AQA Level 1/Level 2 GCSE (9-1) in Sociology
Official qualification regulated by Ofqual, awarded by AQA. Classified as a GCSE (9 to 1).
Course Syllabus & Study Modules
Complete breakdown of verified curriculum topics and learning objectives.
Changing relationships within families
Changing relationships within families.
- Identify specific relationships within families and describe how they change
- Explain the symmetrical family idea and evaluate the evidence for and against it
- Apply concepts such as the dual burden and triple shift to a concrete family example
Changing relationships within families
describe the key ideas of Willmott and Young (page 46).
- State the meaning of the symmetrical family as used by Willmott and Young.
- Outline the shift from extended to privatised nuclear family life that they described.
- Identify at least two social factors they linked to this change.
- Recognise one limitation of their evidence base.
Changing relationships within families
describe, compare and contrast a variety of sociological perspectives on changing relationships within families (functionalist, feminist and Marxist)
- Describe functionalist, feminist and Marxist perspectives on changing family relationships
- Compare the perspectives by identifying points of agreement
- Contrast the perspectives by explaining their different explanations of change
Changing relationships within families
How relationships within families have changed over time.
- Describe specific ways family relationships have changed over time
- Explain the social changes, such as employment and law, that drove those shifts
- Evaluate the extent to which change has been universal across families
Changing relationships within families
identify, describe and explain contemporary family related issues, the quality of parenting, the relationships between teenagers and adults, care of the disabled/elderly and arranged marriage
- Identify each of the five contemporary family issues named in the specification
- Describe a concrete example of each issue
- Explain why each issue is significant in contemporary society
Changing relationships within families
identify, describe and explain how relationships within families have changed over time (pre- industrial, industrial and contemporary/modern)
- Identify a change in family relationships for each of the three periods.
- Describe the main features of pre-industrial, industrial and contemporary families.
- Explain changes by linking them to named social, economic or legal causes.
Changing relationships within families
The theory of the symmetrical family and the principle of stratified diffusion developed from the functionalist perspective of Willmott and Young.
- State that Willmott and Young wrote from a functionalist perspective.
- Define the symmetrical family in terms of converging conjugal roles.
- Explain stratified diffusion as the spread of family patterns from higher to lower social groups.
Conjugal role relationships
demonstrate their understanding of issues that impact on conjugal role relationships within the contemporary family including decision making, money management, dual career families, child rearing and leisure activities
- Identify the five issues that impact on conjugal role relationships.
- Explain how each issue shapes the roles of partners in the contemporary family.
- Select accurate descriptions of conjugal issues in multiple-choice questions.
Conjugal role relationships
describe and explain the domestic division of labour in both traditional and contemporary families
- Describe the domestic division of labour in traditional families
- Describe the domestic division of labour in contemporary families
- Explain the causes of change and the persistence of inequality in household tasks
Conjugal role relationships
describe, compare and contrast a variety of sociological perspectives on conjugal role relationships (functionalist, feminist and Marxist).
- Describe functionalist, feminist and Marxist perspectives on conjugal roles.
- Compare the perspectives by identifying shared assumptions.
- Contrast the perspectives by explaining their differing accounts of inequality in conjugal roles.
Conjugal role relationships
Different views of conjugal role relationships.
- Distinguish segregated from joint conjugal role relationships.
- Match functionalist and feminist views to their claims about conjugal roles.
- Select the option that correctly identifies a named perspective's view.
Conjugal role relationships
identify, describe and explain joint and segregated conjugal roles
- Identify joint and segregated conjugal roles from a description of a couple
- Describe the features of each type of conjugal role relationship
- Explain how each type affects power, finances or equality between partners
Conjugal role relationships
The feminist perspective of Oakley on the idea of the conventional family.
- State Oakley's feminist view of the conventional family.
- Explain why Oakley sees the conventional family as unequal.
- Select the option that matches Oakley's perspective rather than a functionalist one.
Crime and deviance
Criminal and deviant behaviour
describe the key ideas of Albert Cohen (page 49) on delinquent subcultures
- Outline Cohen's concept of status frustration and its link to working-class boys' experience of failure.
- Explain how a delinquent subculture inverts mainstream values and provides alternative status.
- Describe the collective and non-utilitarian character of delinquent acts in Cohen's theory.
Criminal and deviant behaviour
describe the key ideas of Carlen (page 49) on women, crime and poverty.
- State the class deal and the gender deal and the rewards each offers.
- Explain how blocked access to both deals in poverty can make offending more likely.
- Apply Carlen's ideas to a short scenario about a woman in poverty.
Criminal and deviant behaviour
describe, compare and contrast a variety of sociological perspectives on factors affecting criminal and deviant behaviour (interactionist, functionalist, feminist and Marxist)
- Describe functionalist, interactionist, Marxist and feminist perspectives on criminal and deviant behaviour
- Compare perspectives by identifying shared assumptions about the causes of crime
- Contrast perspectives by explaining clear differences in how they account for the same example
Criminal and deviant behaviour
Factors affecting criminal and deviant behaviour and ways in which criminal and deviant behaviour have generated public debate.
- Identify and explain factors affecting criminal and deviant behaviour.
- Describe ways in which criminal and deviant behaviour have generated public debate.
- Distinguish structural from individual explanations and recognise the role of media representation in public debate.
Criminal and deviant behaviour
identify and describe various public debates over criminal and deviant behaviour including concerns over violent crime, sentencing, the treatment of young offenders, the prison system and media coverage of crime
- Identify at least one named public debate about criminal or deviant behaviour
- Describe the competing concerns within that debate
- Link a debate to a concrete example such as media reporting or youth justice policy
Criminal and deviant behaviour
identify, describe and explain factors affecting criminal and deviant behaviour including social class, gender, ethnicity and age
- Identify social class, gender, ethnicity and age as factors affecting criminal and deviant behaviour.
- Describe patterns of criminal and deviant behaviour associated with each named factor.
- Explain sociological reasons for differences in criminal and deviant behaviour by class, gender, ethnicity and age.
Criminal and deviant behaviour
The work of Albert Cohen on delinquent subcultures and Carlen on women, crime and poverty.
- State the key idea of Albert Cohen's theory of delinquent subcultures.
- State the key idea of Pat Carlen's work on women, crime and poverty.
- Distinguish between the two theorists' explanations of criminal and deviant behaviour.
Criticisms of families
describe the key ideas of Delphy and Leonard (page 45) on families.
- State the key ideas of Delphy and Leonard about families.
- Explain how their ideas link unpaid domestic labour to male advantage.
- Distinguish their radical feminist view from other feminist perspectives.
Criticisms of families
describe the key ideas of Zaretsky (page 46) on families
- Describe Zaretsky's key ideas about the family.
- Identify the Marxist basis of Zaretsky's argument.
- Distinguish Zaretsky's ideas from functionalist and feminist perspectives.
Criticisms of families
describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist)
- Describe the functionalist, feminist and Marxist perspectives on the family.
- Compare the perspectives by identifying where they agree.
- Contrast the perspectives by explaining where they differ.
Criticisms of families
Different criticisms of families (isolation and unrealistic idealisation, loss of traditional functions, lack of contact with wider kinship networks, the status and role of women within families, marital breakdown, dysfunctional families).
- Explain at least three criticisms of the family with supporting detail.
- Distinguish feminist criticism of women's role from functionalist claims about family functions.
- Apply the concept of the dysfunctional family to concrete examples of conflict or neglect.
Criticisms of families
identify, describe and explain different criticisms of families
- Identify different criticisms of families and the perspectives they come from.
- Describe what a named criticism claims about the family.
- Explain why a criticism counts as a criticism by linking it to its perspective.
Criticisms of families
The work of Zaretsky on developments in families from a Marxist perspective and Delphy and Leonard’s feminist critique of families.
- Identify Zaretsky's Marxist view of the family and its role in supporting capitalism.
- Identify Delphy and Leonard's feminist critique of unequal domestic labour and power in families.
- Distinguish between Marxist and feminist criticisms of the family in a multiple-choice question.
Data on crime
describe the pattern and trends in crime figures using relevant statistical data
- Identify the direction of change in a supplied crime data set.
- Support a stated trend with a specific figure, period and named source.
- Explain why two statistical series may show different patterns.
Data on crime
describe, compare and contrast a variety of sociological perspectives on the use of data on crime (functionalist, feminist and Marxist).
- Describe the functionalist, feminist and Marxist views on official crime data.
- Compare and contrast the three perspectives, identifying agreement and disagreement.
- Apply each perspective to an example of a crime type that is over- or under-recorded.
Data on crime
explain the ‘dark figure’ of crime (unreported and unrecorded crime)
- Define the dark figure of crime accurately.
- Explain at least one reason for unreported crime and one for unrecorded crime.
- Assess how the dark figure affects the validity of official statistics.
Data on crime
identify and describe the main sources of data on crime
- Name the main sources of data on crime
- Describe how each main source gathers its data and what it covers
- Distinguish victim surveys from self-report studies
Data on crime
The usefulness of the main sources of data on crime, the collection of official data on crime, patterns and trends in crime figures and the ‘dark figure’.
- Identify the main sources of data on crime and state what each measures
- Explain how official data on crime are collected and compiled
- Explain the dark figure and evaluate the usefulness of at least one source of crime data
Divorce
Changes in the pattern of divorce in Britain since 1945 and the consequences of divorce for family members and structures.
- Describe changes in the pattern of divorce in Britain since 1945.
- Explain the consequences of divorce for family members.
- Explain the consequences of divorce for family structures.
Divorce
describe the consequences of divorce for family members (husband and wife, children and extended family) and the increase in the numbers of lone parent families
- Outline consequences of divorce for the husband and wife, children and extended family
- Explain how divorce contributes to an increase in lone-parent families
- Distinguish consequences of divorce from its causes
Divorce
describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist).
- Describe functionalist, feminist and Marxist perspectives on divorce and lone-parent families
- Compare the perspectives by identifying points of agreement
- Contrast the perspectives by explaining their differing explanations
Divorce
explain reasons for the rise in divorce since 1945 including: changes in the law, changes in social attitudes and values, secularisation, changes in the status of women in society
- Explain how changes in the law contributed to the rise in divorce since 1945.
- Explain how social attitudes, secularisation and women's status each contributed to the rise.
- Connect each named reason to the outcome through a clear mechanism.
Divorce
identify, describe and explain the pattern of divorce in Britain since 1945 using relevant statistical data
- Identify the overall direction of the divorce trend in Britain since 1945.
- Describe the trend using relevant statistical data and the correct measure.
- Explain the trend by linking it to legal and social changes.
Education
Educational achievement
describe the key ideas of Ball (page 47) on parental choice and competition between schools.
- Outline Ball's key ideas about parental choice and competition between schools.
- Explain how unequal resources affect the choices families can make.
- Link competition between schools to patterns of inequality in educational achievement.
Educational achievement
describe the key ideas of Halsey (page 47) on class-based inequalities
- Describe Halsey's key ideas on class-based inequalities in education.
- Recognise how Halsey linked social class origins to educational destinations.
- Identify the option that correctly represents Halsey's argument among distractors.
Educational achievement
describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist)
- Describe the functionalist, feminist and Marxist perspectives on educational achievement.
- Compare the perspectives by identifying shared claims about schooling.
- Contrast the perspectives by explaining where their explanations of achievement diverge.
Educational achievement
Factors affecting educational achievement.
- Identify material, cultural and within-school factors affecting achievement.
- Distinguish between categories of explanation in a multiple-choice stem.
- Select the factor that best explains a described situation.
Educational achievement
identify, describe and explain various factors affecting educational achievement including class, gender and ethnicity
- Identify factors affecting educational achievement, including class, gender and ethnicity.
- Describe what a chosen factor involves.
- Explain how a factor leads to differences in educational achievement.
Educational achievement
The work of Halsey on class-based inequalities and Ball on parental choice and competition between schools.
- Identify Halsey's focus on class-based inequalities in education.
- Identify Ball's focus on parental choice and competition between schools.
- Distinguish between the two sociologists' contributions when selecting an answer.
Families
Family forms
How family forms differ in the UK and within a global context.
- Identify the main family forms found in the UK.
- Distinguish between family forms using their defining features.
- Explain how and why family forms differ in a global context.
Family forms
Students should be able to identify, describe and explain various family forms (nuclear, extended, reconstituted, lone parent, single sex).
- Identify each of the five named family forms from a definition or scenario
- Describe the defining features of nuclear, extended, reconstituted, lone-parent and single-sex families
- Explain why a given example belongs to one family form rather than another
Family forms
The work of the Rapoports on family diversity.
- Identify the five types of family diversity described by the Rapoports.
- Match examples of family life to the correct type of diversity.
- Explain why the Rapoports' work supports the view that family life is diverse.
Functionalist theory of stratification
describe and explain the functionalist theory of stratification (effective role allocation and performance linked to the promise of rewards)
- State the functionalist claim that stratification helps society operate effectively.
- Explain how effective role allocation matches able people to functionally important roles.
- Describe how the promise of rewards motivates training, competition and performance.
Functionalist theory of stratification
describe the key ideas of Davis and Moore (page 51)
- State the functionalist claim that stratification is necessary for society.
- Explain how unequal rewards act as incentives for functionally important roles.
- Identify the meritocratic assumption within Davis and Moore's theory.
Functionalist theory of stratification
describe, compare and contrast alternative perspectives on functionalist theory (feminist and Marxist).
- Describe functionalist, Marxist and feminist perspectives on stratification.
- Compare the perspectives by identifying points of agreement.
- Contrast the perspectives by their assumptions about conflict, consensus and merit.
Functionalist theory of stratification
Different views of the functionalist theory of social stratification.
- Identify statements that reflect the functionalist theory of stratification.
- Explain why functionalists see stratification as necessary and beneficial.
- Distinguish functionalist views from Marxist and conflict views of inequality.
Functionalist theory of stratification
The work of Davis and Moore on social stratification from a functionalist perspective.
- State that Davis and Moore explain stratification from a functionalist perspective.
- Explain how the promise of rewards links to effective role allocation and performance.
- Identify a criticism of the Davis and Moore argument.
Functions of families
describe, compare and contrast a variety of sociological perspectives on the functions of families (functionalist, feminist and Marxist).
- Describe the functions of families from functionalist, Marxist and feminist perspectives.
- Compare the three perspectives by identifying where they agree about the family's functions.
- Contrast the three perspectives by identifying where they disagree about who benefits from the family's functions.
- Evaluate which perspective best explains the functions of families using named thinkers and examples.
Functions of families
Differing views of the functions of families.
- Identify the functions of families claimed by different sociological perspectives.
- Distinguish functionalist, Marxist and feminist views of family functions.
- Select the option that matches the perspective or function named in a multiple-choice stem.
Functions of families
identify, describe and explain the functions of families (sexual, reproductive, economic and educational)
- Identify the four functions of families named in the specification.
- Describe each function using an accurate example.
- Explain how each function contributes to family members or to society.
Functions of families
Parsons (page 45) functionalist perspective on primary socialisation and the stabilisation of adult personalities.
- Identify the two functions Parsons attributes to the family.
- Distinguish primary socialisation from stabilisation of adult personalities in a given scenario.
- Explain why a functionalist links family functions to the stability of society.
Life chances
describe the key ideas of Devine (page 51) on the idea of the affluent worker.
- Outline Devine's key findings about affluent workers.
- Explain why affluence does not automatically change class identity.
- Apply Devine's ideas to the concept of life chances.
Life chances
describe, compare and contrast a variety of sociological perspectives on life chances (functionalist, feminist and Marxist)
- Describe the functionalist, Marxist and feminist perspectives on life chances.
- Compare the perspectives by identifying shared assumptions about structure and opportunity.
- Contrast the perspectives by explaining their different accounts of the source of inequality.
Life chances
Different views on factors affecting life chances.
- State at least two sociological views on factors affecting life chances.
- Explain how each view links its chosen factor to opportunity.
- Compare the views by identifying a point of agreement and a point of difference.
Life chances
identify, describe and explain factors affecting life chances including social class, gender, race and ethnicity, sexuality, age, disability, religion and belief
- Identify each listed factor and a life-chance outcome it affects.
- Describe a mechanism linking a named factor to unequal chances.
- Explain why the factor produces the difference rather than only naming it.
Life chances
The work of Devine revisiting the idea of the affluent worker.
- Describe the affluent worker debate and what it asked about class identity.
- State Devine's finding about affluence and working-class identity.
- Explain how Devine's work revisits the affluent worker idea and relates to life chances.
Poverty as a social issue
describe the key ideas of Murray (page 52) on the underclass including links to New Right theories.
- State Murray's definition of the underclass.
- Explain how Murray's ideas connect to New Right values.
- Identify a criticism of Murray's cultural explanation of poverty.
Poverty as a social issue
describe the key ideas of Townsend (page 53) on relative deprivation
- Describe Townsend's concept of relative deprivation.
- Explain how relative deprivation is measured against social norms and participation.
- Distinguish relative deprivation from absolute poverty.
Poverty as a social issue
describe, compare and contrast a variety of sociological perspectives on poverty (functionalist, feminist and Marxist)
- Describe the key ideas of functionalist, feminist and Marxist perspectives on poverty.
- Compare the perspectives by identifying shared assumptions about the social production of poverty.
- Contrast the perspectives by explaining their differing accounts of causes and remedies.
Poverty as a social issue
Different interpretations of poverty as a social issue.
- Distinguish absolute from relative poverty.
- Compare individual, cultural and structural interpretations of poverty.
- Explain the social consequences of poverty for individuals and society.
Poverty as a social issue
identify, describe and explain different interpretations of poverty as a social issue including, the culture of poverty, material deprivation, the way in which governments have attempted to alleviate poverty and unemployment, the impact of globalisation
- Identify the culture of poverty and material deprivation interpretations of poverty.
- Describe ways governments have attempted to alleviate poverty and unemployment.
- Explain how globalisation affects poverty and why interpretations of poverty differ.
Poverty as a social issue
The work of Townsend on relative deprivation and Murray on the underclass.
- Identify Townsend's relative deprivation account of poverty.
- Identify Murray's underclass account of poverty.
- Explain how the two accounts differ in what they treat as the cause of poverty.
Power and authority
describe the key ideas of Weber (page 54) on power and authority.
- Distinguish Weber's concepts of power and authority.
- Identify Weber's three types of legitimate authority.
- Select the option that accurately reflects Weber's ideas.
Power and authority
describe, compare and contrast a variety of sociological perspectives on power and authority (functionalist, feminist and Marxist)
- Describe functionalist, Marxist and feminist perspectives on power and authority.
- Compare and contrast the three perspectives using explicit points of similarity and difference.
- Support each perspective with a relevant example.
Power and authority
Different forms of power and authority.
- Define power and authority and distinguish between them.
- Name and describe Weber's three forms of authority.
- Apply each form of authority to a relevant example.
Power and authority
identify, describe and explain different forms of power and authority including traditional, charismatic, rational-legal, formal and informal sources of power
- Identify traditional, charismatic and rational-legal authority and formal and informal sources of power.
- Describe each form with a concrete example.
- Explain why people accept each form of authority.
Power and authority
The work of Weber on power and authority.
- State Weber's distinction between power and authority.
- Describe the three ideal types of legitimate authority.
- Apply each ideal type to a named example and justify the fit.
Power relationships
Describe and explain different views on factors affecting power relationships.
- Identify the factor each named perspective treats as central to power relationships
- Distinguish conflict and consensus explanations of power
- Select the option that correctly matches a view to its explanation of a factor affecting power
Power relationships
describe the key ideas of Walby (page 53) on patriarchy.
- State that Walby defines patriarchy as a system of social structures through which men dominate women
- Identify at least three of Walby's six structures of patriarchy
- Distinguish between private and public forms of patriarchy in Walby's account
Power relationships
describe, compare and contrast a variety of sociological perspectives on power relationships (functionalist, feminist and Marxist)
- Describe functionalist, feminist and Marxist perspectives on power relationships.
- Compare the perspectives by identifying points of agreement.
- Contrast the perspectives by identifying clear differences in how power is explained.
Power relationships
identify, describe and explain different factors affecting power relationships including social class, gender, sexuality, race, age, disability, religion and beliefs
- Identify a named factor affecting power relationships from the specified list.
- Describe how a chosen factor operates in a concrete social setting.
- Explain the mechanism by which the factor produces unequal power.
Power relationships
The work of Walby on patriarchy.
- Explain what Walby means by patriarchy
- Identify the structures through which Walby argues patriarchy operates
- Distinguish private patriarchy from public patriarchy
Processes within schools
describe the key ideas of Ball (page 46) on teacher expectations
- Describe Ball's key ideas about teacher expectations.
- Explain how teacher expectations link to labelling and the self-fulfilling prophecy.
- Select the option that best matches Ball's focus on expectations shaping pupil experience.
Processes within schools
describe the key ideas of Willis (page 48) on the creation of counter school cultures.
- Outline the key features of Willis's counter school culture.
- Explain how the lads' attitudes related to their future manual work.
- Evaluate the claim that resistance at school reproduces class inequality.
Processes within schools
describe, compare and contrast a variety of sociological perspectives on these issues (interactionist, functionalist, feminist and Marxist)
- Describe how functionalist, Marxist, feminist and interactionist perspectives view processes within schools
- Compare perspectives by identifying where they agree about schooling
- Contrast perspectives by explaining where they disagree about inequality and interaction in schools
Processes within schools
identify, describe and explain various processes within schools affecting educational achievement including, streaming, setting, mixed ability teaching, labelling and the self- fulfilling prophecy
- Identify streaming, setting, mixed ability teaching, labelling and the self-fulfilling prophecy.
- Describe how each process operates within schools.
- Explain how these processes can affect educational achievement.
Processes within schools
Processes within schools affecting educational achievement.
- Identify processes within schools that affect educational achievement.
- Explain how labelling and the self-fulfilling prophecy influence pupil outcomes.
- Describe how setting and streaming can shape achievement.
Processes within schools
The work of Ball on teacher expectations and Willis on the creation of counter school cultures.
- Identify Ball as the researcher associated with teacher expectations.
- Identify Willis as the researcher associated with the creation of counter school cultures.
- Explain how each study links a school process to pupil achievement.
Roles and functions of education
describe alternative forms of educational provision including home schooling and de- schooling
- Identify home schooling as an alternative form of provision in which parents or carers take responsibility for education at home.
- Explain that de-schooling involves learning without formal school structures such as timetables and testing.
- Select the option that correctly matches a described feature to the named alternative form of provision.
Roles and functions of education
describe the key ideas of Durkheim (page 47) on education
- State Durkheim's view that education creates social solidarity through shared norms and values.
- Explain how Durkheim sees education preparing people for the specialised division of labour.
- Distinguish Durkheim's functionalist ideas from those of other theorists such as Parsons and Marx.
Roles and functions of education
describe the key ideas of Parsons (page 48) on education.
- Explain Parsons's view that education bridges the family and wider society.
- Contrast particularistic standards in the family with universalistic standards in school and society.
- Describe how Parsons sees education allocating individuals to roles through merit and qualifications.
Roles and functions of education
describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist)
- Describe functionalist, Marxist and feminist perspectives on the roles and functions of education.
- Compare the perspectives by identifying features they share.
- Contrast the perspectives by explaining clear differences between their claims about education.
Roles and functions of education
Different views of the role and functions of education.
- Distinguish the functionalist, Marxist, feminist and interactionist views of education.
- Match a described function of education to the perspective that claims it.
- Select the single best option in a multiple-choice question about roles of education.
Roles and functions of education
identify and describe a variety of different types of school including primary and secondary, state and private
- Identify primary, secondary, state and private schools.
- Describe each type of school accurately.
- Distinguish the stage dimension from the funding dimension.
Roles and functions of education
identify, describe and explain the functions of education including serving the needs of the economy, facilitating social mobility and fostering social cohesion
- Identify the three named functions of education.
- Describe what each function involves with a concrete example.
- Explain how each function benefits society or individuals.
Roles and functions of education
The functionalist perspective of Durkheim on education as the transmission of norms and values and Parsons on achieved status and the operation of schools on meritocratic principles.
- Explain Durkheim's view of education as transmission of norms and values.
- Explain Parsons's views on achieved status and meritocratic principles.
- Distinguish the two functionalist accounts when answering a multiple-choice question.
Social control
describe the key ideas of Heidensohn (page 49) on female conformity.
- State Heidensohn's explanation of female conformity in terms of patriarchal social control.
- Describe how control operates in the home, in public space and at work.
- Explain how these controls reduce opportunity and raise the risk of sanction for women.
Social control
describe, compare and contrast a variety of sociological perspectives on social control (interactionist, functionalist, feminist and Marxist)
- Describe functionalist, Marxist, feminist and interactionist perspectives on social control.
- Compare perspectives by identifying where they agree about social control.
- Contrast perspectives by explaining where they differ in their view of whose interests control serves.
Social control
Formal and informal methods of social control.
- Distinguish formal from informal methods of social control.
- Give one example of a formal sanction and one example of an informal sanction.
- Explain how formal and informal control can operate together on the same behaviour.
Social control
identify, describe and explain formal and informal methods of social control including unwritten rules and sanctions
- Distinguish formal methods of social control from informal methods and give an example of each.
- Describe unwritten rules and explain how shared expectations enforce them.
- Explain how formal and informal sanctions encourage conformity in society.
Social control
The work of Heidensohn on female conformity in male dominated patriarchal societies.
- Outline Heidensohn's explanation of female conformity in patriarchal societies.
- Identify the settings in which Heidensohn says women are controlled.
- Explain why Heidensohn's account links social control to lower recorded female offending.
Social stratification
Social structures, social processes and social issues
For each topic area students are asked to critically evaluate and compare and contrast theories or explanations, including the key features of each theory or explanation in the context of a specific topic and area of sociology.
- Explain the key features of theories in the context of a specific topic.
- Compare and contrast explanations using clear points of agreement and difference.
- Critically evaluate theories and reach a reasoned judgement.
Social structures, social processes and social issues
For each topic area students are expected to demonstrate an understanding of relevant methods and methodological issues, for example the use of official statistics, qualitative and quantitative approaches and the use of mixed methods.
- Distinguish quantitative, qualitative and mixed-methods approaches.
- Explain the strengths and limitations of official statistics.
- Match appropriate methods and methodological issues to a named topic area.
Social structures, social processes and social issues
Social structures, social processes and social issues
Students are expected to demonstrate knowledge and understanding of key sociological theories by reading and responding to extracts which illustrate the different views of sociologists. They should be able to critically analyse and evaluate how the issues have been interpreted by these sociologists.
- Explain the perspective and concepts shown in a sociological extract.
- Analyse how a sociologist interprets a social issue.
- Evaluate an interpretation by weighing strengths, weaknesses and alternative views.
Social structures, social processes and social issues
They will explore and debate contemporary social issues in order to be able to challenge everyday understandings of social phenomena from a sociological perspective. The knowledge, understanding and skills they develop will provide a basis for further study and career choices.
- Explain how a sociological perspective can challenge an everyday understanding of a social phenomenon.
- Debate a contemporary social issue using sociological concepts and evidence.
- Describe how the knowledge, understanding and skills developed support further study and career choices.
Socio-economic class
describe the key ideas of Marx (page 52) on socio-economic class
- State the two main classes Marx identifies and what distinguishes them.
- Explain how ownership of the means of production creates inequality.
- Apply Marx's ideas to a concrete example of owners and workers.
Socio-economic class
describe the key ideas of Weber (page 54) on socio-economic class.
- Explain what Weber means by market situation.
- Distinguish class, status and party in Weber's account.
- Apply Weber's dimensions to an example where economic position and status differ.
Socio-economic class
describe, compare and contrast a variety of sociological perspectives on socio-economic class (functionalist, feminist and Marxist)
- Describe functionalist, Marxist and feminist perspectives on socio-economic class.
- Compare the perspectives by addressing the same issue, such as the cause of class inequality.
- Contrast the perspectives by explaining where and why they disagree.
Socio-economic class
Different views of socio-economic class.
- Identify the key idea in a stem about views of socio-economic class.
- Distinguish Marxist, Weberian and functionalist accounts of class.
- Select the option that matches the described view rather than a merely familiar term.
Socio-economic class
identify, describe and explain socio-economic class divisions in society
- Identify at least two socio-economic class groups and the marker separating them.
- Describe observable features of a class division using a concrete example.
- Explain one cause and one consequence of a class division for life chances.
Socio-economic class
The work of Marx and Weber on socio-economic class.
- Identify the thinker associated with a described view of class.
- Distinguish Marx's ownership model from Weber's market-situation account.
- Recognise status and party as Weberian concepts rather than Marxist ones.
Sociological research methods
Assess the usefulness of the mixed methods approach.
- Explain how combining quantitative and qualitative methods can strengthen a study through triangulation and complementarity.
- Evaluate the practical and ethical costs of a mixed methods design.
- Reach a supported judgement about the usefulness of mixed methods for a stated research aim.
Sociological research methods
demonstrate an understanding of the process of research design for a specific area of research, including practical difficulties and ethical issues
- Outline a research design for a named area, including aim, method and sample.
- Explain practical difficulties that affect the chosen design.
- Explain ethical issues and how the design addresses them.
Sociological research methods
demonstrate an understanding of the relevance and usefulness of various primary and secondary sources for a specific area of research
- Identify primary and secondary sources relevant to a named area of research.
- Assess the usefulness of sources using sociological criteria.
- Compare sources and justify which best suit the research aim.
Sociological research methods
demonstrate the ability to interpret data presented in a variety of forms.
- Read figures accurately from at least three different data forms.
- Describe a pattern or comparison shown in a data source.
- Offer a sociological interpretation of a data pattern while noting the limits of the evidence.
Sociological research methods
Describe and explain qualitative and quantitative methods (questionnaires, interviews, observations) and assess the value, application, and strengths and weaknesses of different methods.
- Describe questionnaires, interviews and observations and the data each produces.
- Explain the strengths and weaknesses of each method in relation to reliability, validity, representativeness, ethics and practicality.
- Assess which method is most valuable and applicable for a given research aim, reaching a supported judgement.
Sociological research methods
Different types of data Assess the usefulness of different types of data, qualitative and quantitative data, and official and non- official statistics.
- Distinguish qualitative from quantitative data and official from non-official statistics with examples.
- Evaluate the strengths and limitations of each data type using named criteria.
- Reach a supported judgement about which data type suits a stated research aim.
Sociological research methods
Ethical issues Ethical issues are consent, confidentiality and harm to participants and how the issues can be addressed.
- Identify consent, confidentiality and harm to participants as ethical issues.
- Explain why each ethical issue matters in sociological research.
- Describe a practical way a researcher can address each ethical issue.
Sociological research methods
identify and explain the advantages and disadvantages, strengths and weaknesses of a particular method for a specific area of research
- Identify a method and a specific area of research and state the link between them.
- Explain advantages and disadvantages of the method in relation to that area.
- Evaluate the overall suitability of the method for the named area using methodological issues.
Sociological research methods
identify, describe and explain various methods and methodological issues
- Identify a named research method from a short description.
- Distinguish methodological issues such as reliability, validity and representativeness.
- Match a described practical or ethical constraint to the correct methodological issue.
Sociological research methods
In the context of the various social structures, social processes and social issues detailed in the specification, students should be able to:
- Explain how a chosen research method applies to a named social structure, process or issue
- Identify practical, ethical and theoretical factors that shape method choice in a given topic
- Locate the specific assessed methods and skills in the specification rows that follow this lead-in
Sociological research methods
Interpretation of data Demonstrate the ability to interpret graphs, diagrams, charts and tables to discern patterns and trends in statistical data.
- Read the title, headings, axes and units of a graph, chart or table accurately
- Identify a pattern between categories and a trend across time from statistical data
- Support an interpretation with a specific figure taken from the source
Sociological research methods
Practical issues Practical issues including time, cost and access.
- Identify time, cost and access as practical issues in sociological research.
- Explain how each practical issue affects the choice of method and sample.
- Suggest a realistic way a researcher could address a named practical issue.
Sociological research methods
Primary and secondary sources Describe and explain primary and secondary sources of data.
- Distinguish primary from secondary sources of data using who collected the material and for what purpose
- Give a valid example of a primary source and a valid example of a secondary source
- Explain one reason a researcher might prefer a primary or a secondary source for a given study
Sociological research methods
Qualitative and quantitative methods
- Distinguish qualitative data from quantitative data in given examples.
- Match questionnaires, interviews and observations to the data they commonly produce.
- Explain why a single method can generate both types of data.
Sociological research methods
Research design Describe and explain the processes involved in research design: the establishment of appropriate aims and relevant hypotheses, the use of pilot studies, the selection of appropriate sampling methods and the analysis of data.
- State an appropriate aim and a testable hypothesis for a sociological study.
- Explain the purpose of a pilot study and select a justified sampling method.
- Describe how quantitative and qualitative data would be analysed to reach conclusions.
Sociological research methods
The relationship between education and capitalism
describe the key ideas of Bowles and Gintis (page 47) on education and capitalism
- Describe the key ideas of Bowles and Gintis on education and capitalism.
- Explain how the hidden curriculum is said to prepare pupils for work.
- Evaluate the claim that education reproduces class inequality.
The relationship between education and capitalism
describe, compare and contrast a variety of alternative sociological perspectives on the correspondence principle.
- Describe the correspondence principle and the features of schooling it identifies.
- Compare alternative sociological perspectives on the same features of schooling.
- Contrast and evaluate the perspectives using evidence and reasoning.
The relationship between education and capitalism
Different views of the correspondence principle on the relationship between education and capitalism as developed from a Marxist perspective by Bowles and Gintis.
- State the correspondence principle as Bowles and Gintis define it.
- Explain how schooling is said to prepare pupils for hierarchical work.
- Distinguish the Marxist view from functionalist views of education and capitalism.
The social construction of crime and deviance
describe the key ideas of Becker (page 48) on the causes of crime.
- Outline Becker's labelling theory and its interactionist roots.
- Explain how labels applied by powerful groups construct deviance.
- Apply labelling and the self-fulfilling prophecy to an example of deviant behaviour.
The social construction of crime and deviance
describe the key ideas of Merton (page 50) on the causes of crime
- Outline Merton's strain theory and its functionalist roots.
- Explain the gap between culturally approved goals and legitimate means.
- Apply the concept of innovation to an example of utilitarian crime.
The social construction of crime and deviance
describe, compare and contrast a variety of sociological perspectives on the social construction of crime and deviance (interactionist, functionalist, feminist and Marxist)
- Describe the interactionist, functionalist, feminist and Marxist perspectives on the social construction of crime and deviance.
- Compare and contrast these perspectives by identifying shared assumptions and points of difference.
- Support each perspective with an example and reach a reasoned judgement about their explanations.
The social construction of crime and deviance
explain the social construction of concepts of crime and deviance
- Define crime and deviance and distinguish between them.
- Explain how definitions of crime and deviance vary across time, place and culture with an example.
- Identify the social processes and agencies that construct and enforce labels of crime and deviance.
The social construction of crime and deviance
identify, describe and explain various sociological explanations of crime and deviance including anomie, labelling, structural theories, subcultural theories and interactionist theory
- Identify anomie, labelling, structural, subcultural and interactionist explanations of crime and deviance.
- Describe the central claim of each named sociological explanation.
- Explain how each explanation accounts for crime and deviance and distinguish between them.
The social construction of crime and deviance
The social construction of concepts of crime and deviance and explanations of crime and deviance.
- Explain why crime and deviance are described as socially constructed.
- Distinguish crime from deviance with examples.
- Compare explanations of crime and deviance and their view of social construction.
The social construction of crime and deviance
The work of Merton on the causes of crime from a functionalist perspective and Becker from an interactionist perspective.
- State that Merton explains crime from a functionalist perspective through strain between goals and means.
- State that Becker explains deviance from an interactionist perspective through labelling.
- Distinguish clearly between the functionalist and interactionist explanations of crime.
The sociological approach
All the content is set in a United Kingdom (UK) context except where otherwise stated.
- Identify whether a given example or study is set in a UK context.
- Select UK-based evidence when constructing answers across the sociological topics.
- Recognise the parts of the specification that state a different focus and follow that stated focus.
The sociological approach
debates within sociology including conflict versus consensus
- Distinguish consensus perspectives from conflict perspectives.
- Match named sociological perspectives to their view of social order.
- Select the best option in a multiple-choice question on the debate.
The sociological approach
different sociological perspectives on social structures, social processes and social issues, including those informed by: feminism, functionalism, interactionism and Marxism as specified in the topics listed below and key arguments (identified through reading and responding to extracts from key sociological texts (page 45))
- Distinguish the core arguments of feminism, functionalism, interactionism and Marxism.
- Apply each perspective to social structures, social processes and social issues.
- Identify key arguments from extracts of sociological texts and link them to a perspective.
The sociological approach
how sociological knowledge and ideas change over time and how these ideas inform our understanding of the social world
- Explain how sociological knowledge and ideas change over time.
- Show how sociological ideas inform understanding of the social world.
- Support an extended response with named perspectives and evidence.
The sociological approach
how to use sociological research methods as outlined in the topics and how they apply in the specified contexts ie families, education, crime and deviance, social stratification. Teachers may encourage their students to undertake small-scale research projects in order to develop their understanding of the practical difficulties faced by the sociologists working in the field
- Select an appropriate research method for a named context and justify the choice.
- Identify practical and ethical issues that affect research in the specified contexts.
- Distinguish between methods that suit different topics and explain why.
The sociological approach
key sociological terms and concepts (page 27) concerned with social structures, social processes and social issues and the explanation of social phenomena including: society, socialisation, norms, values, roles, labelling, discrimination, power and authority.
- Define the listed sociological concepts accurately.
- Apply each concept to a described social situation.
- Distinguish concepts that are easily confused, such as norms and values.
The sociological approach
Students must know and understand:
- Explain what 'know and understand' requires for the content in this section.
- Convert each bullet under the heading into a question and answer it accurately.
- Apply each concept in the section to a relevant UK example.
The sociological approach
the contextualised work (a sense of time and place) of key classical sociologists Durkheim, Marx and Weber referencing both their view of the world and their contribution to the development of the discipline
- Place Durkheim, Marx and Weber in their historical and national contexts.
- Explain the view of the world associated with each classical sociologist.
- Identify the contribution each thinker made to the development of sociology as a discipline.
The sociological approach
the interrelationship between the core areas of sociology
- Explain how at least two core areas of sociology connect using a named concept or method.
- Apply a concept or method across more than one substantive topic with a concrete example.
- Evaluate why sociologists treat the core areas as interrelated rather than separate.
The sociological approach
Regulatory & Verification Details
- Qualification Number (QN)
- 603/0798/5
- Regulated Status
- Available to learners
- Awarding Body
- AQA
- Qualification Type
- GCSE (9 to 1)
- Operational Start
- Aug 2017