The study of Sociology at key stage 4 offer students an insight into social and cultural issues. It helps to develop an open minded and critical approach to contemporary the issues of culture, identity, families, education, and social equality. Students investigate key questions such as ‘What are British values?’, ‘How is Identity formed?’, ‘Are some family types better than others?’, ‘Why do some students perform better in education than others?’, ‘Does the structure of society force people to commit crime?’ and ‘How are life chances affected by social class?’. Transferable skills acquired included the ability to investigate facts and make deductions based on evidence, to develop opinions and new ideas on social issues and the ability to analyse and better understand the social world. Students will develop their communication skills by comparing and contrasting reasoned arguments and making substantiated conclusions based on evidence.
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
|
9 |
3 |
Unit 1 Cultural Transmission of values and values Key Concepts Culture, norms, values, roles, status, identity, sanctions and cultural diversity. Debates over the acquisition of identity Nature/nurture including examples of feral children and cultural diversity The process of socialisation and agents of socialisation Family, education, media, peer group. How agents of socialisation pass on culture and identity. For example: gender, class and ethnic identity informal and formal social control
|
This unit focuses on the themes of socialisation, identity and culture. Learners study the key concepts and processes of cultural transmission, including socialisation and the acquisition of identity. Learners will be encouraged to contemplate how they acquire their individual identity. The purpose of this unit is to provide the building blocks to understanding processes in society and to embedded a knowledge of specialised subject vocabulary that will be required later in the course. A knowledge of social issues will be embedded, and learners will develop public speaking, inquiry and analytical skills.
Literacy Literacy will be supported through terminology and definitions and structured writing.
Enrichment/life and work skills: • Inquiry skills • Independent research skills • Videos clips, interpreting newspaper news/ websites • Group work • Communication and Cooperation • Public speaking • Careers - embedded across lesson plans and presentations
|
|
10 |
1 |
Unit 2 Sociological Research Methods and Application Usefulness of different types of data Primary and secondary data Qualitative and quantitative data. Sources of secondary data, including diaries, journals, official and non-official statistics Usefulness of these types of data to sociologists Methods of Research Qualitative and quantitative methods including Questionnaires and structured and unstructured interviews and different types of observations. The value, practical application and strengths and weaknesses of different methods in terms of validity, reliability, ethics, representativeness and mixed methods approaches. Sampling processes Representative and non-representative sampling techniques Practical issues affecting research Access to subjects of research, gatekeeper to allow access and time and cost of research Ethical issues affecting research Informed consent Confidentiality Harm to participants Deception Strategies used by sociologists to address issues
|
This term begins with sociological research methods and their application. This is presented as a separate topic area, however, research methods will permeate the entire course. Learners will need to understand the appropriateness, reliability and validity of different research methods later in order to consider the evidence used to support or challenge theories in their future study of families, education, stratification and crime. This unit will help learners to understand the importance of assessing the research methods used in evidence gathering.
Literacy Literacy will be embedded further with a continued emphasis on subject specific vocabulary and also working on structured answers using the PEEL format.
Numeracy Gathering and interpreting data using graphs and charts.
Enrichment/life and work skills This unit provides learners with the opportunity to work in groups collaboratively, improving communication and providing an opportunity to develop leadership skills. Interview styles and asking questions developing an appreciation of formal interviews which is relevant to preparation for employment and further education interviews. Career opportunities in the area of sociological research, research generally and statistical analysis is discussed.
|
AO1: Factual Knowledge =subject specific vocabulary recall AO2: Application of knowledge to question =Previous exam question homework AO3: Analysis and evaluation of key concepts = Research Project
Unit 2 Assessment |
|
10 |
2 |
Unit 3 Family What is the family? Nuclear family, extended family, reconstituted family, lone parent family, single sex family, cohabiting family, beanpole family, ethnic minority family forms, global family forms including polygamy, arranged marriages and one-child family policy in China. Structures Changes in social norms, secularisation, values and laws, feminism, economic factors, technology and immigration and their impact on family diversity, including the work of Rapoports, divorce rates and serial monogamy, cohabitation, single parent families, later age of marriage, singlehood ,family size. Changes / Relationships Changes in social norms, secularisation, values and laws, feminism, economic factors, technology and their impact on segregated and joint conjugal roles, symmetrical families, domestic division of labour, New Man, decision making / money management dual career families, leisure activities, theory of symmetrical family and principle of stratified diffusion, developed from the functionalist perspective of Willmott and Young. Child-rearing patterns and child-centred families, ‘boomerang’ children and ‘sandwich’ generation.
Theories Conflict versus consensus debate on the role of the family Functionalism - Functionalist theory of the role and functions of family, such as Parsons and primary socialisation and stabilisation of adult personalities. Marxism - Marxist theory of families serving the interests of capitalism, including the work of Zaretsky. Feminism - critique of family as a patriarchal institution, including the work of Delphy and Leonard and Oakley. New Right views of family. Criticisms Loss of traditional functions, lack of contact with wider kinship network, dysfunctional families, status and role of women, isolation and unrealistic expectations, marital breakdown and divorce, the dark side of family life including domestic violence and decline of the traditional family.
|
In term 2 learners will study the family in detail. Learners will build on concepts from Unit 1 to gain a deeper, more theoretical understanding of the social world and an awareness that the process of socialisation is contested. From Unit 2 they learners will understand how sociological research is conducted so will have the skills needed to critically assess and evaluate theories relating to the family.
This unit provides learners with the opportunity give and receive feedback via AfL activities will be a key skill developed.
Literacy There will be a continued emphasis on subject specific vocabulary, structured answers using the PEEL format and essay planning.
Enrichment/life and work skills Career opportunities will continue to be mentioned when relevant. Reference to relevant post 16 further study. More able student will have the opportunity for working at greater depth and accessing A’level texts to explore the work of key sociologists notably the Rappaports and Eli Zaretsky. In contemporary UK there is a variety of family types with and students will learn about the diversity of family structures thus promoting British Values of tolerance and equality.
|
AO1: Factual Knowledge =subject specific vocabulary recall AO2: Application of knowledge to question =Previous 8 mark exam question homework AO3: Analysis and evaluation of key concepts = Assessed 15 mark essay question
Unit 3 Assessment |
|
10 |
3 |
Unit 4 Education Sociological theories of the role of education Conflict versus consensus debate on the role of education Functionalism- Functionalist theory of education as serving the needs of society and the economy facilitating social mobility and fostering social cohesion including the work of Durkheim on education as the transmission of norms and values. Achieved status and education operating on meritocratic principles, with reference to the work of Parsons. Marxism - Marxist theory of education serving the needs of capitalism, Education maintaining inequality, including the work of Bowles and Gintis on the correspondence theory. Feminism - theory of education perpetuating patriarchy, including the work of Becky Francis on the patriarchal nature of schools Processes inside schools Processes within schools affecting educational achievement, labelling, including the work of Hargreaves, hidden curriculum, streaming, banding, anti-school sub-cultures including the work of Willis, teacher expectations, including the work of Ball, selffulfilling prophecy. Patterns of educational achievement Patterns of attainment by gender, social class and ethnicity. Factors affecting educational achievement Social class Contribution of material factors, including the work of Halsey on class based inequalities, cultural factors, labelling, catchment areas, types of school, including the work of Ball on streaming, choice and competition between schools, counter school cultures, including the work of Willis Ethnicity Material and cultural factor, curriculum, labelling, racism Gender Employment opportunities for women, feminism, feminisation of school, crisis of masculinity, peer pressure and sub cultures. |
In term 3 of year 10 learners will study education in detail. Learners will build on concepts from Unit 1 and Unit 3 to gain a deeper, more theoretical understanding of the social world and an awareness of the role of education in socialisation and life chances.
From Unit 2 the learners will understand how sociological research is conducted so will have the skills needed to critically assess and evaluate theories relating to the education.
Literacy Literacy will be embedded further with a continued emphasis on subject specific vocabulary, structured answers using the PEEL format and essay planning. Further emphasis is now placed on the presentation of arguments, making judgements, and drawing conclusions.
Enrichment/life and work skills: • Inquiry skills • Independent research skills • Videos clips, interpreting newspaper news/ websites • Group work • Communication and Cooperation • Public speaking • Careers - embedded across lesson plans and presentations
|
AO1: Factual Knowledge =subject specific vocabulary recall AO2: Application of knowledge to question =Previous 8 mark exam question homework AO3: Analysis and evaluation of key concepts = Assessed 15 mark essay question
Unit 4 Assessment |
|
|
|
|
|
|
|
11 |
1 |
Unit 5 Applied Methods of Sociological Enquiry The process of research design Choosing a research area Establishing an aim and/or hypothesis Choosing a method Use of pilot study Selection of sampling techniques Analysis of data Usefulness of mixed methods approach Interpreting data How to interpret - graphs, diagrams, charts and tables in order to discern patterns and trends
|
In term 1 of year 11 learners revisit Research Methods with a focus of application of the theory to a real research scenario. This allows student to gain mastery in their understanding of research methods and will assist them to critically assess sociological research and evidence used to support or challenge theories when studying social stratification and crime in year 11.
Literacy Literacy will be embedded further with a continued emphasis on subject specific vocabulary and the structuring of a research report.
Numeracy Gathering and interpreting data using graphs and charts.
Enrichment/life and work skills: This unit provides learners with the opportunity to work in groups collaboratively, improving communication and providing an opportunity to develop leadership skills. Oracy will developed with students presenting their reports, asking and responding to questions. Career opportunities in the area of sociological research, research generally and statistical analysis will be discussed discussed.
|
AO1: Factual Knowledge =subject specific vocabulary recall AO2: Application of knowledge to question =Previous exam question homework AO3: Analysis and evaluation of key concepts = Research Project
Unit 5 Assessment |
11 |
2 |
Unit 6 Social Stratification Understanding Social Structures Equality/inequality in relation to class, gender, ethnicity, age, disability and sexuality including evidence and examples. Examples from: education, crime, Income and wealth health, family, work, media Factors which may influence access to life chances and power Class, gender, ethnicity, age, disability and sexuality. Social construction of identity/roles, status, prejudice, discrimination, stereotyping, labelling, scapegoating, media representation, legislation, moral panics, sub-cultures , Social class - private schooling, old boys’ network, affluent worker, the work of Devine Gender - sexism, glass ceiling, patriarchy, the work of Walby, crisis of masculinity. Ethnicity - racism, institutional racism. Age – ageism. Disability - medical and social models of disability. Sexuality – homophobia. Religion and Belief. Poverty as a social issue Absolute and relative poverty, the work of Townsend on relative deprivation. material deprivation. An understanding of groups prone to poverty Culture of poverty. The work of Murray on the underclass and ‘Cycle of Deprivation Social exclusion and inclusion Impact of globalisation |
This unit concentrates on social differentiation, power and stratification. Throughout the unit there is focus on factors than impact on life chances. Learners need to have prior learning of processes within society. Further mastery will be developed by exploring the concept of social inequality in relation to social class, gender, ethnicity, age, disability, and sexuality.
Literacy Literacy will be embedded further with a continued emphasis on subject specific vocabulary, structured answers using the PEEL format and essay planning. Further emphasis is now placed on the presentation of arguments, making judgements and drawing conclusions.
Enrichment/life and work skills: • Inquiry skills • Independent research skills • Videos clips, interpreting newspaper news/ websites • Group work • Communication and Cooperation • Public speaking • Careers - embedded across lesson plans and presentations
|
|
11 |
3 |
Unit 7 Crime What is crime? What is deviance? Historical and cultural variations. Social construction of crime and deviance. Patterns of criminal and deviant behaviour Informal and formal social control and unwritten rules. Agencies of informal social control - Family/ Peer group/ Education/ Religion/ Media/ Sanctions Agencies of formal social control - Role of the police and courts Theories Functionalism - Functions of crime, Anomie, the work of Merton, strain theory. Subcultural - Albert Cohen and delinquent sub-cultures. Marxism - Chambliss and differential enforcement of the law white collar and corporate crime. Interactionism - notion of the typical offender, Labelling Self-fulfilling prophecy, Becker and the deviant career, moral panics. Feminism - Social control, Heidensohn on female conformity, poverty, Carlen on chivalry thesis.
Ethnicity and Crime - racism institutional racism, scapegoating Sources of data, patterns and trends of criminal behaviour - Official statistics victim and self-report studies, usefulness of sources of data on crime, dark figure of crime, unreported and unrecorded crime, police bias and labelling, moral panics, invisible crime
|
The study of crime is one that students often enjoy as it brings together all their sociological knowledge sociological of processes and structures. By now students understand the key sociological theories and can apply these theories to the crime within society.
Literacy Literacy will be embedded further with a continued emphasis on subject specific vocabulary, structured answers using the PEEL format and essay planning. Further emphasis is now placed on the presentation of arguments, making judgements and drawing conclusions.
Numeracy This builds on numeracy skills mastered when studying units 2 and 5. Learners have developed mastery in analysing data and can now interpret crime statistics and make reasoned judgements based on the evidence.
Enrichment/life and work skills: • Inquiry skills • Independent research skills • Videos clips, interpreting newspaper news/ websites • Group work • Communication and Cooperation • Public speaking • Careers - embedded across lesson plans and presentations
|
|
11 |
3 |
Revision |
The final term is a short one as the sociological examination is in mid-May. The solid focus during this term is mastery in relation to examination techniques. Learners will be now have the depth of knowledge required so there will be concentration on question interpretation and how to achieve maximum marks for each answer. |
The study of Sociology at Key Stage 5 allows students acquire knowledge and critical understanding of contemporary society and social changes. Students have the opportunity to develop a broad set of desirable key skills, including the ability to analyse and formulate clear, logical arguments, develop strong critical thinking skills, and consider issues with a global outlook. This course will allow students who have taken GCSE Sociology to capitalise on their understanding of key issues within sociology whilst adding depth and breadth. For example, the GCSE question of “How are life chances affected by social class?” is now expanded to include the concepts of social mobility, vertical and horizontal segregation, the digital divide, and the impact of isolation and marginalisation. Students who are new to the subject will initially learn the key language of sociology and then adapt it to the higher level material. Transferable skills are learned within the context of contemporary issues, from critically considering the role of the media in shaping public opinion to using their digital footprint to their advantage in professional settings.
|
Year |
Term |
Topic |
Knowledge, skills and understanding |
|
12 |
1
|
Component 1 – Introducing Socialisation, Culture and Identity
Section A: Socialisation, Culture & Identity
|
The study of A Level Sociology begins with an introduction to the key sociological concepts and theories that students will build on for the rest of the year. For students who have taken Sociology at GCSE, this first unit gives them confidence whilst allowing them to add depth to their knowledge. This means that by the time the students complete the first part of Section A (key terms and how to apply them to sources), all will be on a level playing field.
The students then carry on to investigating types of identity. This is an engaging and often very personal exploration, with students being able to reflect on the importance of various influences on their own identity. Class and gender are particularly powerful, as students consider their own perceptions of class and gender and how this shapes the views of society about them. Cultural capital is introduced early on this half term, with students exploring how differences in opportunities and experiences within their family and social groups can impact their academic and professional success as well as their perceived place in society.
In the second half term, students carry on learning about the impact of age, sexuality and disability on identity. They also begin their first real-life investigation by developing and carrying out a questionnaire on people’s perceptions of ageism. This allows students to consider how both people their age and those of their grandparents’ generation are viewed and view each other and come to a conclusion as to the true impact of ageism. This engages students, allows them to apply their learning in a practical way, and begins to build their research methods skills, which will be focused on in Component two. The final section on hybrid identities is one that students find interesting; they are able to explore the demography of Liverpool and learn about the rich variety of cultural groups and their impact on the city; students also relate well to the idea of cultural appropriation through the example of music festivals.
|
|
|
2 |
Continuation of Component 1 – Introducing Socialisation, Culture and Identity
Completion of Component 1 - Section B Option 2: Youth Subcultures
Component 2 – Researching and Understanding Social Inequalities Section A: Research Methods
|
This term begins with the final section of Component 1 – Youth Subcultures. This option has been chosen as the other two options – Family and Media – were a greater focus in the GCSE course. Few of the students will have studied youth subcultures at great depth, so this is a new and engaging topic for the entire cohort. By exploring the emergence of youth culture, student consider their own place in society and how they identify differently from older generations. In this option, students begin to develop a detailed understanding of the large sociological theories (i.e. Functionalism) that will underpin the rest of the course. Oracy skills are also focused on in this unit. Students prepare and present a case study of a specific youth subculture (e.g. punks, goths, skinheads, emos) and develop fact sheets the group includes in their revision notes. Both silent and open debates are introduced here, with students crafting arguments related to the views of the different theories. Students’ own perception of where they stand on these theories begins to evolve here. Many initially advocate for the Marxist perspective, only to alter their views as they learn more about Marxism in the second year of the course. Key terminology continues to be used and developed in this section (e.g. hybridity and labelling), whilst contemporary examples of specific youth subcultures such as club culture and gangs are engaging and in some cases personally relatable to students. The role of the media in society’s perception of youth culture is investigated, with students developing a critical view of how the media can shape public opinion.
In the second part of this term, students begin Component 2 with the study of research methodology used in sociology. Students who took GCSE Sociology will be familiar with many of the key concepts in this section and so are able to contribute positively to initial work and group discussions, benefitting all in the group. Students begin their learning in this topic through a case study of an actual piece of research completed by a PhD student in California. As the students learn about the process of developing and carrying out research, they develop proposals for each section of this research, are then given the actual outcome, and finish each section by critiquing that outcome. This allows students to learn research skills in an engaging and practical way.
|
|
|
3 |
Continuation of Component 2 Section A: Research Methods
Section B: Understanding Social Inequalities
|
In the first half of this term, students continue their study of research methods by applying their developing research skills. This consists of a number of mini-studies – e.g. small questionnaires and observations the students develop, carry out, conclude, and analyse. This allows them to carefully consider the potential practical, ethical and theoretical issues of each type of research method in a hands-on way. Students also carry out a series of focus groups; students who volunteer identify a topic of interest, develop a set of questions for the discussion, randomly choose their focus group from the other students in the class, carry out this focus group, and present their findings and conclusions to the whole class. This process is engaging, allows students to actively discuss a contemporary sociological topic that interests them, and gives them the opportunity to critique this method using their knowledge from the course.
In the second half of this term, students begin Section B of Component 2 – Understanding Social Inequalities. Students who have taken GCSE Sociology will have some background for this section because of their study of stratification. This unit begins with students playing a game of monopoly that has been “rigged” with various levels of inequality given to the players predicting the outcome. This results in a lively discussion of the lack of fairness within capitalistic societies. With this real-life context established, students begin to explore the patterns and trends in deprivation, unemployment, and social mobility. The concept of social mobility becomes a strong talking point throughout this unit, with students’ perceptions of the level of social mobility in the UK changing as they investigate these topics further. The key sociological theories are again put into play; as the students now have a solid understanding of these theories from Component 1, they can confidently apply them as explanations of societal inequalities.
|
|
13 |
1 |
Completion of Component 2 Section B: Understanding Social Inequalities
Component 3 – Debates in Contemporary Society Section A: Globalisation and the Digital World
|
From September, students continue their exploration of social inequalities. Key areas of inequality include racism, sexism and ageism. Students learn about the levels of child poverty in the UK, fuel poverty amongst the elderly, and consider the impact poverty has particularly on women. These topics are often very personal to students as they consider their own experiences and those of their families, friends and neigbourhoods. The challenges facing women within the workforce (e.g. horizontal and vertical segregation, ageism) are carefully considered as are solutions to this. Students consider their own intended career paths within this section, such as looking at schemes promoting women in engineering. Contemporary examples of families in poverty are use throughout the course, with students engaging in discussions on relevant topics such as rental evictions, the benefits system, and young carers.
In the second half of this term, students begin Component 3, Section A: Globalisation and the Digital World. This unit gives students the opportunity to consider the impact of globalisation and new digital technologies on society – both positive and negative. The unit begins with a debate as to whether globalisation is a positive or negative force. Students consider their own use of digital technology, investigating how many hours they are on their mobile phones for example, how they use their technology (communication, entertainment, academic) and how technology can both benefit and potentially harm their relationships and opportunities. In this section, student learn more about how technology is used at a larger level – by corporations and governments. They investigate contemporary examples of the Snowden Report, Wikileaks, and the gathering of personal data by large media corporations such as Facebook. They discuss the ramifications of this and the Government’s right to have this data.
Students also explore the use of technology to create and alter identity, from Facebook as autobiography, to women and other subjugated groups using technology to have a voice. Relevant issues as to the use of technology continue to be discussed, from the digital divide in terms of poverty and age to using new media to form friendships, romantic relationships, and professional partnerships. Students again consider their own use of technology, now focusing on how they may use digital media in positive ways to create their own professional profile, connect to potential jobs, and explore career and training options. The idea of the digital footprint is also investigated, with students learning about the importance of privacy settings and keeping their online data safe.
|
|
|
2 |
Continuation of Component 3 – Section A: Globalisation and the Digital World
Section B Option 1 – Crime and Deviance
|
In the first part of this term, In the last topics of this unit, students consider the use of digital media by larger groups to challenge governments, protest, and protect their cultures and environments. Key contemporary examples include the Arab Spring and Standing Rock. Students consider the usefulness of online movements and how digital media has been used to positively and negatively impact these large scale changes.
In the second half of this term, students begin the final section of this course – Crime and Deviance. This option has been chosen because of it is engaging and of interest to the majority of the students. If they have taken GCSE Sociology, the students will have a solid base to begin this section. The first topic will be introduced within a context new to all of the students – The British Crime Survey. Students complete a small-scale investigation of this survey, including looking at recent recorded crimes within their own post codes. This activity allows those students who did take GCSE Sociology an opportunity to apply their knowledge to a real life relevant setting whilst giving students with the GCSE background to establish a solid understanding of such basic concepts as the “dark figure of crime”. This project acts as a base for the first topics in this unit – how crime and deviance are measured, the usefulness of police statistics, and patterns and trends of crime related to demography. Students use their previous knowledge of the media’s influence to critically consider the reporting of crime; they also connect back to their research methods skills by completing a meta-analysis of crimes reported in various newspapers. This allows students to reflect on their own initial beliefs regarding what crimes are actually more common in the UK, and who commits them. Key sociological theories are again applied here; students now have a very strong understanding of each theory and are able to confidently explain crime and deviance from each theory’s perspective.
When exploring global and green crime, students often engage in rich discussion. They compare various levels of crime such as benefits fraud to tax evasion and large scale corporate pollution. Contemporary examples such as Bernie Madoff’s Ponzi scheme or the current fraud case against Theranos’s founder Ellizabeth Holmes. These cases tend to challenge students’ views on crime being limited to street crime and youth or working class deviance.
|
|
|
3 |
Completion of Component – Debates in Contemporary Society Section B Option 1 – Crime and Deviance
|
In this final term, students complete their exploration of causes of crime and focus on solutions to crime. They consider both right and left wing solutions, engaging in debates that deepen their understanding of the political spectrum. Solutions such as surveillance and retributive punishment are compared to the ideas of positive policing and restorative justice. Students investigate well known case studies such as the application of the Broken Windows theory in New York City and the increased use of camera surveillance in the UK. Students then develop public policy proposals for reducing crime in Liverpool and the UK using their knowledge of these two very different approaches. The proposals are considered and critiqued using a silent debate. This allows students to complete the course by applying their understanding of sociology to a real life problem in society; this connects to the core element of this course – understanding society in order to make it a better place for the people who live in it.
|