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GCSE
SOCIOLOGY
Specification
For teaching from September 2017
onwards For exams in 2019 onwards
Version 1.1 14 October 2021
2 Specification at a glance
This qualification is linear. Linear means that students will sit all their exams at the end of the course.
2.1 Subject content
- The sociological approach (page 9)
- Social structures, social processes and social issues (page 9)
- Families (page 10)
- Education (page 13)
- Crime and deviance (page 15)
- Social stratification (page 17)
- Sociological research methods (page 19)
2.2 Assessments
Paper 1: The sociology of families and education What's assessed
- The sociology of families
- The sociology of education
- Relevant areas of social theory and methodology Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics. How it's assessed
- Written exam: 1 hour 45 minutes
- 100 marks
- 50% of GCSE Questions
- Section A has two multiple choice questions followed by a range of short and extended responses.
- Section B has two multiple choice questions followed by a range of short and extended responses. AQA GCSE Sociology 8192. GCSE exams June 2019 onwards. Version 1.1 14 October 2021
3 Subject content
This specification requires students to:
- draw on information and evidence from different sources and demonstrate the ability to synthesise them
- analyse and evaluate different research methods used in sociological investigations and assess, critically, the appropriateness of their use
- analyse and evaluate information and evidence presented in different written, visual and numerical forms
- apply their understanding to explore and debate the current sociological issues outlined in each of the topic areas
- use sociological theories and evidence to compare and contrast social issues, construct reasoned arguments and debates, make substantiated judgements and draw conclusions
- draw connections between the different topic areas studied.
3.1 The sociological approach
All the content is set in a United Kingdom (UK) context except where otherwise stated. Students must know and understand:
- 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 (page 45))
- 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 (page 27) concerned with social structures, social processes and social issues and the explanation of social phenomena including: society, socialisation, norms, values, roles, labelling, discrimination, power and authority.
3.2 Social structures, social processes and social issues
For each topic area students are asked to critically evaluate and compare and contrast theories or explanations, including the key features of each theory or explanation in the context of a specific topic and area of sociology. AQA GCSE Sociology 8192. GCSE exams June 2019 onwards. Version 1.1 14 October 2021
Students are expected to demonstrate knowledge and understanding of key sociological theories by reading and responding to extracts which illustrate the different views of sociologists. They should be able to critically analyse and evaluate how the issues have been interpreted by these sociologists. For each topic area students are expected to demonstrate an understanding of relevant methods and methodological issues, for example the use of official statistics, qualitative and quantitative approaches and the use of mixed methods. They will explore and debate contemporary social issues in order to be able to challenge everyday understandings of social phenomena from a sociological perspective. The knowledge, understanding and skills they develop will provide a basis for further study and career choices. 3.3 Families
3.3.1 Functions of families
Content Additional information
- Differing views of the functions of families.
- Parsons (page 45) functionalist perspective on primary socialisation and the stabilisation of adult personalities. Students should be able to: - identify, describe and explain the functions of families (sexual, reproductive, economic and educational) - describe, compare and contrast a variety of sociological perspectives on the functions of families (functionalist, feminist and Marxist).
3.3.2 Family forms
Content Additional information
- How family forms differ in the UK and within a global context.
- The work of the Rapoports on family diversity. Students should be able to identify, describe and explain various family forms (nuclear, extended, reconstituted, lone parent, single sex).
3.3.5 Criticisms of families
Content Additional information
- Different criticisms of families (isolation and unrealistic idealisation, loss of traditional functions, lack of contact with wider kinship networks, the status and role of women within families, marital breakdown, dysfunctional families).
- The work of Zaretsky on developments in families from a Marxist perspective and Delphy and Leonardās feminist critique of families. Students should be able to: - identify, describe and explain different criticisms of families - describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist) - describe the key ideas of Zaretsky (page 46) on families - describe the key ideas of Delphy and Leonard (page 45) on families.
3.3.6 Divorce
Content Additional information Changes in the pattern of divorce in Britain since 1945 and the consequences of divorce for family members and structures. Students should be able to:
- identify, describe and explain the pattern of divorce in Britain since 1945 using relevant statistical data
- explain reasons for the rise in divorce since 1945 including: changes in the law, changes in social attitudes and values, secularisation, changes in the status of women in society
- describe the consequences of divorce for family members (husband and wife, children and extended family) and the increase in the numbers of lone parent families
- describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist).
3.4 Education
3.4.1 Roles and functions of education
Content Additional information
- 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 de- schooling - describe, compare and contrast a variety of sociological perspectives on these issues (functionalist, feminist and Marxist) - describe the key ideas of Durkheim (page 47) on education - describe the key ideas of Parsons (page 48) on education.
3.4.2 The relationship between education and capitalism
Content Additional information 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 (page 47) on education and capitalism
- describe, compare and contrast a variety of alternative sociological perspectives on the correspondence principle. AQA GCSE Sociology 8192. GCSE exams June 2019 onwards. Version 1.1 14 October 2021
3.5 Crime and deviance
3.5.1 The social construction of crime and deviance
Content Additional information
- 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 (page 50) on the causes of crime - describe the key ideas of Becker (page 48) on the causes of crime.
3.5.2 Social control
Content Additional information
- 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 (page 49) on female conformity. AQA GCSE Sociology 8192. GCSE exams June 2019 onwards. Version 1.1 14 October 2021
3.5.3 Criminal and deviant behaviour
Content Additional information
- 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 (page 49) on delinquent subcultures - describe the key ideas of Carlen (page 49) on women, crime and poverty.
3.5.4 Data on crime
Content Additional information 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 ādark figureā. 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 ādark figureā 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).
3.6.4 Poverty as a social issue
Content Additional information
- Different interpretations of poverty as a social issue.
- The work of Townsend on relative deprivation and Murray on the underclass. Students should be able to: - 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) - describe the key ideas of Townsend (page 53) on relative deprivation - describe the key ideas of Murray (page 52) on the underclass including links to New Right theories.
3.6.5 Power and authority
Content Additional information
- Different forms of power and authority.
- The work of Weber on power and authority. Students should be able to: - 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) - describe the key ideas of Weber (page 54) on power and authority.
3.6.6 Power relationships
Content Additional information
- Describe and explain different views on factors affecting power relationships.
- The work of Walby on patriarchy. Students should be able to: - 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) - describe the key ideas of Walby (page 53) on patriarchy. 3.7 Sociological research methods In the context of the various social structures, social processes and social issues detailed in the specification, students should be able to:
- 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 process of research design for a specific area of research, including practical difficulties and ethical issues
- 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. Content Additional information Research design Describe and explain the processes involved in research design: the establishment of appropriate aims and relevant hypotheses, the use of pilot studies, the selection of appropriate sampling methods and the analysis of data. Qualitative and quantitative methods ā¢ 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 the mixed methods approach. Different types of data Assess the usefulness of different types of data, qualitative and quantitative data, and official and non- official statistics. AQA GCSE Sociology 8192. GCSE exams June 2019 onwards. Version 1.1 14 October 2021
