gcse sociology exemplar responses and commentaries 2014 · pdf filesociology unit b672...

GCSE

Sociology Unit B672Exemplar Responses and Commentaries 2014November 2016

Sociology

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EXEMPLAR RESPONSES AND COMMENTARIES UNIT B672

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CONTENTSQUESTION 3

EXEMPLAR 1 4

CANDIDATE ANSWER 4

COMMENTARY 5

EXEMPLAR 2 6

CANDIDATE ANSWER 6

COMMENTARY 7

QUESTION 7

EXEMPLAR 3 8

CANDIDATE ANSWER 8

COMMENTARY 9

EXEMPLAR 4 10

CANDIDATE ANSWER 10

COMMENTARY 11

QUESTION 19

EXEMPLAR 5 12

CANDIDATE ANSWER 12

COMMENTARY 13

EXEMPLAR 6 14

CANDIDATE ANSWER 14

COMMENTARY 15

QUESTION 23

EXEMPLAR 7 16

CANDIDATE ANSWER 16

COMMENTARY 17

EXEMPLAR 8 18

CANDIDATE ANSWER 18

COMMENTARY 19


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The sample answers in this resource have been extracted from original candidate scripts to maintain their authenticity.

QUESTION 4

EXEMPLAR 9 20

CANDIDATE ANSWER 20

COMMENTARY 23

EXEMPLAR 10 24

CANDIDATE ANSWER 24

COMMENTARY 26

QUESTION 8

EXEMPLAR 11 27

CANDIDATE ANSWER 27

COMMENTARY 30

EXEMPLAR 12 31

CANDIDATE ANSWER 31

COMMENTARY 34

QUESTION 20

EXEMPLAR 13 35

CANDIDATE ANSWER 35

COMMENTARY 38

EXEMPLAR 14 39

CANDIDATE ANSWER 39

COMMENTARY 41

QUESTION 24

EXEMPLAR 15 42

CANDIDATE ANSWER 42

COMMENTARY 45

EXEMPLAR 16 46

CANDIDATE ANSWER 46

COMMENTARY 48


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QUESTION 3: EXEMPLAR 18 MARKS

3 Identify and explain two ways family roles might not be equal. [8]


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COMMENTARYMARKS AWARDED8 marks

WHY DID IT ACHIEVE THE MARKS?This response received full marks. The two ways that family roles may not be equal are clear: women as primary emotional and physical care givers alongside women suffering at the hands of the part time trap. There is a wide range of sociological concepts used: feminist, types of socialisation, functions of the family, part time trap (the specification gives examples of concepts available for use, although others are credited). Both ideas are explained clearly and developed by showing the alternate position of men.


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3 Identify and explain two ways family roles might not be equal. [8]


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WHY DID IT ACHIEVE THE MARKS?AO1: There are two clear ideas here and thus the answer picked up one AO1 mark for each.

AO2: The answer only received 2 marks as there was a basic ability to apply ideas i.e. explain or give examples.

HOW THE ANSWER COULD BE IMPROVEDWhilst the structure is a good one i.e. two separate paragraphs, this answer needed planning first. Candidates need to try and think of two different ways family roles are unequal. For weaker candidates answers often overlap and thus do not receive full AO2 marks, so looking at other members of the family and considering inequality may have helped. This candidate also does not include any sociological knowledge i.e. concepts/studies or theory and thus only reaches basic on the AO1 mark. Writing frames for weaker students should ensure they find a reason, explain the reason ensuring a key concept/evidence is used, then give an example or effect of their idea to ensure they fully develop their idea. A common issue was choosing two ways when referring to domestic roles e.g. women do more, men do less in the home – then – second way, men do work, women do less work which led to repetition and failing to gain the top marks.


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7 Identify and explain two changes in education since 1988. [8]


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WHY DID IT ACHIEVE THE MARKS?This has two clear changes to education: League tables and SATS. Both are explained and both developed. For example the second idea of league tables is explained and then developed by explaining how parents use them. Both changes are using sociological knowledge by using the correct name and thus the answer receives full marks.


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7 Identify and explain two changes in education since 1988. [8]


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WHY DID IT ACHIEVE THE MARKS?AO1: This response received one AO1 mark for being aware of some change to GCSE’s and their structure and when they are sat.

AO2: The answer received one mark for AO2 as the idea is limited, but relevant.

HOW THE ANSWER COULD BE IMPROVEDThe candidate needed two examples of changes since 1988. Many candidates lost marks citing changes from pre 1988. The candidate needed to be far more precise in what was the change in education that is verifiable such as citing Ofsted, National Curriculum, League Tables. The idea presented was stated without clear explanation or development. Writing frames for weaker students should ensure they find a change, explain the change ensuring a verifiable policy change has been used, then give an example or effect of their change to ensure they fully develop their idea.


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3 Identify and explain two examples of actions that are only deviant in a certain situation. [8]


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WHY DID IT ACHIEVE THE MARKS?AO1: The candidate was awarded level 4 as the answer includes two clear deviant acts and there is good use of sociological concepts as evidence e.g. situational deviance and norms.

AO2: The candidate was awarded level 4 as both ideas clearly explain what their deviant act is and why it is situational.


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3 Identify and explain two examples of actions that are only deviant in a certain situation. [8]


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WHY DID IT ACHIEVE THE MARKS?There are two clear ideas: being drunk at 11am and punching someone in the face in the street. For neither answer did the candidate use any sociological concepts/evidence. For AO2 both ideas had a little explanation e.g. where the act would not be deviant, but neither were fully developed.

HOW THE ANSWER COULD BE IMPROVEDThey could have used terms such as “situational deviance” or “positional deviance” to gain full marks for AO1. For AO2, a possible way to develop the ideas would be to show what norms / values are being broken e.g. the value of personal safety.

Writing frames for weaker students should ensure they find an act, explain why/when it is deviant then label what type of deviance this is an example of (historical, situational, cross cultural or positional).


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23 Identify and explain two reasons why childhoold is not disappearing. [8]


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WHY DID IT ACHIEVE THE MARKS?AO1: The candidate was awarded level 4 for two clearly different ways childhood is not disappearing. The candidate is succint and substantiates their ideas with examples of laws and gains full marks.

AO2: The candidate was awarded level 4 as both ideas are developed and show why the ideas given have resulted in childhood not disappearing.


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23 Identify and explain two reasons why childhoold is not disappearing. [8]


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WHY DID IT ACHIEVE THE MARKS?AO1: This answer is based only on one idea: socialisation occurs with gender and norms and values, but it did gain 2 marks for AO1 as it had some sociological evidence: manipulation/socialisation etc. If only one idea is given it cannot be awarded more than 2 marks for AO1 no matter how much evidence is used.

AO2: As only one idea is referred to, although developed, it cannot be awarded more than 2 marks.

HOW THE ANSWER COULD BE IMPROVEDThe candidate needed to plan ahead and consider two discreet examples of how childhood has not disappeared. Writing frames for weaker students should ensure they find two ways childhood has not disappeared. The candidate needed a more diverse base than just family, they should have considered the law, education and other areas of social life.


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4 ‘Divorce has increased due to changes in the law.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This is a clear full mark answer. It makes good use of relevant key concepts such as: secularisation, stigma, Divorce Reform Act, Equal Pay Act all showing good understanding and accuracy.

AO2: Full marks are awarded as there are four fully developed points - which is the minimum required for full marks.

AO3: The candidate was awarded level 4 full marks. It is not a balanced debate as it has 3 points of justification and 1 evaluation, but as the mark scheme shows it has a clear, explicit wide ranging (just) debate with a clear conclusion and this is enough for full marks.


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4 ‘Divorce has increased due to changes in the law.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?This is a good example of an implicitly sociological debate.

AO1: There is only one sociological concept: dark side of the family. Without the evidence it cannot be awarded above level 2 basic.

AO2: There were four relevant ideas that were underdeveloped. This would therefore normally be awarded level 3, but as there is only a basic level of knowledge, as stated in the mark scheme this response cannot be credited beyond basic, as there is not the sociology to apply.

AO3: There is an explicit and wide ranging debate (two ideas for and two against) but again as the mark scheme states there has to be above basic AO1 to rise out of basic for AO2 and AO3.

HOW THE ANSWER COULD BE IMPROVEDThis answer needed four pieces for sociological evidence. Ideas such as naming legal changes: 1969 Divorce Reform Act and 1984 Family Law Act, but also the Equal Pay Act 1975 and/or Sex Discrimination Act 1975 or other popular alternatives were secularisation, longer life expectancy, changing attitudes of women and societal acceptance of divorce becoming a norm.

With wide ranging AO1 this would have scored very highly.


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4 ‘Schools are only there to control students’ behaviour.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?This is a clear full mark answer. Application and Interpretation are all used to accurately debate whether schools are only there to control students. Whilst it contains sociology that is wide ranging its strength is in its real understanding of the debate. It is nice to see GCSE candidates using A level concepts with accuracy and this seems to be a positive trend at the top end, showing centres stretching their most gifted and talented students.


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4 ‘Schools are only there to control students’ behaviour.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This response was just awarded a level three (5 marks) as it had 3 question specific concepts/evidence (hidden curriculum, Marxist, socialise) but is bottom of the level as it lacks some clarity and fluency.

AO2: The candidate was awarded top of level three as their answer had one developed idea and three underdeveloped. The candidate was starting to develop ideas, all of which were relevant.

AO3: This response was awarded the top level (4) as it had a range of for and against, but it was taken to the bottom of the level as the ideas were not always clearly expressed.

HOW THE ANSWER COULD BE IMPROVEDThe answer needed to stay more focussed on the question: functions of education. The best responses looked at sanctions, gender socialisation, Marxist and Feminist ideas, evaluating them with other agents such as family and peers. Another clear way of answering was to debate the functions of education: socialisation, economic, selection etc. There should be four (minimum) clear paragraphs. This candidate also needed to develop more ideas, often successfully done through examples. For example the candidate could have shown an example of the hidden curriculum and how it controls behaviour which would have developed the first point. To gain full evaluation marks, this answer would need to be clearer as it lacks clarity and fluency in places.


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4 ‘Formal agencies are most effective for controlling crime.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This response was awarded level 4 for excellent use of a variety of forms of evidence. There is wide ranging evidence of the types of formal controls as well as types of crime. All are clearly accurate and well understood.

AO2: This response was awarded Level 4. Every idea was developed, making excellent use of examples.

AO3: This response was awarded Level 4. A wide ranging debate, with clear structure and conclusion.


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4 ‘Formal agencies are most effective for controlling crime.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This response was only awarded three marks, bottom of level 2 (basic) as it relies on implicit sociology with hardly any evidence/key concepts.

AO2: The response was very well developed, but as stated in the mark scheme if the AO1 is level 2 (basic) or level 1 (limited) it cannot be awarded above basic for AO2 as there is not the knowledge to apply.

AO3: Despite being wide ranging in its debate (2 ideas for and 2 against) this answer again cannot be awarded above level 2 (basic) due to not having the sociology to evaluate.

HOW THE ANSWER COULD BE IMPROVEDThis response needed evidence. Other successful candidates discussed: types of social control i.e. formal v informal and looked at different types of punishment e.g. prison v detentions. They used concepts such as hidden curriculum, sanctions and primary socialisation alongside the functions of punishment: deterrence and rehabilitation to substantiate their ideas. This was an essay that needed substantiation/evidence.


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24 ‘Young people join gangs to make friends.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This response was awarded a level 4. There was a variety of excellent evidence used, from key terms to studies and theory. A clear full mark answer

AO2: This response was awarded a level 4. All evidence was relevant, explained and used to debate why gangs are joined.

AO3: The answer was again awarded level 4. A clear debate with excellent evaluative skills demonstrated. Clearly wide-ranging with a very mature conclusion.


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24 ‘Young people join gangs to make friends.’ Evaluate the arguments for and against this claim. [24]


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WHY DID IT ACHIEVE THE MARKS?AO1: This answer was awarded level 3 as it had three relevant sociological concepts/ideas: peer pressure, status and boredom.

AO2: The answer was awarded the bottom of level 3 for having all relevant ideas, but only one was fully developed, thus it only “starts to include developed ideas” (see mark scheme).

AO3: This response only received level 1, limited evaluation, as all ideas evaluated the claim without any clear justification of it. It was awarded one mark as in the introduction it showed an awareness of the debate.

HOW THE ANSWER COULD BE IMPROVEDTwo common problems for this question were: not sticking to the question “gangs” and not making clear what arguments were for or against the claim. This candidate needed to plan their ideas before they wrote them. Candidates that find essays hard should work more on the planning stage ensuring they have a debate clear in their head before they write.

Successful candidates used a plethora of evidence: status frustration (Cohen), sense of belonging (Miller), social networks (Williamson). More width would have helped the candidate to ensure they did not only provide examples of peer influence. This candidate would also have received more marks if they gave examples of their ideas to develop them e.g. how gangs relieve boredom - living in deprived areas there is not much to do, so deviant activities may replace that boredom.

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gcse sociology exemplar responses and commentaries 2014 · pdf filesociology unit b672...

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