SOCIOLOGY. H580/02 Summer 2017 examination series A LEVEL. Exemplar Candidate Work. H580 For first teaching in

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1 Qualification Accredited Oxford Cambridge and RSA A LEVEL SOCIOLOGY H580 For first teaching in 2015 H580/02 Summer 2017 examination series Version 1

2 Contents Introduction 3 Section A 4 Question 1 4 Question 2 7 Question 3 10 Question 4 14 Section B 23 Question 5 23 Question

3 Introduction These exemplar answers have been chosen from the summer 2017 examination series. OCR is open to a wide variety of approaches and all answers are considered on their merits. These exemplars, therefore, should not be seen as the only way to answer questions but do illustrate how the mark scheme has been applied. Please always refer to the specification ( org.uk/qualifications/as-a-level-gce-sociology-h180- h580-from-2015/) for full details of the assessment for this qualification. These exemplar answers should also be read in conjunction with the sample assessment materials and the June 2017 Examiners Report to Centres available on the OCR website The question paper, mark scheme and any resource booklet(s) will be available on the OCR website from summer Until then, they are available on OCR Interchange (school exams officers will have a login for this). It is important to note that approaches to question setting and marking will remain consistent. At the same time OCR reviews all its qualifications annually and may make small adjustments to improve the performance of its assessments. We will let you know of any substantive changes. 3

4 Section A Question 1 Summarise the data shown in Source A. [4] A02 4/4 marks (full marks) high Examiner commentary The trend for working age is made clear; increase and for pensioners decrease is supported by statistics. The answer also uses a clear comparison between the two age groups, working age poverty became more likely Candidates should be encouraged to use language that demonstrates interpretation. 4

5 A02 3/4 marks medium Examiner commentary The candidate has successfully compared the two age groups moving this to a level 3 response. However, the candidate has not clearly interpreted the increase in rates of the working age nor the amount of decrease in pensioner poverty. 5

6 A02 2/4 marks low Examiner commentary There is no clear and explicit comparison between the age groups which was necessary for a level 4 response. In addition, the data in the source has not been successfully interpreted meaning that this response lacks detail and so is a level 2 response. To improve the answer, the candidate needed to provide more detail and show change i.e. rising / decreasing. 6

7 Question 2 Explain two possible problems with the representativeness of the samples used in the research summarised in Source B. [6] 6/6 marks (full marks) high 7

8 Examiner commentary This is a good example of how candidates should be encouraged to use, rather than lift from, the source. The candidate clearly expands on the issue of representativeness using the source rather than lifting from it (paying lip service to it) the candidate goes further than stating how many females were studied to explaining how this study did not meet its aim of researching up to 55 year olds and only understand the participation of young females. In the second problem, the issue of representing multi-cultural Britain was considered and this went further than simply stating that 99% of candidates stated their ethnicity as white. 4/6 marks (A01 2/2 A02 2/4 marks) medium 8

9 Examiner commentary Two problems of representativeness are correctly identified but marks are lost for A02 as the candidate states statistics from the source rather than discusses these in relation to the impact that they have on representativeness. The second paragraph considers the disproportionate number of female gamers and this was not considered as an accurate problem as it is not an issue with the representativeness as the target population was female gamers. 2/6 marks (A01 1/2 A02 1/4 marks) low Examiner commentary A partial understanding of problems with representativeness shown here. The candidate presents these in a list like fashion with no explanation of any one problem. Brief mention is made of the source e.g. they were the same age but this is only limited. Students should be encouraged to identify one problem and then expand on this using the source to illustrate the problem being discussed. 9

10 Question 3 With reference to Source A, explain one advantage and one disadvantage of sociologists using quantitative data to study poverty. [10] 10/10 (full marks) high 10

11 Examiner commentary This is a concise answer with one concept developed in each paragraph. The bare minimum for level 4 is one concept or theory fully developed. This is a good example to show what students need to do to access the full marks without writing too much. In the first paragraph positivism is discussed in relation to finding trends and this applied to the source. In the second paragraph the candidate applies interpretivism and qualitative data. The candidate also states that it just shows that there is poverty in that area and this is a good example of where the candidate applies the source rather than paying lip service to poverty. 11

12 8/10 marks A02 2/4 marks A03 6/6 marks) medium Examiner commentary For A02 this was a level 2 response as the candidate is only paying lip service to the source and so does not engage with the source. There is an inaccurate reference to the source in the first and second paragraph in the discussion of the impact of housing costs on poverty. There is also a brief discussion of poverty as a sensitive issue but this does not tie directly to the source and so was considered as lip service. This should be compared with the answer that gained full marks and students encouraged to link their advantage and disadvantage to the source itself rather than the context that the source links to. In terms of A03 both the advantage and disadvantage are developed and so this is a level 4 response. 12

13 5/10 marks (A02 2/4 A03 3/6 marks) low Examiner commentary Both the advantage and the disadvantage lack any methodological concepts and/or theory and so this is a level 2 basic response for A03. In order for the response to be considered as a level 4 response at least one concept must be used -and developed- for both the advantage and disadvantage (top of band). There is one application to the source in the candidate s discussion of comparing the age groups but then lip service only in the disadvantage where the reasons behind poverty are mentioned but this has not been made specific to the source. This was a common theme for students who could apply the source more easily in the advantage than the disadvantage. 13

14 Question 4 Using Source B and your wider sociological knowledge, explain and evaluate the use of a combination of questionnaires and in-depth interviews for researching women s involvement in digital gaming. [25] 22/25 marks (A01 4/5; A02 5/5; A03 13/15 marks) high 14

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18 Examiner commentary This script provides a good example of how students should be applying the source in these answers for example; the sample of 392 is less likely to drop out, only 93% of women but doesn t give reasons, should ask why do you play video games, gaming as an obsession. These all show the candidates consistent and thoughtful application to the source. Key concepts reliability, validity and representativeness are well developed and the candidate considers the benefit of using combined methods. Again showing a good example of how candidates should develop concepts rather than their briefly apply them. 18

19 16/25 marks (A01 3/5 A02 3/5 A03 10/15 marks ) medium 19

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21 Examiner commentary The candidate is too brief in their use of concepts so they seem more thrown in than developed. The candidate s use of reliability is also inaccurate. The answer would be improved with more development or detail given to show an excellent knowledge and understanding. Students should also be encouraged to consider how reliability differs from validity and more guidance is generally needed with this concept. For AO3 this is also a level 3 response as there are a few clear points of evaluation but these are only partially developed. As a guide, students should have two developed point for and two developed points against. 21

22 6/25 marks (A01 2 /5 A02 0/5 A03 4/15 marks) low Examiner commentary This is a good example of a response which lacks any methodological concepts and so cannot move above level 2. This answer is basic as it does establish the meaning of these methods and but is limited in its evaluation (level 1) as it is assertive only. The answer would be improved with explicit use and development of key methodological concepts and for level 4 A01 must also include theory and reference to the combination of methods. 22

23 Section B Question 5 Outline ways that age is a form of social inequality in British society today. [20] 18/20 marks (A01 : 11/12 A02 : 7/8 marks) high 23

24 Examiner commentary The trend for working age is made clear; increase and for pensioners decrease is supported by statistics. The answer also uses a clear comparison between the two age groups, working age poverty became more likely Candidates should be encouraged to use language that demonstrates interpretation. 24

25 Examiner commentary Three areas are developed (media, workforce and poverty). There is a range of evidence in each; studies, statistics and examples. Different age ranges are also considered in this response. This was a requirement for a level 4 response i.e. a candidate could not just write about youth inequality and achieve level 4. In each area the issue of inequality is addressed in references such as treated differently and lack of opportunity this is a good example of developed application. 25

26 13/20 marks (A01 9/12 A02 4/8 marks) medium 26

27 Examiner commentary This is a good example of depth rather than range. Each area has one piece of evidence of inequality which is explained in relation to how it creates social inequality. This demonstrates how students should be prepared to expand on the evidence that they do know and that this will be sufficient for a level 3 response. This is better practice than listing evidence without clear application. 27

28 9/20 marks (A01 8/12 ; A02 1/8) low 28

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30 Examiner commentary A confused response which focuses on ethnicity and inequality rather than age inequality and on positive aspects of ageing (active ageing) which is not relevant. There is a basic understanding and it is occasionally confused and inaccurate so is a level 2 response because it lacks breadth and depth. In addition, the candidate does not consistently make explicit links to the question of age and social inequality with only occasional or implicit links. To improve this student should be encouraged to develop their evidence so that it ties in with the question. This could be achieved by exploring how one age group is unequal in comparison to another. 30

31 Question 6 Assess the view that in the UK status and financial rewards are based on individuals talents and efforts. [40] 36/40 marks (A01 16; A02 8; A03-12 marks) high 31

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36 Examiner commentary This candidate has successfully developed the points necessary for a high level 4. For AO1 the candidate develops Functionalism and includes Parsons and Davis and Moore which is well developed with conceptual detail; functional uniqueness, degree of dependency that are well explained with examples and clear application to the question. The New Right view is very well developed with both Murray and Saunders explained in detail and applied well to the question. This is a good example of the New Right view being applied and developed effectively. For AO3 there are a range of responses developed. Tumin is a good; specific and relevant criticism that several candidates used in their essays. Weber, Bourdieu and Marxism are also developed as an alternative views with a summative conclusion. A conclusion was a requirement for the top of the band. This was a critical conclusion and there was the opportunity for students to gain more A03 marks if the argument was further developed. This candidate could have improved this answer by doing more than summarising although this conclusion was still sufficient for a high mark response. For A02 the candidate makes references to the question of talents and reward throughout the essay and this is a good example of clear application to the question. 36

37 33/40 (A01 12; A02 8; A03 13 marks ) medium to high 37

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40 Examiner commentary This is a good example of context with the candidate sustaining links to the question throughout the essay. There are clear and explicit reference to rewards and talents and effort with the candidate applying knowledge to the language of the questions. This is good practice as the candidate is doing more than a brief assertion as to whether the point supports or refutes the view. The paragraph on functionalism is well developed with good conceptual detail and strong links to the question. For A03 Tumin is discussed in relation to how he directly challenges the premise of the question of rewards being based on talents and effort and this is well developed. This answer is also a good example of how Weberian theory could be used and applied to the question. The New Right view is less well developed so this answer lacked the depth and range necessary for the top of level 4. The New Right view was developed more effectively by students using it as a supporting argument along with Functionalism. There was less range available in support of this argument and this gave students to write the four developed paragraphs necessary for the top of level 4. At the bottom of level 4 responses required less breadth or depth. For the top of the band the candidate would have needed to develop this argument further both in support of the view (required a further developed point) and against the view. Perhaps including the Feminist or Marxist view as an alternative perspective. 40

41 18/40 marks (A01 3 ; A02 5; A03 ; 10 marks) low 41

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43 Examiner commentary This is a good example of how you can still achieve marks in AO3 when candidates do poorly in AO1. For AO1 there is only one point supporting the argument which is linked to the postmodernist view and uses the example of Alan Sugar. There is not the conceptual detail here and the response is limited. However, the alternative view has more of a range of views with Marxists, Feminist and post colonialists discussed although these all lack detail. Most marks are gained from A02 and A03 which are at a level 3 good because of the range and towards the bottom of the band as here there is not the need for the evaluation to be balanced. 43

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