GCSE EXAMINERS' REPORTS SOCIOLOGY SUMMER 2016
Grade boundary information for this subject is available on the WJEC public website at: https://www.wjecservices.co.uk/marktoums/default.aspx?l=en Online Results Analysis WJEC provides information to examination centres via the WJEC secure website. This is restricted to centre staff only. Access is granted to centre staff by the Examinations Officer at the centre. Annual Statistical Report The annual Statistical Report (issued in the second half of the Autumn Term) gives overall outcomes of all examinations administered by WJEC. Unit Page Unit 1: People and Society 1 Unit 2: Understanding Social Structures 5
SOCIOLOGY General Certificate of Secondary Education Summer 2016 UNIT 1: PEOPLE AND SOCIETY General comments The paper appears to have been accessible so that even weaker candidates were able to make a reasonable attempt at the questions, particularly in Section A. Some candidates struggled to write a significant amount for Section B. Many candidates struggled with some of the technical language that was used in the paper; this was more obvious in research methods questions where ethics and ethnicity was confused. Centres are reminded that any term on the specification may be used in the examination. In some cases, there was a disappointing problem with language so that terms which appeared on the paper were misspelled. Nevertheless, despite this, there were a number of excellent and mature responses to the paper. Those using computers to write their examination responses should be using double spacing and a size 12 font. Section A In this section, brief but specific answers usually gain the highest marks. This approach allows candidates time to think about their responses to Section B and plan their answers with care. Where candidates are asked to write and explain about one reason, many tended to offer a variety of points rather than developing one particular line of reasoning. Q.1 Most gained full marks and some then went on the use the terms to support other answers elsewhere on the paper. There were those who confused gender and stereotype. Q.2 This was generally done very well indeed, with most candidates gaining the full number of marks available. There are still those who struggle with the concept of culture, describing it in terms taken from the item. Some were confused by the concept of social behaviour, weaker candidates defined it in terms of it being a behaviour that is social, without further development Q.3 Most candidates were able to define deviance, but some failed to notice that a reference to the item was in the command and missed an easy mark. Many candidates defined morals in terms of being respect or status. Those who identified it in terms of right or wrong with an example did well. 1
(e) (f) Social control was well explained. The best candidates used technical language to support their responses. The method chosen should have been quantitative because numbers were being sought. Many candidates offered observation. If the correct methods were suggested, then most candidates were able to justify them well, but there were pre-prepared answers that suggested that some candidates did not fully understand how the type of information sought would affect the choice of method. Some candidates offered more than one reason, rather than developing a single point as specified by the command. For example, questionnaires were described as quick, cheap and easy. Any one of those might have been developed as a single reason. There were those candidates who offered survey. A survey is generally seen as an approach and not a method. This was generally done well. Some still struggle with the difference between reliability and validity but most were able to explain a problem and then offer some context. A number of candidates referred to ethical issues and did very well. Q.4 (e) Some struggled with this very basic concept, describing it in common sense terms rather than with a specifically sociological meaning. Many struggled with gender in education, talking in terms of toys or activities. Those who used sociological language applied to the issue of gender in schools did well. Ethical issues presented many challenges, with candidates referring to validity or ethnicity rather than choosing a specific ethical issue such as the vulnerability of children or the need for informed consent from parents. Q.5 (e) (f) (g) Many candidates were not able to the link the fact of prolonged exposure to media and the cause of issues. The best candidates mentioned cyberbullying or body image. Many candidates were uncertain of the meaning of values, not recognising that the term refers to an underlying belief. Many candidates were able to explain processes of media socialisation but were not able to identify a value. The most able candidates recognised that there were two variables in the research scenario and so quantitative method would be appropriate. Others were able to justify unstructured interviews in terms of offering depth of understanding. Many candidates were able to name and describe a representative sampling method. Others offered snowball sampling, but this is not representative and so could not be rewarded. 2
Q.6 Many candidates struggled to explain how work is an agency of socialisation and many responded by describing how childhood socialisation prepared children for work in later life. Options Parts (a) and often use classical sociology theory badly. It is not really necessary until part questions and is often not essential in this part of the question, though it is credited if done well. The commands are describe, explain and discuss. Some very good candidates are over-writing parts a) and b) and simply not addressing the commands. There was however some excellent use of studies and contemporary evidence. Q.7 Family This was the most popular choice of topic (a) Few candidates achieved full marks. The question was unexpectedly challenging because many ignored the command to describe recent changes in the experience of childhood and focused on describing Aries or explaining reasons for changes in childhood. The best candidates referred to notions of toxic childhood or referred to changes in households. This was a little disappointing. Better candidates were able to explain two or three reasons why women are having fewer children. Many weaker candidates used this question as a springboard for more general responses regarding changes in the lives of women, or explaining that gay people could not have children. Weaker candidates seemed to suggest that marriage was an essential condition for having children. Generally, this was handled well by able candidates, though many weaker answers were descriptive of family change and failed to consider whether change was a problem for society. Many viewed family change as negative and they did not consider that there is an alternative view. Q.8 Education (a) Most candidates who were prepared for the question answered well and were able to describe different and modern types of school organisation. There were those who assumed that independent fee-paying schools were superior to state schools, on the basis of little evidence. There is also some use of American school types, so candidates used the term public school but described local authority schools. Many candidates referred to the achievement of girls rather than boys. Weaker discussions described laddish behaviour without using key terminology. Some candidates used biological explanations for the relative attainment of boys, but these responses could not be credited. Detailed answers used a range of theoretical approaches and focused on material deprivation, cultural deprivation, and labelling. Most pupils mentioned class, and many were able to balance their responses referring to the relative success of the middle and upper class. Again, there was an assumption of the superiority of fee-paying schools without much critical analysis of why they succeed other than they are better. 3
Q.9 Mass Media (a) Generally candidates who had been prepared for this topic were able to describe the hypodermic model with reference to theory and process. Most candidates were able to write something, describing processes and explaining why different groups of people could be influenced by the media. Where the concept of gender stereotyping was understood, then the answers were clear and sensible. Different examples were offered and some candidates were able to suggest that traditional gender stereotypes had been challenged and broken down (Game of Thrones strong women). There was some reference to feminism and the crisis of masculinity among the very best candidates. Q.10 Sport and Leisure 10a, b, c generally weak and based on common sense answers. Few responses, fewer than in previous years, but those who had studied the topic and understood the questions were able to do well. 4
SOCIOLOGY General Certificate of Secondary Education Summer 2016 UNIT 2: UNDERSTANDING SOCIAL STRUCTURES General Comments This paper appears to have stimulated good responses from candidates. The sense is that candidates are performing better on this paper each year. Candidates' understanding of key terms has improved again significantly. There were fewer candidates than ever who did not grasp the basic idea of even quite difficult concepts, like elite. Crime and Deviance was the most popular choice on Section B. Section A Q.1 There were no problems with this question. A small handful of candidates failed to score the 6 marks available, probably due to not reading the questions properly. Q.2 Parts (a) and caused no problems. The majority of candidates answered part of the question well. Better answers referred to the different types of poverty, giving examples of these and explaining that this was the reason government ministers could not agree how to measure poverty. Most candidates had some ideas how to reduce child poverty (part d). A minority of candidates however gave vague answers and simply stated things like help them out. Other weak answers talked about free schools, which we already have, or getting them jobs. (e) The majority of candidates gave vague answers, sometimes naming relevant concepts to explain why families live in poverty, but failing to develop them fully. Good answers used concepts like culture of poverty or cycle of deprivation but explained these clearly. Q.3 (a) No problems A significant number failed to read the source correctly and worked out the calculation incorrectly. Others were credited for commenting on the nature of the difference, e.g. The World Cup building workers were paid way less than the minimum wage. There had to be some processing for this to be credited. Copying out with no calculation or processing is not an acceptable response. This answer was generally well done, with a significant number of candidates giving excellent examples to support the meaning of the term exploitation. Occasional misguided answers referred to sexual exploitation and a few to media exploiting pictures of celebrities (i) Candidates who were more specific about the type of method, e.g. structured interview helped themselves on the other parts of the question. (ii) Candidates found this more challenging, many failed to explain sociological problems, and a significant number failed to link their answers to the workers and gave a general problem. There are still some candidates who use validity and reliability interchangeably or together. 5
Q.4 (a) The majority of the candidates answered this question well. No real problems seen with this question. Mixed responses to this question, candidates either did it very well and fully explained why candidates have better life chances, or they gave vague responses and talked about teaching being better at private schools, so therefore life chances were better, but no explanation of the connection between the two. There was all sorts of speculation about the superiority of pay and teacher quality at fee paying schools in weaker answers. Very few got further with life chances than a good job, although some good answers used the Old Boys Network idea from the source well. Candidates showed a good understanding of the term elite and were able to explain. Stronger answers referred to several aspects and used terminology. Candidates found this question challenging, very few were able to suggest two reasons why talent may be wasted. They appeared to not really understand what the question was asking of them. Very few candidates scored the full 2 marks for this question. Some referred to the notion of talent as related to entertainment only. Q.5 (a) This question caused no problems. This question caused no problems. A mixed response to this question. Many candidates failed to explain reasons why stereotyping may be a problem for British society, but focused on reasons why stereotyping may be a problem for individual. The best answers related to increased crime, social unrest and some to the damaging of Britain s reputation. (i) A large minority failed to understand the term sampling method and named a research method. (ii) (iii) Many lost these marks through making the error on the first part and failing to name a sampling method. Reasons why sampling methods would be suitable and lacked depth or were misdirected, e.g., it can reach lots of people, or will give a good range of answers. Lots of candidates failed to score the full 2 marks for this question. On the whole most candidates were able to write an open question, though some wrote a closed question, with a yes or no box to tick. Also common was two questions within one. Q.6 (a) This caused few problems, though some failed to make enough points for three marks. Most understood social exclusion and gave a brief example. Some repeated the terms of the question or gave a limited response. Many only gave one example although the answer required examples. Candidates were all able to write something, but talked about jobs and failed to relate to status. However, there were some well argued answers. Some very good answers referred to cultural variations and gave examples. 6
Q.7 Work Section B Most candidates were able to attempt these and there were very few candidates who wrote little or nothing for essay questions. A minority of candidates answered this option and those who did were lower ability responses containing little evidence. (a) Discrimination was understood well and some grasped the breadth which included class, age, gender, ethnicity and disability. There was a lack of real knowledge, although some referred to legal acts. Largely responses were basic or limited and lacked subject knowledge. Most candidates had a grasp of what the minimum wage was about. There was lack of grasp of the arguments for its introduction. It would have been good to see more candidates using terms like exploitation in their answers. A tendency for very vague and repetitive answers which were rooted in a very historical approach to this topic. Better answers at least used sociological terminology, such as deskilling, mechanization and equal pay. Q.8 Power and Participation Very few answers to the politics option. Some very good with extensive knowledge of the topic. Q.9 (a) Crime and Deviance Candidates were able to discuss moral panics well, with many mentioning case studies by explanation, if not by name. Generally a good use of sociological language and appropriate examples. Some candidates were able to outline theory. There was a strong emphasis on explaining the process in better answers. Very strong answers linked to Marxism, Interactionism or New Right theory. Sanctions were understood by all and better answers focused on the reasons why they are used, such as punishment, establishing the rules, social control, rehabilitation or resocialisation. The best answers referred to Functionalist or Marxist views on the use of sanctions to enforce the law. This question was generally answered well by candidates. There was good use of sociological terminology, statistics and studies. There were a large number though who talked about the reasons for crime and did not relate this back to how to reduce crime. Some answers had good sociological knowledge but failed to relate to the question. Better answers referred to theory and or studies. Some of the answers that focused on one or two studies were often more effective than those that featured several, but failed to relate to the question. Q.10 Global Citizenship No candidates answered this option GCSE Sociology Report Summer 2016/GH 7
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