June 2018: Paper 2

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students were able to apply their sociological knowledge and to explain two reasons why leisure choices vary across different age groups. Popular answers included constraints of income, age-related legislation and physical limitations. Only a few answers recognised that there might be other age groups than ‘young people’ and ‘the elderly’.

Notes from the mark scheme and report

• two reasons each applied to differences between age groups (e.g. age-related legislation, social expectations of age-appropriate behaviour, income constraints, physical limits, work/family commitments)
• drift into leisure choices in general = 1–3
• only a few answers looked beyond 'young people' and 'the elderly'
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students were able to give two ways in which an individual’s sense of self may be affected by their sexuality. Most focused on homosexuality with only a minority considering, for example, the connection between heterosexuality and hegemonic masculinities. There was some overlap between the ‘ways’ suggested by the item. For example, labelling and stigmatised identity, although different (and so two different ‘ways’), can be part of a reflexive process. Evaluation using these ideas featured in some of the best answers.

Notes from the mark scheme and report

• two developed applications from Item A (self-interpretation vs others' expectations and reactions), e.g. media under-representation, presumption of heterosexuality
• drift into gender and identity is a tangent
• most focused only on homosexuality, few linked heterosexuality to hegemonic masculinity
• best used labelling/stigma and reflexivity evaluatively
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. This question produced some good answers. Some approached the question by discussing agencies of socialisation one by one, others by discussing different theories, starting with Marxism and moving on, usually, to functionalism and feminism. Both approaches could be successful, but students should be encouraged to make evaluative points throughout rather than leaving these for a conclusion.

Notes from the mark scheme and report

• top band compares perspectives on the role of socialisation (e.g. functionalist, feminist, interactionist)
• basic account of agencies promoting ruling-class ideology = 9–12
• agency-by-agency or theory-by-theory structures both work but evaluation should run throughout, not be saved for the conclusion
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. There was a tendency to go into detail about the chosen policies rather than to discuss effects on family structures. Some answers assumed an effect and did not take the opportunity to use their sociological understanding to explore the ideas in greater depth. For example, some answers said that changes to divorce laws (often described in detail) increased the number of lone parent families, but few discussed increases in reconstituted families or bi-nuclear families. Similarly the Marriage (Same Sex Couples) Act of 2013 was recognised as increasing the number of same sex married couples but also led to same sex divorces, changes in adoption, surrogacy and so on.

Notes from the mark scheme and report

• two policies each linked to an effect on family structure (e.g. divorce law, welfare and lone parents, migration and multi-generational households, same-sex marriage, housing and boomerang children)
• drift into family diversity in general = 1–3
• many described the policy in detail but assumed the effect
• few explored reconstituted or bi-nuclear families
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. For example, in question 5, some answers gave detailed responses on demographic changes but said little on how these had affected the nature of childhood in the United Kingdom today. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Many answers went into reasons for the demographic changes referred to in the item rather than focus on effects on childhood. Others discussed childhood a hundred years ago or earlier. However, many did develop points about child centeredness by looking at its positive consequences for childhood and then developing this to link it to over protectiveness, age patriarchy, pester power, toxic childhood and so on. Similarly, the presence of grandparents was in better answers not merely described but analysed as to how it could be both positive and negative in contributing to socialisation and childcare and in adding to the burden of care for the family with some children becoming young carers. Better answers were distinguished by, as the mark scheme says, ‘developed applications’, going beyond the immediately apparent.

Notes from the mark scheme and report

• two developed applications from Item C (fewer children, longer life expectancy), e.g. child-centredness, closer relationships with grandparents
• many explained the causes of the demographic changes or described childhood 100 years ago instead of effects today
• best developed child-centredness into over-protection, age patriarchy, toxic childhood and grandparents as both support and burden (young carers)
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Many answers discussed changes in family life such as divorce, cohabitation, same sex marriage and gender roles in terms of greater choice but few explored whether these developments made family life more important or less important. More developed analysis showed how diversity did not always lead to less importance being given to family life, importance of a changed form of family life. Functionalism and the New Right were often included but, sometimes with Marxism, described rather than being applied to the question. There was a shortage of postmodernist views in addition to choice and diversity. Better answers referred to pure relationships, confluent love, negotiated families and alternative life courses.

Notes from the mark scheme and report

• must address whether choice has made family life less important, not just describe divorce, cohabitation and same-sex marriage as choices
• top band evaluates the extent of individuation or locates the debate between perspectives
• functionalism, New Right and Marxism often described rather than applied
• better answers used pure relationships, confluent love, negotiated families, life course
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students were able to explain two ways in which health professionals affect inequalities in health care. Inequalities addressed included those based on age, social class, ethnicity and region, with popular answers including the distribution of resources and the ways in which different quality services might be provided to different groups.

Notes from the mark scheme and report

• two ways professionals widen or reduce inequalities in health care (e.g. better service for middle-class patients, ethnocentrism, rationing for the elderly, private practice, location of services)
• drift into inequalities in health chances = 1–3
• good answers covered age, class, ethnicity and region
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. This question produced some very different responses, with some students writing at length about physical barriers, such as lack of wheelchair ramps or street furniture, rather than building on the points in the item. Answers tended to be more confident and sociological when writing about social reactions to people with disabilities than when considering economic barriers.

Notes from the mark scheme and report

• two developed applications from Item E (social reactions, economic barriers), e.g. disability as master status, economic exclusion
• drift into social construction of health and illness generally is a tangent
• many wrote about physical barriers like ramps rather than building on the item
• economic barriers handled less sociologically than social reactions
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Most students were able to use a range of sociological knowledge and understanding to answer this question. There was however some uncertainty as to what was meant by ‘cultural factors’, with some students taking this to include, for example, not being able to afford to eat healthily or exercise. Other answers strayed from social class differences to differences between ethnic groups (without making clear how these might be related to social class). Better answers built on points in the item, including values and attitudes to risk, to effectively compare cultural factors with, for example, material and structural factors.

Notes from the mark scheme and report

• top band evaluates cultural against material/structural (and artefact, selection) explanations
• confusion about 'cultural factors', with some counting inability to afford healthy food as cultural
• drift into ethnic differences not linked to class
• best built on the item's attitudes to risk and diet
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students were aware of ways in which globalization may have increased levels of poverty in the United Kingdom. A small number misinterpreted the question by including material on poverty in countries other than the United Kingdom. Popular ‘ways’ in answer to this question included outsourcing and migration.

Notes from the mark scheme and report

• two ways globalisation raised poverty in the UK (e.g. TNC power and outsourcing, casualisation, loss of manufacturing jobs, migration)
• poverty in other countries not credited
• drift into causes of poverty in general = 1–3
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most students knew the challenges of measuring relative poverty and were able, for example, to give some good cross cultural analyses, comparing something that might be on a list in one part of the world but not in another part of the world (such as wi fi). Other answers focused on inherent bias by the researcher or differences based on social class or ethnicity.

Notes from the mark scheme and report

• two developed difficulties from Item G (lists of items), e.g. choosing which items to include, people choosing not to own items
• drift into definitions of poverty is a tangent
• good answers used cross-cultural examples (wi-fi) and researcher bias
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Answers here tended to describe welfare provision by the private and state sectors, making some comparisons and evaluative points. Students tended to have less to say on the informal and voluntary sectors. Most understood the idea of a mixed economy and so answers were generally focussed on the question, though tended towards the list-like.

Notes from the mark scheme and report

• top band debates approaches to welfare (Marxist, New Right, social democratic, Third Way, feminist)
• answers concentrated on state and private sectors with little on informal and voluntary care
• tended to be list-like
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. There were some good answers with most students able to explain two ways in which globalisation may have affected religious beliefs and practices. There was a range of ideas with popular answers including pluralism and greater choice, deterritorialisation (although usually without using this concept) and the growth of fundamentalism. Some weaker answers described recent changes in beliefs or practices without making the role of globalisation clear.

Notes from the mark scheme and report

• two ways globalisation affects beliefs and practices (e.g. pluralism, deterritorialisation, fundamentalism, cultural defence, spiritual supermarket)
• general account of secularisation = 1–3
• weaker answers described change without making the role of globalisation clear
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. This question was generally answered well. Popular answers included cultural defence and cultural transition (although the difference between these two concepts was not always clear), and the idea that migrants are simply more likely to be religious when placed in a secular society. Like question 10, this question referred specifically to the United Kingdom and so answers about other countries could not be credited.

Notes from the mark scheme and report

• two developed reasons from Item I (different culture, racism), e.g. cultural transition, cultural defence, coping with discrimination
• answers about other countries not credited (question is about the UK)
• cultural defence and cultural transition often blurred
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most students answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the 20 mark essay question in section B last. Some student responses to this question were relatively brief and seemingly unfinished. This suggests that timing was a problem for some students. Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Answers here showed a good range of knowledge. Most students took cues from the item and discussed a range of developments, such as variations of secularisation, growth of science and rationality and the growth of New Age activities. There was pleasing evidence of knowledge of contemporary postmodern approaches but only the best answers explicitly addressed spirituality or considered that there might be a difference between the spiritual and the religious.

Notes from the mark scheme and report

• top band develops the debate between postmodernism and secularisation theory
• only the best addressed spirituality explicitly and distinguished the spiritual from the religious
• many just surveyed secularisation, rationality and New Age growth
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. This question tested the ability of students to bring together their knowledge and understanding of aid and of gender inequalities. Many were able to suggest ways in which aid might have increased or reduced gender inequalities, with answers focusing on, for example, aid aimed at education or health issues. There was recognition that aid might help girls achieve an education and improve their life chances, and that in a patriarchal society educational aid might benefit males more than females. There was some misunderstanding of aid with some answers focusing on transnational corporations rather than aid agencies and IGOs.

Notes from the mark scheme and report

• two ways aid increases or reduces gender inequality (e.g. micro-credit, girls' education, reproductive rights, aid channelled through patriarchal structures)
• drift into aid in general = 1–3
• some confused aid with TNC activity
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. There were some very good answers to this question, drawing on concepts such as hybridity and cultural imperialism. The main challenge for many was to move beyond describing material changes such as availability of products to their cultural consequences.

Notes from the mark scheme and report

• two developed applications from Item K (consumer products, communication), e.g. cultural imperialism, hybridity
• drift into economic aspects is a tangent
• main weakness was describing the availability of goods without drawing out cultural consequences
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most students answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the 20 mark essay question in section B last. Some student responses to this question were relatively brief and seemingly unfinished. This suggests that timing was a problem for some students. Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Most students showed good knowledge of theories of development and underdevelopment. Some concentrated on modernisation theory and others were unable, for dependency theory, to go beyond a brief outline of Frank’s ideas with some supporting empirical evidence. In explaining theories, students should be able to use the key terms used within that theory (in the case of dependency theory these would include satellite and metropolis, colonialism, neo-colonialism and chains of dependency) and be able to relate the theory to empirical evidence (in this case, this could include the effects of aid and trade). Better answers showed awareness of the historical context of the theories, their relevance today and differences within theories.

Notes from the mark scheme and report

• top band debates dependency against modernisation or other theories
• many stopped at a brief outline of Frank
• expected key terms: metropolis/satellite, colonialism, neo-colonialism, chains of dependency, plus evidence such as aid and trade
• best showed historical context and variation within theories
• packet question text drops part of the item (crop is complete)
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Many answers chose to discuss moral panics, often drawing heavily on a description of Cohen’s mods and rockers, or other examples. Some, however, did not go beyond this to consider, for example, why young people in particular should tend to be cast as folk devils. Some good answers considered, for example, negative news values, the age of those controlling the media and the age of audiences, a reflection of reality linked to pluralism and functionalism’s need for boundary maintenance.

Notes from the mark scheme and report

• two reasons for negative news portrayal of youth (e.g. young people not producers or consumers of news, journalists' hegemonic values, news values, moral panics, pluralist reflection of reality)
• describing how youth are portrayed without explaining why = 1–3
• many retold Cohen's mods and rockers without explaining why youth become folk devils
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. There were some good answers that analysed online campaigns, more people having a voice revitalising democracy and citizen journalism, although links to the political process were often left implicit. Examples often showed good ability to apply sociological ideas to current issues. There were examples of fake news, of trolling and more specific examples, such as the Facebook- Cambridge Analytica data scandal. Some answers discussed Berlusconi and Murdoch, conflating old and new media. The questions and the items need to be carefully considered along with the item rather than rushing in.

Notes from the mark scheme and report

• two developed applications from Item M (interactivity, users as producers, questionable validity), e.g. online campaigns, spread of false information
• drift into e-commerce is a tangent
• links to the political process often left implicit
• some conflated old and new media (Murdoch, Berlusconi)
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most students answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the 20 mark essay question in section B last. Some student responses to this question were relatively brief and seemingly unfinished. This suggests that timing was a problem for some students. Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. Better answers recognised that ‘direct’ and ‘immediate’ were separate issues, for example the cultural effects model is direct but not immediate. Many answers summarised several models of media effects, with evaluation often limited to points of comparison rather than addressing the demands of the question. Many answers used examples, usually in support of direct and immediate effects, but these were often dated, for example the James Bulger case and the Columbine shooting. Few students brought in current or recent examples, such as those related to social media memes. Some answers also addressed only the issue of whether the media do or do not cause violent behaviour, ignoring other possible effects.

Notes from the mark scheme and report

• top band debates hypodermic syringe against active-audience models
• better answers treated 'direct' and 'immediate' separately (cultural effects is direct but not immediate)
• many summarised models with comparison rather than evaluation
• examples dated (Bulger, Columbine)
• some narrowed to violence only
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. This question produced an imaginative range of suggestions as to how age may affect life chances, not all informed by sociological knowledge and understanding. Most answers chose to focus on discrimination in employment and in access to services, with some displaying the students’ frustrations with the limits placed on young people, especially around the minimum wage. Studies, concepts and theories were rarely used in answers to this question.

Notes from the mark scheme and report

• two ways age affects life chances (e.g. employment discrimination, risk of accidents and violence, access to services, dependency, institutional ageism)
• drift into other dimensions of inequality = 1–3
• studies, concepts and theories rarely used
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Some students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks, and they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for in the question. Sometimes it was unclear how many points were being made. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Evaluation is not a requirement for answers to 10 mark “outline and explain” questions. The marks awarded for the assessment objectives being targeted are different in the two types of ten mark questions, and students should be made aware of this. The best answers to 10 mark questions were focused, clearly stating a point and then developing it, using sociological concepts, evidence and theory where appropriate. In some questions students tended to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. These questions will ask them to bring together aspects of their sociological knowledge in a way that they are unlikely to have done before. Most responses went for migration causing an underclass and consumer goods either increasing or decreasing the gap between rich and poor. Overall there was limited evidence that ‘class structure’ was well understood. Migrants were variously seen as skilled or, more frequently, unskilled who thus added to the working or middle class. Some better answers discussed the formation of a transnational ruling class.

Notes from the mark scheme and report

• two developed applications from Item O (consumer society, economic migration), e.g. consumption replacing production as basis of class identity, migrant underclass
• drift into other effects of globalisation is a tangent
• 'class structure' poorly understood
• better answers discussed a transnational capitalist class
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most students answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the 20 mark essay question in section B last. Some student responses to this question were relatively brief and seemingly unfinished. This suggests that timing was a problem for some students. Many scripts had one substantial well developed answer to a 20 mark question and one significantly briefer one, suggesting problems with timing. It is often the case that a wide range of material can be relevant to these questions, and students need to carefully choose the content they wish to use by planning their answers. For example, it may be more effective to cover a limited number of views or theories in some depth rather than to include every possible theory. There was a tendency for answers to progressively lose sight of the question and to become a list of different views. The best answers will address all aspects of the question and will draw on theories, concepts and empirical examples or evidence. Evaluation which meets the demands of the questions is better than points of criticism which have been learned and included, regardless of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument, theory or piece of evidence. In many answers, the evidence on ethnicity was limited to studies showing discrimination against job applicants with different names, and the item’s reference to institutional racism. Otherwise ethnicity’s role in inequality was mainly asserted. Answers often then juxtaposed social class and gender (mostly) inequality, citing some evidence for the latter and less for class. Weaker responses then tended to drift into feminist evidence and leave the question behind. Only a few better answers addressed the relative importance of dimensions of inequality and fewer still looked at the interactions between dimensions.

Notes from the mark scheme and report

• top band weighs ethnicity against class and gender
• evidence on ethnicity often limited to name-discrimination studies and the item, otherwise asserted
• class and gender juxtaposed rather than compared
• weaker answers drifted into feminism
• few considered interaction between dimensions
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).