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KS4 Curriculum Overview: Sociology GCSE
Core aims of the subject at Key Stage 4 – Sociology GCSE (2 years) To provide a broad and balanced curriculum, and learning experience, that develops a solid foundation of contextual knowledge and sociological skills that are applicable
to other subjects. Students will develop their knowledge and understanding of the sociology of families; the sociology of education; relevant areas of social theory and
methodology; the sociology of crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology.
Trips and visits
Assessment Internal form ative assessm ents
Students will be given a wide range of opportunities to apply their psychological knowledge, skills and concepts of the world through multiple choice, short answer and
extended writing questions. Over time, their performance will determine a grade based on the core principles of GCSE Sociology.
External summ ative assessm ents
There will be 2 examined assessments at the end of Year 11:
Paper 1: The sociology of families and education (1 hour 45 minutes, 50% of GCSE)
Paper 2: The sociology of crime and deviance and social stratification (1 hour 45 minutes, 50% of GCSE)
Homework Students are set homework once a fortnight to embed and master the learning undertaken in lessons through a variety of activities.
Clubs and/or intervention Knowledge recall quizzes are used to improve long-term memory of sociological concepts, theories and studies. Revision packs and guidance in addition to notes are
available in the run-up to internal assessments and exams. Repetition of work to ensure mastery of the PEEL/GRAVEDS/SCOPA structures are embedded throughout
the course.
Parental/Carer support Review students learning in folders in order to aid revision for knowledge recall quizzes; work through additional assessments given in class notes and text books;
encourage students to watch or read about the theories and concepts learned about on the course and apply this to their own context e.g. , GCSE Sociology BBC
Bitesize. Ongoing assessment revision and testing to assess students on the content included within their knowledge folder and assessment books to ensure long term
memory recall.
Helpful sources of information Details of the specification can be found at: http://www.aqa.org.uk/subjects/sociology/gcse/sociology-8192
SOW for text book support and guidance; AQA website.
Year 10 Overview – Sociology GCSE
2019-2020
Term Knowledge Assessment Connections to learning Connections to future
pathways
Autumn
1
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas o f social theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ Theory and methods
debates within sociology
including conflict versus
consensus
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of
the social world
• the contextualised
work (a sense of time
and place) of key
classical sociologists
Durkheim, Marx and
Weber referencing both
their view of the world
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended responses.
➢ Purpose – to ensure all learners
are fully prepared for any
examination assessment within
family and methods sociology
that is likely to appear on the
exam paper for this topic.
➢ Homework within development
sociology will be set no more
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork and
cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of sociological
ideas.
Demonstrate knowledge of sociological
concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and methods
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
and their contribution
to the
development of the
discipline
• 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.
• the interrelationship
between the core areas
of sociology
• 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
than once per week pending
homework requirements in
terms of individual learning
needs for exam preparation.
This will incorporate assessment
based learning in addition to
task based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within family sociology in
preparation for outcomes of
exam based assessment.
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning KS3 history, learning
skills and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
• key sociological terms
and concepts 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.
➢ Research methods
Understand objectives for
methods within the context
of sociological research;
• demonstrate an
understanding of the
process of research
design for a specific area
of research, including
practical difficulties and
ethical issues
• identify, describe and
explain various methods
and methodological
issues
• identify and explain the
advantages and
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and
usefulness of various
primary and secondary
sources for a specific
area of research
• demonstrate the ability
to interpret data
presented in a variety of
forms.
➢ Research methods
Assess the usefulness of
different types of data,
including qualitative and
quantitative data, and official
and nonofficial statistics.
Describe and explain primary
and secondary sources of
data.
• Demonstrate the ability
to interpret data from
graphs, diagrams, charts
and tables to discern
patterns and trends in
statistical data.
➢ The sociology of families
• Identify, describe and
explain the functions of
families according to
sociological
perspectives. Students
should know the core
features of the theory,
supporting evidence,
key thinkers, and the
strengths/weakness of
each explanation of the
functions of family;
➢ Describe, compare and
contrast and evaluate a
variety of sociological
perspectives on the
functions of families.
• Students should know
the theoretical
explanations for family
functions (Marxism,
Functionalism,
Feminism, New Right),
including
strengths/weaknesses.
➢ Students should specifically
know functionalist views
from Murdock’s sexual,
reproductive, economic and
educational functions, and
Parsons functionalist
perspective on primary
socialisation and the
stabilisation of adult
personalities.
Autumn
2
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas o f social theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ Research methods
• Describe and explain the
processes involved in
research design, including
the establishment of
appropriate aims and
relevant hypotheses, the
use of pilot studies, the
selection of appropriate
sampling methods and the
analysis of data.
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose – to ensure all learners
are fully prepared for any
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork and
cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of sociological
ideas.
Demonstrate knowledge of sociological
concepts and methods.
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
• Demonstrate the ability to
interpret data from graphs,
diagrams, charts and tables
to discern patterns and
trends in statistical data.
➢ The Sociology of Families
• Identify, describe and
explain various family
forms. Students should
know the various family
forms, including; nuclear,
extended, reconstituted, l
one parent, single sex;
beanpole.
• Describe, compare, and
contrast the various family
forms. Students should
know the work of the
Rapoports on family
diversity.
• Evaluate theoretical
explanations of various
family forms in the UK and
globally. Students should
know how family forms
differ in the UK and within
a global context. Students
should know the
theoretical of explanations
for family forms (Marxism,
Functionalism, Feminism,
New Right), including
strengths/weaknesses.
• Identify, describe and
explain different views of
conjugal role relationships.
Students should know joint
and segregated conjugal
roles and the domestic
examination assessment within
family and methods sociology
that is likely to appear on the
exam paper for this topic.
➢ Homework within development
sociology will be set no more
than once per week pending
homework requirements in
terms of individual learning needs
for exam preparation. This will
incorporate assessment based
learning in addition to task based
learning to ensure understanding
of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within family sociology in
preparation for outcomes of
exam based assessment.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and
methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
Prior learning KS3 history,learning skills
and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
division of labour in both
traditional and
contemporary families.
• Describe, compare, and
contrast different views of
conjugal role relationships.
Students should know
specifically the feminist
perspective of Oakley on
the idea of the conventional
family. Students should
know the issues that impact
on conjugal role
relationships within the
contemporary family,
including decision making,
money management, dual
career families, child rearing
and leisure activities.
• Evaluate different
theoretical views of
conjugal role relationships.
Students should know the
theoretical explanations for
conjugal role relationships
(Marxism, Functionalism,
Feminism, New Right),
including
strengths/weaknesses.
Spring
1
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodolog y
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ The Sociology of Education
Implicit content
- debates within sociology
including conflict versus
consensus
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of
the social world
• 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
• 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.
• the interrelationship
between the core areas
of sociology
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended responses.
➢ Purpose – to ensure all learners
are fully prepared for any
examination assessment within
education sociology that is likely
to appear on the exam paper for
this topic.
➢ Homework within development
sociology will be set no more
than once per week pending
homework requirements in
terms of individual learning
needs for exam preparation.
This will incorporate assessment
based learning in addition to task
based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within education sociology
in preparation for outcomes of
exam based assessment.
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork and
cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of sociological
ideas.
Demonstrate knowledge of sociological
concepts and methods.
➢ Application
Apply knowledge and understanding of
sociological ideas.
Apply knowledge and understanding of
sociological concepts and methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information, ideas,
processes and procedures.
Evaluate sociological information, ideas,
concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
• 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
• key sociological terms
and concepts
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.
➢ Education Roles and
functions of education
Content
• Different views of the
role and functions of
education.
• The functionalist
perspective of
Durkheim on education
Prior learning KS3 history,learning skills
and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
as the transmission of
norms and values and
Parsons on achieved
status and the
operation of schools on
meritocratic principles.
➢ Students should be able to:
• identify, describe and
explain the functions of
education including
serving the needs of the
economy, facilitating
social mobility and
fostering social
cohesion
• identify and describe a
variety of different
types of school
including primary and
secondary, state and
private
• describe alternative
forms of educational
provision including
home schooling and
deschooling
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues (functionalist,
feminist and Marxist)
• describe the key ideas
of Durkheim on
education
• describe the key ideas
of Parsons on
education.
➢ The relationship between
education and capitalism
Content
• Different views of the
correspondence
principle on the
relationship between
education and capitalism
as developed from a
Marxist perspective by
Bowles and Gintis.
➢ Students should be able to:
• describe the key ideas
of Bowles and Gintis on
education and capitalism
• describe, compare and
contrast a variety of
alternative sociological
perspectives on the
correspondence
principle.
➢ Educational achievement
Content
• Factors affecting
educational
achievement. The work
of Halsey on class-based
inequalities and Ball on
parental choice and
competition between
schools.
➢ Processes within schools
Content
• Processes within
schools affecting
educational
achievement. The work
of Ball on teacher
expectations and Willis
on the creation of
counter school cultures.
➢ Students should be able to:
• identify, describe and
explain various
processes within
schools affecting
educational
achievement including,
streaming, setting,
mixed ability teaching,
labelling and the self
fulfilling prophecy
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues (interactionist,
functionalist, feminist
and Marxist)
• describe the key ideas
of Ball on teacher
expectations
• describe the key ideas
of Willis on the
creation of counter
school cultures
➢ Research methods
• Describe and explain
qualitative and
quantitative methods
(questionnaires,
interviews,
observations) and
assess the value,
application, and
strengths and
weaknesses of different
methods. Assess the
usefulness of a mixed
methods approach.
• Demonstrate the ability
to interpret data from
graphs, diagrams, charts
and tables to discern
patterns and trends in
statistical data.
➢ The sociology of families
• Identify, describe and
explain changing
relationships within
families and related
issues. Students
should know how
relationships within
families have changed
over time, including
preindustrial,
industrial and
contemporary/modern
families; and Wilmott
and Young’s stages of
family, their concept
of the symmetrical
family and the
principle of stratified
diffusion.
• Describe, compare,
and contrast changing
relationships within
families and related
issues. Students
should know
contemporary family
related issues,
including the quality of
parenting, the
relationships between
teenagers and adults,
care of the disabled/
elderly and arranged
marriage.
• Evaluate different
theoretical views of
changing relationships
within families and
related issues.
Students should know
the sociological
perspectives about
changing relationships
within families
(Marxism,
Functionalism,
Feminism, New Right),
including
strengths/weaknesses.
Spring
2
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ The Sociology of Education
Roles and functions of
education
Content
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
• Different views of the
role 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.
➢ Students should be able
to:
• identify, describe and
explain the functions of
education including
serving the needs of
the economy,
facilitating social
mobility and fostering
social cohesion
• identify and describe a
variety of different
types of school
including primary and
secondary, state and
private
• describe alternative
forms of educational
provision including
home schooling and
deschooling
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues (functionalist,
feminist and Marxist)
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose – to ensure all learners
are fully prepared for any
examination assessment within
education sociology that is likely
to appear on the exam paper for
this topic.
➢ Homework within development
sociology will be set no more
than once per week pending
homework requirements in
terms of individual learning
needs for exam preparation.
This will incorporate assessment
based learning in addition to task
based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within education sociology
in preparation for outcomes of
exam based assessment.
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
Prior learning KS3 history,learning
skills and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
• describe the key ideas
of Durkheim on
education
• describe the key ideas
of Parsons on
education.
➢ The relationship between
education and capitalism
Content
• Different views of the
correspondence
principle on the
relationship between
education and capitalism
as developed from a
Marxist perspective by
Bowles and Gintis.
➢ Students should be able to:
• describe the key ideas
of Bowles and Gintis on
education and capitalism
• describe, compare and
contrast a variety of
alternative sociological
perspectives on the
correspondence
principle.
➢ Educational achievement
Content
• Factors affecting
educational
achievement.
• The work of Halsey on
class-based inequalities
and Ball on parental
choice and competition
between schools.
SMSC – 2a; 2c; 3c; 4;
➢ Students should be able to:
• identify, describe and
explain various factors
affecting educational
achievement including
class, gender and
ethnicity
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues (functionalist,
feminist and Marxist)
• describe the key ideas
of Halsey on class-
based inequalities
• describe the key ideas
of Ball on parental
choice and competition
between schools.
➢ Processes within schools
Content
• Processes within
schools affecting
educational
achievement. The work
of Ball on teacher
expectations and Willis
on the creation of
counter school cultures.
➢ Students should be able to:
• identify, describe and
explain various
processes
within schools affecting
educational
achievement including,
streaming, setting,
mixed ability teaching,
labelling and the self
fulfilling prophecy
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues (interactionist,
functionalist, feminist
and Marxist)
• describe the key ideas
of Ball on teacher
expectations
• describe the key ideas
of Willis on the
creation of counter
school cultures.
Co
➢ Research methods
• Describe and explain
qualitative and
quantitative methods
(questionnaires,
interviews,
observations) and
assess the value,
application, and
strengths and
weaknesses of different
methods. Assess the
usefulness of a mixed
methods approach.
• Demonstrate the ability
to interpret data from
graphs, diagrams, charts
and tables to discern
patterns and trends in
statistical data.
➢ The sociology of
families
• Identify, describe and
explain criticisms of the
family in contemporary
society.
• Students should know
different criticisms of
families in
contemporary society,
including 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.
➢ Describe, compare, and
contrast criticisms of
the family in
contemporary society.
Students should
specifically know the
work of Zaretsky on
developments in
families from a Marxist
perspective. Students
should specifically know
Delphy and Leonard’s
feminist critique of
families.
➢ Evaluate different
theoretical criticisms of
the family in
contemporary society.
Students should know
the theoretical
criticisms of families,
(Marxism,
Functionalism,
Feminism, New Right),
including
strengths/weaknesses.
Summer
1
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ The Sociology of Education
Roles and functions of
education
Content
• Different views of the
role 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.
➢ Students should be able to:
• identify, describe and
explain the functions of
education including
serving the needs of the
economy, facilitating
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose – to ensure all learners
are fully prepared for any
examination assessment within
education sociology that is likely
to appear on the exam paper for
this topic.
➢ Homework within development
sociology will be set no more
than once per week pending
homework requirements in
terms of individual learning
needs for exam preparation.
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and methods
➢ Practical research
When carrying out practical
research activities, students will
manage associated risks and use
information
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
social mobility and
fostering social
cohesion
• identify and describe a
variety of different
types of school
including primary and
secondary, state and
private
• describe alternative
forms of educational
provision including
home schooling and
deschooling
• describe, compare and
contrast a variety of
sociological perspectives
on these issues
(functionalist, feminist
and Marxist)
• describe the key ideas
of Durkheim on
education
• describe the key ideas
of Parsons on
education.
➢ The relationship between
education and capitalism
Content
• Different views of the
correspondence
principle on the
relationship between
education and capitalism
as developed from a
Marxist perspective by
Bowles and Gintis.
➢ Students should be able to:
This will incorporate assessment
based learning in addition to task
based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within education sociology
in preparation for outcomes of
exam based assessment.
and communication technology
(ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
Prior learning KS3 history,learning
skills and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
• describe the key ideas
of Bowles and Gintis on
education and capitalism
• describe, compare and
contrast a variety of
alternative sociological
perspectives on the
correspondence
principle.
➢ Educational achievement
Content
• Factors affecting
educational
achievement. The work
of Halsey on class-based
inequalities and Ball on
parental choice and
competition between
schools.
➢ Students should be able to:
• identify, describe and
explain various factors
affecting educational
achievement including
class, gender and
ethnicity
• describe, compare and
contrast a variety of
sociological perspectives
on these issues
(functionalist, feminist
and Marxist)
• describe the key ideas
of Halsey on class-based
inequalities
• describe the key ideas
of Ball on parental
choice and competition
between schools.
➢ Processes within schools
Content
• Processes within
schools affecting
educational
achievement. The work
of Ball on teacher
expectations and Willis
on the creation of
counter school cultures.
➢ Students should be able to:
• identify, describe and
explain various
processes
within schools affecting
educational achievement
including, streaming,
setting, mixed ability
teaching, labelling and
the self fulfilling
prophecy
• describe, compare and
contrast a variety of
sociological
perspectives on these
issues
(interactionist,
functionalist, feminist
and
Marxist)
• describe the key ideas
of Ball on teacher
expectations
• describe the key ideas
of Willis on the
creation of counter
school cultures.
Conte
➢ Identify, describe and
explain changes in the
pattern of divorce in
Britain since 1945 and the
consequences of divorce
for family members and
structures. Students
should know the pattern
of divorce in Britain since
1945 using relevant
statistical data and the
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
➢ Describe, compare, and
contrast changes in the
pattern of divorce in
Britain since 1945 and the
consequences of divorce
for family members and
structures. Students
should know the
consequences of divorce
for family members
(husband and wife,
children and extended
family) and the increase in
the numbers of lone
parent families.
➢ Evaluate different
theoretical views of
divorce and the
consequences of divorce
for family members and
structures. Students
should know the
sociological perspectives
on issues of divorce and
its consequences
(Marxism, Functionalism,
Feminism, New Right),
including
strengths/weaknesses.
Summer
2
The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
families; the sociology of education and relevant areas of social theory and methodology.
➢ The Sociology of Education
Roles and functions of
education
Content
• Different views of the
role 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.
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short
and extended
responses.
➢ Purpose –
To ensure all learners are fully
prepared for any examination
assessment within education
sociology that is likely to appear
on the exam paper for this topic.
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and methods
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare;
health and education; journalism;
research; civil service.
➢ Students should be able to:
• identify, describe and
explain the functions of
education including
serving the needs of the
economy, facilitating
social mobility and
fostering social cohesion
• identify and describe a
variety of different types
of school including
primary and secondary,
state and private
• describe alternative forms
of educational provision
including home schooling
and deschooling
• describe, compare and
contrast a variety of
sociological perspectives
on these issues
(functionalist, feminist and
Marxist)
• describe the key ideas of
Durkheim on education
• describe the key ideas of
Parsons on education.
➢ The relationship between
education and capitalism
Content
• Different views of the
correspondence principle
on the relationship
between education and
capitalism as developed
from a Marxist
perspective by Bowles
and Gintis.
Homework within development
sociology will be set no more than
once per week pending
homework requirements in terms
of individual learning needs for
exam preparation.
This will incorporate assessment
based learning in addition to task
based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against specification
standards for all areas within
education sociology in preparation
for outcomes of exam based
assessment.
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning KS3 history,learning
skills and revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
Crime and deviance and Stratification
➢ Students should be able to:
• describe the key ideas of
Bowles and Gintis on
education and capitalism
• describe, compare and
contrast a variety of
alternative sociological
perspectives on the
correspondence principle.
➢ Educational achievement
Content
• Factors affecting
educational
achievement. The work of
Halsey on class-based
inequalities and Ball on
parental choice and
competition between
schools.
➢ Students should be able to:
• identify, describe and
explain various factors
affecting educational
achievement including
class, gender and
ethnicity
• describe, compare and
contrast a variety of
sociological perspectives
on these issues
(functionalist, feminist
and Marxist)
• describe the key ideas
of Halsey on class-based
inequalities
• describe the key ideas
of Ball on parental
choice and competition
between schools.
➢ Processes within schools
Content
• Processes within
schools affecting
educational
achievement. The work
of Ball on teacher
expectations and Willis
on the creation of
counter school cultures.
➢ Students should be able to:
• identify, describe and
explain various
processes within
schools affecting
educational
achievement including,
streaming, setting,
mixed ability teaching,
labelling and the self-
fulfilling prophecy
• describe, compare and
contrast a variety of
sociological perspectives
on these issues
(interactionist,
functionalist, feminist
and Marxist)
• describe the key ideas
of Ball on teacher
expectations
• describe the key ideas
of Willis on the creation
of counter school
cultures.
Co
➢ Research methods
• Practical issues in
sociological research
that impact on research
methodology choices, to
include;
• Time and Money
• Requirements of
Funding Bodies
• Personal skills and
characteristics
• Subject matter
• Research opportunity
➢ Ethical issues in sociological
research as outlined by the
British Sociological Association
to include;
• Informed Consent
• Confidentiality and
Privacy
• Effects on Research
participants
• Vulnerable groups
• Convert Research
➢ Theoretical issues in
sociological research to
include;
• Validity
• Reliability
• Representativeness
Methodological Perspective
to include;
• Positivism
• Interpretivism
Theoretical Perspective to
include;
• Micro and Macro
approaches
• Structural and
Individualism.
Year 11 Overview
2019-2020
Term Knowledge Assessment Connections to learning Connections to future
pathways
Autumn
1
The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas o f socia l theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology.
➢ The Sociology of Crime and
Deviance
Implicit content
debates within sociology
including conflict versus
consensus
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of the
social world
• the contextualised work
(a sense of time and
place) of key classical
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short
and extended responses.
➢ Purpose –
to ensure all learners are fully
prepared for any examination
assessment within crime
sociology that is likely to
appear on the exam paper for
this topic.
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
sociologists Durkheim,
Marx and Weber
referencing both their
view of the world and
their contribution to the
development of the
discipline
• 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.
• the interrelationship
between the core areas
of sociology
• 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
➢ Homework within
development sociology will be
set no more than once per
week pending homework
requirements in terms of
individual learning needs for
exam preparation. This will
incorporate assessment based
learning in addition to task
based learning to ensure
understanding of topic
material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within crime sociology in
preparation for outcomes of
exam based assessment.
Apply knowledge and understanding
of sociological concepts and
methods
➢ Practical research
When carrying out practical
research activities, students will
manage associated risks and use
information
and communication technology
(ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning Sociology of family,
sociology or education, research
methodology, learning skills and
revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE – na
SMSC – 2a; 2c; 3c; 4;
➢ Apprenticeships
Programmes in housing, human
resources, teaching and health and social
care.
➢ Professions
Legal; social and welfare field; business;
HR and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
A level Sociology, Politics, Law, History,
Economics
by the sociologists
working in the field
• key sociological terms
and concepts 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.
➢ The Sociology of Crime and
Deviance Social construction
of crime and deviance
Content
The social construction of
concepts of crime and
deviance and explanations of
crime and deviance.
• The work of Merton on
the causes of crime from
a functionalist perspective
and Becker from an
interactionist perspective.
➢ Students should be able to:
• identify, describe and
explain various
sociological
explanations of crime
and deviance including
anomie, labelling,
structural theories,
subcultural theories and
interactionist theory
• explain the social
construction of
concepts 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 key ideas
of Merton on the
causes of crime
• describe the key ideas
of Becker on the causes
of crime.
➢ Social control
Content
Formal and informal methods
of social control.
• The work of Heidensohn
on female conformity in
male dominated
patriarchal societies.
➢ Students should be able to:
• identify, describe and
explain formal and
informal methods of
social control including
unwritten rules and
sanctions
• describe, compare and
contrast a variety of
sociological
perspectives on social
control (interactionist,
functionalist, feminist
and Marxist)
• describe the key ideas
of Heidensohn on
female conformity.
➢ Criminal and deviant
behaviour
Content
• Factors affecting
criminal and deviant
behaviour and ways in
which criminal and
deviant behaviour have
generated public
debate.
• The work of Albert
Cohen on delinquent
subcultures and Carlen
on women, crime and
poverty.
➢ Students should be able to:
• identify, describe and
explain factors affecting
criminal and deviant
behaviour including
social class, gender,
ethnicity and age
• 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
• describe, compare and
contrast a variety of
sociological
perspectives on factors
affecting criminal and
deviant behaviour
(interactionist,
functionalist, feminist
and Marxist)
• describe the key ideas
of Albert Cohen on
delinquent subcultures
• describe the key ideas
of Carlen on women,
crime and poverty.
➢ Data on crime
Content
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’.
➢ Students should be able to:
• identify and describe the
main sources of data
on crime
• describe the pattern and
trends in crime figures
using relevant statistical
data
• explain the ‘dark figure’ of
crime (unreported
and unrecorded crime)
• describe, compare and
contrast a variety of
sociological perspectives
on the use of data on
crime (functionalist,
feminist and Marxist).
➢ Research methods
Embedding methodological
skills within the context of
sociological research;
• demonstrate an
understanding of the
process of research
design for a specific area
of research, including
practical difficulties and
ethical issues
• identify, describe and
explain various methods
and methodological issues
• identify and explain the
advantages and
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and usefulness
of various primary and
secondary sources for a
specific area of research
• demonstrate the ability to
interpret data presented
in a variety of forms.
➢ Sociology of Social
Stratification different views
of the functionalist theory of
social stratification.
• Identify, describe and
explain different views of
the functionalist theory of
social stratification.
• Identify, describe and
explain the work of Davis
and Moore on social
stratification from a
functionalist perspective.
• Identify, describe and
explain the functionalist
theory of stratification
(effective role allocation
and performance linked
to the promise of
rewards).
• Describe, compare and
contrast alternative
perspectives on
functionalist theory
(feminist and Marxist).
• Evaluate different
theoretical views, to
include the work of Davis
and Moore and
alternative perspectives
on functionalist theory
(feminist and Marxist).
➢ Sociology of Social
Stratification different views
of socio-economic class.
• Identify, describe and
explain different views of
socio-economic class.
• Identify, describe and
explain socio-economic
class divisions in society.
• Identify, describe and
explain the key ideas of
Marx on socio-economic
class.
• Identify, describe and
explain the key ideas of
Weber on socio-
economic class.
• Describe, compare and
contrast a variety of
sociological perspectives
on socio-economic class
(functionalist, feminist and
Marxist).
• Evaluate different
theoretical views, to
include the work of Marx
and Weber on
socioeconomic class and a
variety of sociological
perspectives on socio-
economic class
(functionalist, feminist and
Marxist).
Autumn
2
The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology
➢ The Sociology of Crime and
Deviance
Social construction of crime
and deviance
Content
The social construction of
concepts of crime and
deviance and explanations of
crime and deviance.
• The work of Merton on
the causes of crime from
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose –
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
a functionalist perspective
and Becker from an
interactionist perspective.
➢ Students should be able to:
• identify, describe and
explain various
sociological explanations
of crime and deviance
including anomie, labelling,
structural theories,
subcultural theories and
interactionist theory
• explain the social
construction of concepts
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 key ideas of
Merton on the causes of
crime
• describe the key ideas of
Becker on the causes of
crime.
➢ Social control
Content
Formal and informal methods
of social control.
• The work of Heidensohn
on female conformity in
male dominated
patriarchal societies.
To ensure all learners are fully
prepared for any examination
assessment within crime
sociology that is likely to appear
on the exam paper for this topic.
➢ Homework
Within development sociology
will be set no more than once
per week pending homework
requirements in terms of
individual learning needs for
exam preparation. This will
incorporate assessment based
learning in addition to task based
learning to ensure understanding
of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within crime sociology in
preparation for outcomes of
exam based assessment.
➢ Application
Apply knowledge and
understanding of sociological ideas.
Apply knowledge and
understanding of sociological
concepts and methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning Sociology of family,
sociology or education, research
methodology, learning skills and
revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
A level Sociology, Politics, Law, History,
Economics
➢ Students should be able to:
• identify, describe and
explain formal and
informal methods of
social control including
unwritten rules and
sanctions
• describe, compare and
contrast a variety of
sociological perspectives
on social control
(interactionist,
functionalist, feminist and
Marxist)
• describe the key ideas of
Heidensohn on female
conformity.
➢ Criminal and deviant
behaviour
Content
Factors affecting criminal and
deviant behaviour and ways in
which criminal and deviant
behaviour have generated
public debate.
• The work of Albert
Cohen on delinquent
subcultures and Carlen
on women, crime and
poverty.
➢ Students should be able to:
• identify, describe and
explain factors affecting
criminal and deviant
behaviour including social
class, gender, ethnicity
and age
• 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
• describe, compare and
contrast a variety of
sociological perspectives
on factors affecting
criminal and deviant
behaviour (interactionist,
functionalist, feminist and
Marxist)
• describe the key ideas of
Albert Cohen on
delinquent subcultures
• describe the key ideas of
Carlen on women, crime
and poverty.
➢ Data on crime
Content
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’.
➢ Students should be able to:
• identify and describe the
main sources of data on
crime
• describe the pattern and
trends in crime figures
using relevant statistical
data
• explain the ‘dark figure’ of
crime (unreported and
unrecorded crime)
• describe, compare and
contrast a variety of
sociological perspectives
on the use of data on
crime (functionalist,
feminist and Marxist).
➢ Research methods
Embedding methodological
skills within the context of
sociological research;
• demonstrate an
understanding of the
process of research
design for a specific area
of research, including
practical difficulties and
ethical issues
• identify, describe and
explain various methods
and methodological issues
• identify and explain the
advantages and
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and usefulness
of various primary and
secondary sources for a
specific area of research
• demonstrate the ability to
interpret data presented
in a variety of forms.
➢ Factors affecting life
chances
• Identify, describe and
explain factors affecting
life chances including
social class, gender, race
and ethnicity, sexuality,
age, disability, religion and
belief.
• Describe, compare and
contrast a variety of
sociological perspectives
on life chances
(functionalist, feminist and
Marxist).
• Evaluate different
theoretical views, to
include the key ideas of
Devine on the idea of the
affluent worker and a
variety of sociological
perspectives on life
chances (functionalist,
feminist and Marxist).
➢ Sociology of Social
Stratification different
interpretations of 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.
➢ Describe, compare and
contrast a variety of
sociological perspectives
on poverty (functionalist,
feminist and Marxist).
➢ Identify, describe and
explain the key ideas of
Townsend on relative
deprivation.
➢ Identify, describe and
explain the key ideas of
Murray on the underclass
including links to New
Right theories.
➢ Evaluate different
theoretical views, to
include the work of
Townsend on relative
deprivation and Murray
on the underclass and a
variety of sociological
perspectives on poverty
(functionalist, feminist and
Marxist).
Spring
1
The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology
➢ The Sociology of Social
Stratification
Implicit content
debates within sociology
including conflict versus
consensus
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of the
social world
• 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
• different sociological
perspectives on social
structures, social
processes and social
issues, including those
informed by: feminism,
functionalism,
interactionism and
Marxism as specified in
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose – to ensure all learners
are fully prepared for any
examination assessment within
stratification and methods
sociology that is likely to appear
on the exam paper for this topic.
➢ Homework within development
sociology will be set no more
than once per week pending
homework requirements in
terms of individual learning
needs for exam preparation.
This will incorporate assessment
based learning in addition to task
based learning to ensure
understanding of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within stratification
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information, ideas,
processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
A level Sociology, Politics, Law, History,
Economics
the topics listed below
and key arguments
(identified through
reading and responding
to extracts from key
sociological texts.
• the interrelationship
between the core areas
of sociology
• 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
• key sociological terms
and concepts 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.
➢ Research methods
sociology in preparation for
outcomes of exam based
assessment.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning Sociology of family,
sociology or education, research
methodology, learning skills and
revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Embedding methodological
skills within the context of
sociological research;
• demonstrate an
understanding of the
process of research
design for a specific area
of research, including
practical difficulties and
ethical issues
• identify, describe and
explain various methods
and methodological
issues
• identify and explain the
advantages and
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and usefulness
of various primary and
secondary sources for a
specific area of research
• demonstrate the ability
to interpret data
presented in a variety of
forms.
➢ Sociology of Social
Stratification different forms
of power and authority.
• Identify, describe and
explain different forms of
power and authority
including traditional,
charismatic, rational-legal,
formal and informal
sources of power.
• Describe, compare and
contrast a variety of
sociological perspectives
on power and authority
(functionalist, feminist
and Marxist)
• Identify, describe and
explain the key ideas of
Weber on power and
authority.
• Evaluate different
theoretical views, to
include the work of
Weber on power and
authority and a variety of
sociological perspectives
on power and authority
(functionalist, feminist
and Marxist).
Spring
2
The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodolo gy
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology
➢ The Sociology of Social
Stratification
Implicit content
debates within sociology
including conflict versus
consensus
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of the
social world
• 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
• 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.
• the interrelationship
between the core areas
of sociology
• how to use sociological
research methods as
outlined in the topics and
how they apply in the
specified contexts ie
families, education, crime
responses.
➢ Purpose –
To ensure all learners are fully
prepared for any examination
assessment within stratification
and methods sociology that is
likely to appear on the exam
paper for this topic.
➢ Homework
Within development sociology
will be set no more than once
per week pending homework
requirements in terms of
individual learning needs for
exam preparation. This will
incorporate assessment based
learning in addition to task based
learning to ensure understanding
of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within stratification
sociology in preparation for
outcomes of exam based
assessment.
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding
of sociological ideas.
Apply knowledge and understanding
of sociological concepts and
methods
➢ Practical research
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology
(ICT).
➢ Analysis and evaluation
Analyse sociological information,
ideas, processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning Sociology of family,
sociology or education, research
methodology, learning skills and
revision techniques
Mathematical skills
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and education;
journalism; research; civil service; NHS
➢ Future learning
A level Sociology, Politics, Law, History,
Economics
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
• key sociological terms
and concepts 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.
➢ Research methods
Embedding methodological
skills within the context of
sociological research;
• demonstrate an
understanding of the
process of research
design for a specific area
of research, including
practical difficulties and
ethical issues
• identify, describe and
explain various methods
and methodological
issues
• identify and explain the
advantages and
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and usefulness
of various primary and
secondary sources for a
specific area of research
• demonstrate the ability
to interpret data
presented in a variety of
forms.
➢ Sociology of Social
Stratification different
factors affecting power
relationships.
• Identify, describe and
explain different factors
affecting power
relationships including
social class, gender,
sexuality, race, age,
disability, religion and
beliefs.
• Describe, compare and
contrast a variety of
sociological perspectives
on power relationships
(functionalist, feminist and
Marxist).
• Identify, describe and
explain the key ideas of
Walby on patriarchy.
• Evaluate different
theoretical views, to
include the work of
Walby on patriarchy and
a variety of sociological
perspectives on power
relationships
(functionalist, feminist and
Marxist).
Summer
1
The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodology
Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of
crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology
➢ The Sociology of Social
Stratification
Implicit content
debates within sociology
including conflict versus
consensus
• how sociological
knowledge and ideas
change over time and
how these ideas inform
our understanding of
the social world
• the contextualised
work (a sense of time
and place) of key
classical sociologists
Durkheim, Marx and
Weber referencing
➢ Approach - Assessment to
contain skill application from
specification focused on exam-
based questions. These are
multiple choice questions
followed by a range of short and
extended
responses.
➢ Purpose –
To ensure all learners are fully
prepared for any examination
assessment within stratification
and methods sociology that is
likely to appear on the exam
paper for this topic.
➢ Homework
➢ Learning skills
Topic knowledge, research,
communication, analysis, teamwork
and cross-cultural understanding.
➢ Knowledge
Demonstrate knowledge of
sociological ideas.
Demonstrate knowledge of
sociological concepts and methods.
➢ Application
Apply knowledge and understanding of
sociological ideas.
Apply knowledge and understanding of
sociological concepts and methods
➢ Practical research
➢ Careers
Level 3
A level Sociology
Combinations:
English Literature English Language
Law.
BTEC Heath and Social Care Applied
Psychology Forensic Psychology
Government and Politics.
➢ Degrees
Sociology; Legal; social and welfare field;
business; HR and finance; childcare; health
and education; journalism; research; civil
service.
➢ Apprenticeships
both their view of the
world and their
contribution to the
development of the
discipline
• 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.
• the interrelationship
between the core areas
of sociology
• 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
Within development sociology
will be set no more than once
per week pending homework
requirements in terms of
individual learning needs for
exam preparation. This will
incorporate assessment based
learning in addition to task based
learning to ensure understanding
of topic material.
➢ Learners understanding will be
bench marked against
specification standards for all
areas within stratification
sociology in preparation for
outcomes of exam based
assessment.
When carrying out practical research
activities, students will manage
associated risks and use information
and communication technology (ICT).
➢ Analysis and evaluation
Analyse sociological information, ideas,
processes and procedures.
Evaluate sociological information,
ideas, concepts and methodology.
Make judgements and draw
conclusions.
➢ Synoptic skills
Develop an understanding of the
interrelationships between the core
concepts and theories (Marxism,
Feminism and Functionalism) and the
key methodological components of
sociological research
➢ Prior learning Sociology of family,
sociology or education, research
methodology, learning skills and
revision techniques
Mathematical skills
RSE – 2c; 2d; 2f; 3 (criminal aspects);
HE - na
SMSC – 2a; 2c; 3c; 4;
Programmes in housing, human resources,
teaching and health and social care.
➢ Professions
Legal; social and welfare field; business; HR
and finance; childcare; health and
education; journalism; research; civil
service; NHS
➢ Future learning
A level Sociology, Politics, Law, History,
Economics
sociologists working in
the field
• key sociological terms
and concepts
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.
➢ Research methods
Embedding methodological
skills within the context of
sociological research;
• demonstrate an
understanding of the
process of research
design for a specific
area of research,
including practical
difficulties and ethical
issues
• identify, describe and
explain various
methods and
methodological issues
• identify and explain the
advantages and
disadvantages, strengths
and weaknesses of a
particular method for a
specific area of research
• demonstrate an
understanding of the
relevance and
usefulness of various
primary and secondary
sources for a specific
area of research
• demonstrate the ability
to interpret data
presented in a variety
of forms.
➢ Revision
➢ Paper 1
The sociology of families
The Sociology of education
Relevant areas of social
theory and methodology
➢ Paper 2
The sociology of crime and
deviance
The sociology of social
stratification
Relevant areas of social
theory and methodology
See above criteria
➢
➢ Careers
See above criteria
➢ Future learning
See above criteria
2