MCHS SOCIOLOGY YEAR SOCIOLOGY YEAR 1 (A LEVEL) Name: Form: Target Grade: MCHS Sociology Department Mrs.S.Smith 2 “My students often ask me,

Sociology Year 1 2017/2018

Yr12 Studies

MCHS SOCIOLOGY YEAR 1 (A LEVEL)

Name: Form:

Target Grade:

MCHS Sociology Department Mrs.S.Smith 2

“My students often ask me, 'What is sociology?' And I tell them, 'It's the study of the way in which human beings are shaped by things that they don't see.”

Sam Richards, Sociologist in Race and Ethnicity

Contents

Student Information and Guidance

• Welcome Pg3 • Recommended texts Pg3 • Exam Breakdown Pg4 • Assessment Objectives Pg4 • Where could this lead? Pg4 • Work & Homework Policy Pg5 • Independent Learning Pg6 • The A Level Mindset Pg7 • Personal Learning Checklist Pg8 – 11 • Programme of Study Pg12 – 14 • A Level Exam Sample Paper Pg15 - 21 • Glossary Pg22 - 30

When students and teachers have a growth mindset, they understand that intelligence can be developed. Students focus on improvement instead of worrying about how smart they are. They work harder to learn more and become smarter.

Sociology A Level will give you useful practical skills, developing essay writing skills and the ability to use evidence to construct an argument. You will begin to think philosophically and critically and to tentatively understand the relationship between theory and methods. The topics we cover (Culture, Identity, Families, Education, Crime, and Social Inequalities) are relatable and have wide applicability to many academic and vocational areas. The themes explored in Sociology A Level, such as class, ethnicity, feminism, Marxism, socialisation, globalisation complement other subjects, such as Religion, Philosophy and Ethics, English, Media, Geography, Drama, History, Health & Social Care, Sport, and sciences.


Welcome to Year 1 of Sociology! Prepare to be enlightened, inspired and challenged! Studying Sociology will provide you with the skills necessary to question, to theorise, and to respond to issues presented to you as you engage with an adult society.

Everyone is part of society. Society has helped shape who you are and how you experience life – but how much do you understand about it?

High crime rates in our inner cities, ‘binge drinking ladettes’, boys’ underachievement in school, the effects of divorce on children, racism and the police, the effects of the media on violent behaviour… these are among the great debates of today. They are the subject of countless views and opinions, many of which are ill-informed or prejudiced, most expressed simply from personal and often very limited experience.

This is where Sociology comes in – because these are all SOCIAL issues. The Sociologist sets off to try and understand our human world a little better. This task is often challenging and controversial but to many it is also fascinating and rewarding.

Sociology is for the curious mind! We study the relationship between the individual and society. Studying Sociology will give you useful practical skills in essay writing and using evidence to construct arguments, but also in thinking philosophically and critically. Being a sociologist will enable you to see things in a different way, as you become armed with the tools of change.

The most exciting thing about learning about society, revealed injustices, relationships, and civil movements is that potentially, one day, you could contribute to social change. Ultimately, this is the purpose of Sociology – to change society.

Although no previous sociology qualification is needed, students must have an active interest in their studies and research, and be prepared to develop their independent learning.

WJEC/Eduqas Sociology for AS & Year 1: Student Book, 2015, by Janis Griffiths

AQA A Level Sociology Book One Including AS Level: Book one, 2015, Rob Webb

CGP A-Level Sociology: AQA Year 1 & AS Complete Revision & Practice, 2015

Student Support Materials for Sociology - AQA AS Sociology Unit 1: Families and Households, 2011, Martin Holborn

Student Support Materials for Sociology - AQA AS Sociology Unit 2: Education with Research Methods , 2011, Martin Holborn

http://www.s-cool.co.uk/a-level/sociology

https://sociologytwynham.com/

http://www.sociology.org.uk/rload.htm

https://revisesociology.wordpress.com/

http://www.gojimo.com/a-level-sociology-revision/

https://www.cgpbooks.co.uk/School/books_a_level_sociology.book_SYAR54

https://www.cgpbooks.co.uk/School/books_a_level_sociology.book_SYAR54

http://www.s-cool.co.uk/a-level/sociology

https://sociologytwynham.com/

http://www.sociology.org.uk/rload.htm

https://revisesociology.wordpress.com/




Three exams taken in Year 13 in June. It is more synoptic, as all topics will be assessed, from Year 12 and Year 13. By this stage, many students are more confident and experienced with sociological theories and studies.

A Level Component 1: Socialisation and Culture Section A – One structured question on key concepts and processes of cultural transmission, socialisation and identity. Section B – Compulsory question and essay question on Families and Households. Section C – Compulsory question and essay question on Education. Component 2: Methods of Sociological Enquiry Two compulsory questions, one of which will involve extended writing designing, justifying and evaluating a piece of sociological research.

Component 3: Power and Stratification Section A – Compulsory question and essay question on social inequality. Section B – Compulsory question and essay question on Crime and Deviance.

ASSESSMENT OBJECTIVES

1. Demonstrate knowledge and understanding of: • sociological theories, concepts and evidence, sociological

research methods 2. Apply sociological theories, concepts, evidence and research methods to a range of issues 3. Analyse and evaluate sociological theories, concepts, evidence and research methods in order

to: • present arguments, make judgements, draw conclusions

You could: • Follow a degree course in sociology, social administration and

social work, human resources management, social science, nursing, advertising, teaching, law, criminology, policing.

• Seek employment in the area of human resources, the care sector, market research

organizations, the police or management.


It may be that you create additional sub folders within these also. It is vital that you keep everything organised and in a place where you can find it easily.

Please note that even if you have the notifications switched on, they do not always appear, so you must check these apps regularly for information.

You need to add your own action plan points regarding your assignment, (this must be written in green). You will be expected to have acted upon your EBI, and wherever possible have addressed it within the next piece of work.

Physical Folders

1. Folders are expected to be organised as follows: Tracking Sheet Course booklet Assignments

Notes – divided accordingly to C1, Section A, B C; and C2 2. Sociology graded assignments will be

submitted every four weeks. These will be produced during your independent learning time. They will consist of a compulsory question and a question from two choices. These are marked and recorded on the tracking sheet. Peer marked assignments are set monthly, which may be data response questions, PETE responses or whole answers. Marking will follow the school literacy policy and include a WWW and an EBI. They are to be handwritten and scanned for Showbie.

3. Detailed and intense reading and research, minor or mini investigations, or smaller data response

questions are formally set regularly, but there is a clear expectation that students will independently undertake the necessary reading and research to clarify and extend lesson work. It is often that lessons will depend upon your completion of extended independent work in order to progress and understand the content of further lesson material.

Ipads The use of ipads within Sociology is for research and communication. 1. You must have a PDF folder entitled: Year 1 Sociology. Within this folder you can create sub folders, entitled: AWs C1Section A CSI C1 Section B FAMILY C1 Section C EDUCATION C2 RESEARCH METHODS 2. You must also have a folder in Word, for any work that you have created yourself, from Word, or Pages, or any other office related platform. Everything must have a title, you cannot leave documents BLANK. 3.EDMODO is used to share resources (web links, videos, images, news articles, lesson material), but you may also communicate with your peers and with myself about anything sociological and anything related to curriculum topics. SHOWBIE is used to transfer AWS, marked assignments and anything regarding individual grades. It will also contain vital resources – documents and weblinks.

SOCIOLOGY


Personal Study (Homework and Study Periods): Independent Learning will be set regularly; this could be extensive reading or written work. There will be regular essays set relating to key topic material, in order to keep a track of your understanding and application of knowledge. Therefore, it is important to read broadly and pay attention to the news, and to consolidate all learning conducted in lesson. Deadlines must be adhered to. It is important that you conduct independent research and study outside of lesson time. There is such an abundance of information and only the limited curriculum time available. Therefore, it is in your best interests to develop your knowledge and understanding beyond the lesson and investigate theories, concepts and ideas. You are expected to undertake 3-4 hours independent study per week.

You are encouraged to set up your own peer group, via Edmodo, or your own platform; and a target ability group, which will be set by your tutor.

It is expected that you will use such groups to share ideas and work, and request support.

Study Skills Note-taking is an important part of studying. It enables you to engage with a text or lesson, formulate your ideas and record your thought process. In particular, note-taking enables you to review a lesson and revise for exams. There is no right or wrong way to make notes - only the way that works for you. You might want to try shorthand, or abbreviations. As long as you understand them! KEEPING NOTES ORGANISED Ensure right from the beginning that you have a folder, plastic wallets and dividers for each new topic as it is introduced. This seems obvious, but it is very easy to put off filing notes until later, only to find out that when they are needed for revision they have gone missing. If you are given handouts that are not already hole-punched, you need to keep handy either a hole-punch, or some plastic wallets, as handouts get lost or crumpled very easily if they are not filed immediately.


Who says they can’t teach an old dog new tricks!!!!!????

There doesn’t seem to be a direct link between success at the end of Year 11 and success at A level, as researched by Steve Oakes and Martin Griffin. So if you were amazing at GCSE, well done, but here’s where the hard work really starts!! And what’s so hard? You and your mindset – that’s what!! Studying successfully at A Level is about: Perseverance, resilience and grit. Confidence and optimism. Motivation, drive and ambition.

Tolerance and respect. Honesty, integrity and dignity. Conscientiousness, curiosity and focus.

There are five key elements to success at A Level. And don’t think you haven’t got what it takes, because these are all achievable!!

It’s called VESPA – hence the visual of Snoopy & Woodstock on their moped!

Vision – How well do you know what you want to achieve? Effort – How many hours of independent study do you do per week? Systems – How do you organise your learning time? Practice – What kind of work do you do to practise and develop your skills? Attitude - How do you respond to setbacks?

If you could only take one subject what would it be, and why?

What do you do with your spare time?

What jobs do you avoid doing, and why?

What job would you do for free?

Who do you look up to?

What would you try if you knew you couldn’t fail?

What puts a smile on your face?

What do you get obsessed about?

If you had an hour off A level work and a laptop, what would you type into a search engine?

Daft, isn’t it? That’s all it takes!!! Once you realise, and we appreciate these five skills, we’ll see success. You don’t need to be more intelligent, just SMARTER about the way you work and approach things.


Currently, this is your list of subtopics that will be covered during our study and analysis of the Component topics. They are to be completed after areas have been delivered, in red, amber or green, to give yourself and your tutor a primary indication of how good you feel your knowledge and understanding to be.

In this context, they are initially targeting AO1 skill: Knowledge and Understanding.

They need to be revisited as and when you have addressed them, either through rereading and reviewing material to support that knowledge and understanding, and/or in line with revision, by making revision notes and practising exam questions.

Component 1: Section A: CSIs

Good understanding of content

Developing understanding of content

Understanding not sufficient

1). Culture November March May Culture, high culture, popular culture, mass culture, low culture, global culture, folk culture How culture is transmitted: RISE, VMCD Definitions and examples of: Norms Values Status Roles Mores Identifying different global cultures

2). Socialisation

Process of socialisation and formal and informal social control

Identifying primary and secondary agents of socialisation Nature and Nurture arguments How gender behaviour is learnt

Families and Education: RISE 3). Identity

The social construction of identity Free will and determinism Identify areas of inequality

4). Sociological Theory

Understand the difference between structural and social action views of society Marxism and class conflict Functionalism and value consensus Interactionists and verstehen Feminism and patriarchy Postmodernism and fragmentation


Component 1: Section B: Families and Households

1). Family Diversity December March May Definitions of Family, Household, Singlehood

Definitions of and examples of family diversity: Nuclear Extended Beanpole Reconstituted Single-Parent Same Sex Neo-Conventional

2). Demographics Changing marriage, divorce and cohabitation rates Changes in singlehood rates

Reasons for changing family forms: Women’s movement Secularisation Social attitudes and Cultural change

3). Social Policies

Conservative policies affecting families and children (new and old)

Labour policies affecting families and children (new and old) Coalition policies affecting families and children

4). Theories & Functions of the Family Functionalism and New Right Marxism Feminisms

5). Family members Gender (conjugal) roles within the family; power relationships; domestic divisions, decision making Social Construction of ‘childhood’; the disappearance of childhood

Dark side of the family: Domestic Violence, Child abuse




Things to do Where to find


Component 1: Section C: Education

1). Social Policy and Education February March May 1944 Butler Act Tripartite system 1965 and Comprehensivisation 1979 and Thatcher's Education 1988 Education Reform Act 1997 and Blair's Education Coalition and Education

2). Differential Attainment Social Class Gender Ethnicity

3). Theory and Education Functionalism and Education Marxism and Education Interactivism and Education

4). Educational Concepts Marketisation of education Vocationalism and vocational education Formal and hidden curricula Meritocracy Anti-school subculture Labelling and Self-fulfilling prophecy

School Factors: Setting of students and teachers' expectations

More recent notions of the effective school community






Component 2: Research Methods

1). Methodological Concepts February March May Positivism and Interpretivism Ethnography Reliability Validity Ethic Issues: Deceit, sensitivity and bias Confidentiality, privacy and informed consent. Qualitative and quantitative data Primary and secondary data Generalisation and representativeness Operationalisation of concepts Methodological plurality Verstehen Triangulation Objectivity and subjectivity

2). Methods Surveys and Questionnaires Interviews Observation Case study and experiments Longitudinal studies Documents, official statistics and personal data Pilot Study

3). Sampling Sampling Frame Sampling Techniques: Random Stratified Systematic Cluster Snowball Quota





MCHS Sociology Mrs. S. Smith 12

WJEC Sociology: Sociology Programme of Study (A Level) SSM Lesson content Assignments/ Outcomes Resources Term 1 14 wks 4th Sept – 21st Dec

Year 1 - Introduction to Sociology Component 1: Section A • Culture and Culture Transmission • Socialisation • Identity • Perspectives: Functionalism,

Marxism, Feminisms, Interactionism, Pomo

Section B • Family & Households *Remember the mock week in October Cinematic Sociology Review of The Truman Show

Independent Learning Project presenting arguments on Nature Nurture debate, using Feral Children as a case study Examine the course requirements and expectations. Develop an understanding of what sociology is and key concepts. Identify and evaluate key concepts of theoretical approaches Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Develop an understanding of family diversity; and of demographical changes and social policies affecting types of families. Component 1: Section A Assess the sociological arguments presented within the film.

Multiple resources available on SHOWBIE Core text – WJEC Book 1 AQA A Level Sociology, Book One

Term 2 10 wks 8th Jan – 23rd Mar

Component 1: Section B • Family & Households • Component 2a: • Methods of Sociological Enquiry

Research Methods Component 1: Section C • Education

Explore and evaluate theoretical explanations of the family. Examine trends in marriage, divorce and cohabitation. Develop an understanding of social research and the research process. Identify how primary and secondary data is collected. Discuss practical, ethical and theoretical issues that affect method choice. Establish a timeline of UK educational policy. Develop an understanding of the key educational concepts and theory.

Multiple resources available on SHOWBIE Core text – WJEC Book 1 AQA A Level Sociology, Book One


*Remember the mock week in January Cinematic Sociology Review of NEDS

Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 2 Component 1: Section B Assess the sociological arguments presented within the film.

Term 3 14 wks 9th Apr – 20th Jul

Component 1: Section C • Education *Remember assessment week in January Year 2 – Bridge between Component 1 & 2a and Component 2b & 3

Develop an understanding of the key educational policies. Explore and assess policies and attainment regarding gender, class and ethnicity. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 1 (all sections) & Component 2 Understanding the relationship between power, control and free will. Investigation into Juvenile crime, conducting a Research Project – Youth Crime.

Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book One

Term 4 15 wks

Year 2 – Introduction to Power ILP work – Presentation on Families or Education Component 3: Section B • Crime and Deviance

Recapping knowledge and understanding from Year 1 Develop an understanding of the key concepts within crime and deviance. Establish the social construction of crime and deviance. Identify and examine the ways in which crime measured. Examine the relationship between the media and social perceptions of crime. Develop understanding of the patterns and trends of the social distribution of crime. Explore and evaluate theoretical explanations of crime and deviance. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique

Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book Two


*Remember assessment week Component 1: Section B • Families and Households Revision ILP work – crime case studies & crime film review

Component 3: Section B Possibly Component 1: Section B Peer Presentations

Term 5 13 wks

Component 2b: • Methods of Sociological Enquiry

Research Design (A Level) Component 3: Section A • Social Stratification and

Differentiation *Remember assessment week Component 1: Section C • Education Revision ILP work – Research project & Stratification film review

Use specimen material to complete Assess Work (use former spec’s exam questions) Develop and understanding of keys areas: class, age, gender and ethnicity, and the inequalities that these groups face in contemporary UK. Monthly Assessed Work on key areas of the unit Monthly peer marked responses Develop exam technique Component 3: Section A Possibly Component 1: Section C Peer Presentations

Multiple resources available on SHOWBIE Core text – WJEC Book 1 & Book 2 AQA A Level Sociology, Book Two

Term 6 8 wks

Revision on all areas Explicit exam practice on both papers

Past papers, timed essay responses. Past Papers – subject to relevance Question decode






CSI: Culture, Socialisation & Identity

Agents/agencies of socialisation

Beliefs

Conformity

Conflict/consensus

Culture

Cultural differences

Customs

Ethnic group/ethnicity

Expectations

Feminisms

Functionalism

Gender/Sex

Hegemony

Identity—Personal, Social & Cultural


Imitation

Marxism

Mores

Nature/nurture

New Right

Norms

Roles - multiple roles and role conflict

Role models

Peer group

Sanctions

Social control - formal and informal

Social mobility

Socialisation - primary and secondary

Status - ascribed and achieved

Subculture


Values

Welfare state

Families & Households Beanpole families

Bigamy

Birth rate

Breadwinner

Cereal packet family

Child-centredness

Civil partnership

Cohabitation

Commune

Conjugal roles - joint/segregated

Death rate

Democratic relationships

Demography

Domestic abuse


Domestic division of labour

Divorce rate

Dual-worker families

Extended family

Empty nest

Empty shell marriage

Family Diversity

Fertility rate

Household

Househusband/wife

Lone-parent family

Marriage rate

Matriarchal family

Monogamy

New man

Neo-conventional families

Nuclear family


Patriarchy

Polygamy

Reconstituted family/step-parent

Same-sex families

Symmetrical families

Traditional family roles

Education Academies

Anti-school subculture

Citizenship

Comprehensive school system

Cultural capital

De-schooling

Formal curriculum

Ethnocentric curriculum

Free schools


Further/higher education

Hidden curriculum

Home education

Independent sector schools

Inclusion and exclusion

Intelligence Quotient

Labelling

Marketisation of education

Material deprivation

Meritocracy

Mixed ability classes

National curriculum

Official curriculum

Ofsted

Private schools

Public school

SATs

Self-fulfilling prophecy


Setting and streaming

School league tables

Specialist schools

Tripartite system

Vocational education

Research Methods Access

Case Study

Content analysis

Covert observation

Closed questions

Ethical considerations - anonymity, confidentiality, informed consent.

Ethnography

Experiments - field/laboratory

Gatekeeper

Generalisation


Hawthorne Effect

Hypothesis

Interviewer bias/effect

Longitudinal studies

Non-participant observation

Official statistics

Open-ended questions

Overt observation

Participant observation

Personal documents

Pilot study

Population

Primary data

Qualitative data

Quantitative data

Reliability

Representative sample


Research aims

Research methods

Sampling frame

Sampling types - random, stratified, systematic, quota, snowball, purposive

Secondary data

Triangulation

Validity

Verstehen

ADDITIONAL GLOSSARY

Sociology Department Mrs. S. Smith

Morecambe Community High School