true story)
South Park - The Passion of the Jew (use with caution - foul language satire on The
Passion of the Christ)
GCE AS and A SOCIOLOGY Teachers' Guide 23
SY 2 Understanding Culture
The Sociology of Ma ss Media is concerned with helping candidates to understand how the
media may impact on specific social groupings or how the media inf luences may affect the
experiences and understandings of audiences. The focus of this option should be on the way
that the media pass on sets of cultural values to which individuals subscribe and from which
they draw an identity.
Billington, Rosamund, et al., eds (1991) Culture and Society Macmillan Education
Durkin, Kevin (1985): Television, Sex Roles and Children. Milton Keynes: Open
University Press
Eldridge J, Getting the Message, 1993
Fishbein, H. (1987): 'Socialization and Television' in Oliver Boyd-Barrett & P.
Braham (Eds.): Media, Knowledge and Power. London: Croom Helm
Fiske J (1987) Television Culture, Methuen
Longhurst, B(1995) Popular Music and Society, (Polity Press)
Giroux, H. A. (1999). The mouse that roared: Disney and the end of innocence.
Lanham, MD: Rowman & Littlefield.
Moores S (1993) Interpreting Audiences: the Ethnography of Media
Consumption Sage
Philo, G. (Ed.). (1995). Glasgow media group reader, vol. 2: Industry, economy,
war and politics. London: Routledge.
Trowler P, Investigating the Mass Media (2nd ed), Collins 1996
Zoonen V, Feminist Media Studies, Sage 1994
Websites
www.bbfc.co.uk
The British Board of Film Classification
www.cultsock.ndirect.co.uk/MUHome/cshtml/
Communication, Cultural and Media Studies site that offers a useful index of theoretical
terms.
http://www.aber.ac.uk/media/
Daniel Chandlers Media site
http://www.gla.ac.uk/centres/mediagroup/
This is the home page of the Glasgow University Media Group with has downloads and other
useful information
GCE AS and A SOCIOLOGY Teachers' Guide 24
The Truman Show (Media manip ulation of t he only rea l character in a soap
opera)
Wag the Dog (The pre sident i s in trouble, a War is crea ted to get him off the
hook)
All the President's Men (Watergate classic, story of Bob Woodward and Carl
Bernstein of the Washington Post whose investigative work led to the resignation
of President Richard Nixon. 1976)
Drop the Dead Donkey (comedy set in newsroom of a TV station)
GCE AS and A SOCIOLOGY Teachers' Guide 25
Sociology o ffers a v ariety of ex planations for the dis tribution of pow er and influence.
Candidates s hould be a ble to offe r an underst anding of some of the theories explaining
political b ehaviour and to apply th ose unders tandings to an analysis of s ocial control in
modern Britain.
Note that the address of the Politics Association is the same as that for the ATSS. Many of
their materials will be relevant and useful for the study of this unit.
Websites
www.psr.keele.ac.uk/psr.htm - Ri chard Kimbles Pol itical Science w ebsite offers links and
interesting content
www.number-10.gov.uk
The website of the prime minister with lots of information about current policies and events.
elt.britcoun.org.pl/g_index.htm
A British council website in English produced for Polish people about British culture, politics
and identity.
http://news.bbc.co.uk/1/hi/uk_politics/default.stm
The BBC website is a mine of information about current events and political news.
Sociology offers a variety o f ex planations for th e distribu tion of health, w ellbeing and the
incidence and experience of disability. Candidates should be able to offer an un derstanding
of some of the theories ex plaining health, ill health and disability and to apply thos e
understandings to an analysis of social control in modern Britain.
Websites:
www.doh.gov.uk/dhhome
The website of the Department of Health
www.healthgate.co.uk
HealthGate UK, a useful site with links and support
www.who.int.
World Healt h Organis ation informat ion, usefu l for those planning world soc iology as a
synoptic option
One Flew over the Cuckoos Nest (Classic mental health drama from 1970s)
Rainman (Dustin Hoffman is autistic)
Whose life is it anyway? (The ethics of euthanasia discussed in moving drama)
GCE AS and A SOCIOLOGY Teachers' Guide 28
World Sociology is concerned with the nature of social inequality of social groups on a global
scale. Unde rpinning thi s option is the notion t hat whilst class, gender, age, loc ale and
ethnicity are soc ial constru ctions; neverthe less geographical locatio n may have profound
implications for the individual in terms of li fe chances and life styles. Wealth and pow er are
unequally di stributed. S ociology offers a variet y of ex planations fo r s ocial and economic
inequality. Candidates should be a ble to offer an unders tanding of s ome of the theories
explaining inequality both within and between countries.
Websites
www.amnesty.org
Amnesty International is a c ampaign site on is sues relating to abuses of po wer in a variety
of states.
www.endchildexploitation.org.uk
A UNICEF sponsored site containing factsheets and campaigning information
www.nosweat.org.uk/
No Sw eat is a campaigning site devote d to anti-ex ploitation and exposing major
corporations.
GCE AS and A SOCIOLOGY Teachers' Guide 29
www.Oxfam.org.uk
Oxfam provides news and views as well as reporting on charity work and projects
www.prb.org
An American site devoted to statistics associated with the analysis of populations in terms of
education, poverty, life expectations and other relevant topics.
www.unesco.org
The UNESCO site contains masses of information on campaigns and current events.
www.unicef.org
UNICEF provides regular reports on issues of world development
www.who.int/en/
World Health Organis ation (WHO) p rovides de tailed comp arative data on health and life
expectancy issues
www.dfid.giv.uk
This is the Britis h go vernments Department for International Development site . It has
factsheets and information on government policy.
http://www.christian-aid.org.uk/video/301haitidrc/partners.htm
Christian Aid has a range of video clips that can be do wnloaded onto a computer and which
relate to poverty and development issues in Haiti
www.dep.org.uk
This is the Development Educ ation Project ba sed in Manchester. It offers a huge ra nge of
cheap resources for purchase.
Sociology offers a variety of explanations for social inequality. Candidates should be able to
offer an understanding of some of the theori es ex plaining inequality and to apply thos e
understandings to an analysis of the distribution of and access to power in modern Britain.
Websites
www.eoc.gov.uk
This is the website of the Equal Opportunities Commission
www.princes-trust.org.uk
Enter factsheet into the search engine to discover detailed notes on y oung people, crime,
ethnicity, work and inequality.
www.jrf.org.uk
This is the leading research charity into inequality and poverty in modern Britain. For detailed
information summarising research findings, search press releases.
www.neighbourhood.statistics.gov.uk
Neighbourhood statistics. This is a government site with local statistics.
www.poverty.org.uk/intro/index.htm
Excellent site for poverty statistics and social exclusion
www.oxfam.org.uk/
Oxfam, they have some excellent work on poverty
GCE AS and A SOCIOLOGY Teachers' Guide 31
Sociologists h ave access to a variet y of method s for un derstanding social behaviours and
attitudes. There is a large body of theoretical evidence to support each of the methods that
may be chosen by profes sional sociologists. At AS level, candidates should be able t o offer
an understanding of some of the theories explaining how research may be conduc ted. At A
level, candidates should apply those methodological and theoretical understandings in order
to design and evaluate research work.
Given the i mportance of methodol ogy to sociology, it will need to be taught as a dis crete
topic, but it may be advisable to incorporate methodologic al a wareness into the delivery of
all units to encourage analytical and evaluat ive awareness. To this end, teachers may w ish
to keep themselves abreast of current research in order to provide candidates with examples
and evidence for extended writing.
There are a variety of texts dev oted to the study of methodology. In a ddition, a number of
agencies produce research reports, usually of a statistical nature and these can be us ed to
supplement delivery of the optional topics.
Websites
www.socresonline.org.uk/home
Sociology Research Online, a research site with recent reports
GCE AS and A SOCIOLOGY Teachers' Guide 33
Halo Vine specialises in undergraduate and A level video material that is relatively affordable
and has a number of titles appropriate to this topic.
see: www.halovine.com
Third Rock from the Sun (aliens are engaged in an ethnographic study of human behaviour
and society amusing!)
GCE AS and A SOCIOLOGY Teachers' Guide 34
9. ASSESSMENT GUIDANCE
At AS level, the emph asis is on AO1, Know ledge and Understanding. Candidates are
expected to display analytical skills, though not necessarily high level evaluative skills.
Candidates will be able to m ake s pecific, Candidates will rela te ans wers directly to the
explicit a nd frequent reference t o a ran ge o f question under consideration and this lin k w ill
writers, research and theory. be explicit.
Candidates will b e able to refe r to mor e than Essays will be formally constructed with a clear
one area of sociology where appropriate. and logical argument.
Answers w ill b e e xpressed in appro priate Evaluation and/or anal ysis will be e xplicit
sociological language throughout the answers
4
Candidates will be a ble to ma ke r egular an d The candidate may challenge the terms of the
explicit use of th e corre ct analy tical a nd/or question.
evaluative l anguage show ing kno wledge and
understanding of its meaning.
Answers w ill b e in nea r pe rfect E nglish, us e
paragraphing correctly an d be of an
appropriate length.
Candidates will b e able to refe r to mor e than Answers may be too long or too short for the
one writer or to research and theory. marks awarded.
Knowledge of writers and theory will be explicit Candidates will be able to an introduction or a
and accurate. conclusion that relates to the question.
Answers will use some sociol ogical lang uage. Evaluation and/or analysis will be apparent.
This will be applied correctly. Candidates will be able to make e xplicit
3
Candidates will be a ble to m ake some use of reference to the question under consideration
analytical and/ or e valuative la nguage sh owing
knowledge and understanding of its meaning.
Answers w ill be i n r easonable E nglish;
sentences will be con structed. C andidates will
be able to paragraphs.
Candidates will be able to refer to either a Much of the answer will relate to the questi on,
writer, concep ts, research evid ence and/or even if only implicitly.
theory Either evaluation or analysis will be apparent.
The writers, theories o f ev idence will be
2 described accurately.
Candidates will be abl e to us e soci ological
terms used correctly.
Answers w ill be in acceptable E nglish;
sentences will be constructed.
Candidate may refer to their personal opinions. Answers will not be of an appropriate lengt h.
Candidates will off er no evid ence of There may be rubric errors.
sociological language. Candidates will be able to little or no reference
1 to the terms of the question.
Candidates will be able to no reference to a
writer, research evidence and/or theory Candidates will be able to make little or no use
Answers will not be in acceptable English. of evaluative and analytical language.
GCE AS and A SOCIOLOGY Teachers' Guide 36
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