June 2022: Paper 2

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q1 Answers here often considered agencies of socialisation and the ways in which they can socialise people into ethnic identities. There were some very good answers to this question.

Notes from the mark scheme and report

• top band: two ways, e.g. family transmitting norms and traditions, media role models
• analysis of how important ethnicity is as a source of identity
• drift into identity in general = 1–3 band
• agencies of socialisation were the usual route and there were some very good answers

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q2 Most answers were able to take from the item two points which could then be analysed. The item allowed students to base answers on ideas about migration and greater choice as consumers. There were a range of successful answers.

Notes from the mark scheme and report

• item hooks: migration and wider range of consumer products
• top band e.g. hybrid identities among migrants, consumption choices to follow trends
• descriptive accounts of globalisation = 1–3 band
• most took two points from the item and analysed them

Mark scheme, including the levels grid and indicative content

Examiner's comment

The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q3 Taking their lead from the item, many answers chose youth subcultures as examples but the best drew on a range of examples of other types of subcultures as well. A range of theories were applied in the more successful answers.

Notes from the mark scheme and report

• top band compares perspectives on subcultures (functionalism, Marxism, feminisms)
• 13–16 discusses different definitions and explanations
• many stuck to youth subcultures from the item, best answers added other types (ethnic, gay, taste-based)

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. For example, some answers to question 4, which asked for effects of increased life expectancy on the experience of childhood, gave reasons for increased life expectancy. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q4 Better answers made points about vertically extended families, the role of grandparents as carers or in socialising, and smaller numbers of siblings.

Notes from the mark scheme and report

• must link longer life expectancy to childhood
• giving reasons for increased life expectancy, or childhood without that link, = 1–3 band (singled out in the report as a misread question)
• better answers used beanpole and vertically extended families, grandparents as carers, fewer siblings, policy shifting towards older people

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q5 Successful answers used the item well. Answers which linked to choice in who to be in a relationship with included same sex couples and families; those linked to ways relationships end included single parent families and reconstituted families.

Notes from the mark scheme and report

• two hooks: choice of partner (e.g. same-sex families) and choice when relationships end (lone-parent, reconstituted, divorce-extended families)
• analysis of how far choice really has increased
• drift into family diversity in general = 1–3 band

Mark scheme, including the levels grid and indicative content

Examiner's comment

The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. This applied particularly to question 6 (A2 Families and Households) where in some cases a paragraph or two on Marxist views on families was followed by accounts of other theories with no reference or comparison to Marxism. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q6 Many students were aware of the work of a number of Marxist writers on the family, such as Engels, Zaretsky and Althusser. Answers tended to draw heavily on the item. Better answers made evaluative points about Marxist views by applying ideas from other perspectives or applying research findings.

Notes from the mark scheme and report

• evaluation must engage with Marxism: a paragraph on Marxism followed by unrelated accounts of other theories was criticised, as were learned stock criticisms
• top band debates how far families still support capitalism or contrasts functionalism, feminisms, postmodernism
• common sources Engels, Zaretsky, Althusser
• answers leaned heavily on the item

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q7 Most candidates were able to explain two reasons why some ethnic groups may be more likely than others to be diagnosed as mentally ill. Many gave one cultural reason, such as norms and values related to mental health, and one structural or material reason, such as access to professionals able to give a diagnosis or material deprivation leading to mental problems.

Notes from the mark scheme and report

• top band e.g. racism causing stress, ethnocentric diagnosis by professionals
• analysis of whether differences are social constructs or social facts
• drift into mental illness in general = 1–3 band
• most gave one cultural and one structural or material reason

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q8 The item here gave brief information about the two models, and then asked for application of this to disability. Most answers showed some understanding of the models but there was sometimes some confusion between them and also problems in developing the answer sufficiently to access higher marks.

Notes from the mark scheme and report

• apply the item's social and biomedical models to disability (disabling environment vs individual biological impairment)
• drift into models of health in general = 1–3 band
• some confused the two models or did not develop enough for higher marks

Mark scheme, including the levels grid and indicative content

Examiner's comment

The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q9 There was some reasonable to good knowledge of functionalist views on the role of health professionals, though with reliance on the item. Evaluation was usually by comparisons with Marxist and/or feminist approaches. Some answers drifted away from the question to general accounts of theories.

Notes from the mark scheme and report

• top band compares feminist, Marxist, Weberian and postmodern views of health professionals
• answers relied heavily on the item
• evaluation usually via Marxism and feminism
• some drifted into general accounts of theories

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q10 There were some very good answers to this question. Many chose to give one positive effect, such as voluntary providers such as foodbanks reducing poverty, and one negative effect, such as their being unable to provide support on the scale that governments can. Good answers usually gave named examples of voluntary or informal welfare providers.

Notes from the mark scheme and report

• must be voluntary and informal providers, not the welfare state (drift = 1–3 band)
• many gave one positive effect (e.g. food banks reducing poverty) and one negative (cannot match state scale, patchy provision)
• named providers improved answers

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q11 For advances in technology, answers focused on, for example, Taylorism, assembly line production and mechanisation, leading to alienation. For changes in the way workers are managed, successful answers included increased surveillance and deskilling and how these may increase stress.

Notes from the mark scheme and report

• hooks: technology and changes in management
• top band e.g. deskilling increasing alienation, more autonomy raising satisfaction
• analysis of how expectations shape alienation
• drift into the labour process in general = 1–3 band
• common material Taylorism, assembly lines, surveillance, stress

Mark scheme, including the levels grid and indicative content

Examiner's comment

The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q12 There was some reasonable to good knowledge of evidence and sociological views on causes of poverty. Evaluation was both through criticisms of views focusing on structural factors and through comparisons with approaches emphasising other factors such as culture.

Notes from the mark scheme and report

• top band debates structural vs cultural or individual explanations (Marxism, social democratic, New Right, functionalism, feminisms)
• evaluation was through criticism of structural views and comparison with culture of poverty or dependency culture

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q13 A number of answers to this question wrote in general terms about effects of globalisation on religious beliefs and practices rather than focusing on minority ethnic groups in the UK. Answers which leant themselves to a focus on minority ethnic groups included cultural defence and cultural transition. Among more general answers were those that looked at the growth of private worship and online religion.

Notes from the mark scheme and report

• must focus on minority ethnic groups in the UK
• many wrote generally about globalisation and religion (online religion, private worship) and drifted
• cultural defence and cultural transition were the most fitting answers

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. For example, answers to question 14 (B1 Beliefs in Society) needed to be clear about how the “way” given applied to sects in particular, rather than being in a form that could apply to other types of religious organisation. In this case, one way to do this would be to discuss features of sects relevant to the question, with a named example. Q14 As suggested above, there was a lack of knowledge of sects and their characteristics. This led to answers that were in general terms about how religion could help people in poverty or those experiencing uncertainty in times of rapid social change.

Notes from the mark scheme and report

• hooks: poverty (marginality, theodicy of disprivilege) and uncertainty from rapid change (anomie)
• each way must apply to sects specifically, ideally with a named sect, not religion in general
• many lacked knowledge of sects' features
• describing sects' characteristics alone = 1–3 band

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most candidates answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the section B 20 mark essay question last, and for many this was a relatively brief and often apparently unfinished answer. This suggests that timing is a problem for many candidates. The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q15 This question produced a number of thoughtful responses covering a range of relevant issues about definitions and measurement. Areas applied included church attendance, believing without belonging, private worship, online religion, televangelism, New Religious Movements, New Age Movements and various aspects of secularisation.

Notes from the mark scheme and report

• covers both defining (substantive vs functional, inclusive vs exclusive) and measuring (attendance, believing without belonging, vicarious religion)
• top band links measurement problems to the secularisation debate
• many thoughtful answers using online religion, televangelism, NRMs and New Age movements

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q16 There were some very good answers to this question. Many chose to give one positive effect, such as improved health care and inoculations and availability of medicines, and one negative effect, such as vulnerability to diseases from external sources or increases in diseases associated with affluence. Better answers usually included examples of specific health problems or incidents.

Notes from the mark scheme and report

• drift into globalisation in general = 1–3 band
• many gave one positive effect (medicines, immunisation) and one negative (spread of disease, diseases of affluence)
• better answers named specific health problems or incidents

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q17 This question was generally answered well. Popular answers applied the item by discussing how conditions in shanty towns might keep people in poverty and hold back development, or how cities act as places where people are exposed to values and practices which can be seen as necessary for development. There was also some good application of theories.

Notes from the mark scheme and report

• hooks: shanty towns keeping people in poverty, exposure to Western values seen by modernisation theory as aiding growth
• analysis e.g. shanty towns fostering self-help
• generally answered well with good use of theory

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most candidates answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the section B 20 mark essay question last, and for many this was a relatively brief and often apparently unfinished answer. This suggests that timing is a problem for many candidates. The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q18 Answers were strong on environmental problems, with good discussions of how development is linked to, for example, global heating, pollution of land, sea and air, deforestation and loss of species. Discussion of solutions and positive aspects of development, such as sustainability and grass roots or people-centered development, were less evident. There was some application of theories.

Notes from the mark scheme and report

• top band debates early theories (modernisation, dependency) against sustainable development
• answers strong on environmental damage but weaker on sustainability and people-centred or grass-roots solutions

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q19 There were a number of strong answers to this question drawing for example on ways that owners use their power to shape content and on censorship and propaganda.

Notes from the mark scheme and report

• top band e.g. owners as agenda setters, concentration of ownership narrowing news
• analysis of how effects vary by type of media
• drift into media content in general = 1–3 band
• strong answers on owners' power, censorship and propaganda

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q20 Answers to this question were generally successful in explaining that controllers can have stereotypical views, and that news values shape selection and presentation. Relatively few answers addressed why it might be young people, rather than other groups, who are then represented in negative ways.

Notes from the mark scheme and report

• hooks: older media professionals and news values favouring sensational stories
• analysis e.g. young people countering this through new media
• few explained why it is young people rather than other groups who are represented negatively
• drift into representations of other groups = 1–3 band

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most candidates answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the section B 20 mark essay question last, and for many this was a relatively brief and often apparently unfinished answer. This suggests that timing is a problem for many candidates. The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q21 This question enabled students to apply their knowledge and understanding of media theories to new media. Better answers avoided reciting all they knew about a theory and focused on the question, often making insightful points on the changing nature of media. There was a tendency to focus on the positive aspects of new media (such as interactivity and citizen journalism) without always recognising more negative aspects such as the power of large corporations and the implications of surveillance and data harvesting.

Notes from the mark scheme and report

• top band compares pluralism and varieties of Marxism with new-media theories (digital optimism and pessimism)
• better answers avoided reciting whole theories
• many stressed positives (interactivity, citizen journalism) and neglected corporate power, surveillance and data harvesting

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In particular, it should be noted that there are no marks available for evaluation in “outline and explain” (no item) questions. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q22 Most candidates were aware of ways in which globalisation may affect social mobility. Answers included both social mobility for migrants, ability to move to take advantage of employment and lifestyle opportunities, and threats to employment in the UK, leading to downward social mobility, as companies close down or relocate.

Notes from the mark scheme and report

• must link globalisation to mobility
• describing either alone = 1–3 band
• answers covered migrants' mobility and UK job losses from relocation and foreign competition (downward mobility)

Mark scheme, including the levels grid and indicative content

Examiner's comment

The nature of these questions means that students cannot rely on reciting knowledge. The 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, however, to attempt to answer the question by giving knowledge based on words or phrases in the question, rather than meeting the demands of the question. Students are advised to spend time reading the question, and, where there is one the item, to ensure that they are answering the question. Some students seemed unaware of the different demands of the two types of questions. The marks awarded for the assessment objectives are different in the two types of ten mark questions, and students should be aware of this. In “analyse” (with item) questions, the answers need to be clearly based on the prompts or “hooks” in the item, not just on the final sentence of the item which restates the question. There is no need for an introduction or conclusion for 10 mark questions. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way is…” or by starting a new paragraph for the second point. The best answers to 10 mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence and, where appropriate, theory. Answers need to address all aspects of the question. Q23 Good answers here applied the item, usually by looking at ways in which women’s lower average earnings affected power within families, and at how routes to management and higher positions within companies can be blocked for women, affecting their power within businesses. 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

• hooks: lower pay (less power in household decisions) and barriers at work (glass ceiling, blocked routes to management)
• answers about other countries not credited as the question specifies the UK
• drift into class and power = 1–3 band

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most candidates answered their chosen questions in the order in which they appeared on the question paper. They therefore answered the section B 20 mark essay question last, and for many this was a relatively brief and often apparently unfinished answer. This suggests that timing is a problem for many candidates. The items for 20 mark questions are written to provide a number of ideas on which students can begin to build their answers. Students are expected to also bring in further ideas (hence “and your knowledge” in the instruction). It is often the case that a wide range of material can be relevant to these questions, and students need to be selective. 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. Many attempts at evaluation were learned criticisms. Evaluation is more effective where it is focused on the demands of the question. Students should also be aware that evaluation includes awareness of the strengths as well as the weaknesses of an argument or theory. Following feedback from centres regarding the advance information for the 20 mark questions, we have monitored the marking of these questions, as well as carrying out statistical analysis on student performance. Based on this analysis, we can confirm that students have performed as we expected them to on these questions, and their performance on these questions is in line with previous series. Q24 There was some good knowledge of functionalist explanations of stratification, though often with reliance on the item. Evaluation was usually by comparisons with Marxist and/or feminist approaches, or using criticisms of stratification from, for example, Wilkinson and Pickett. Some answers drifted away from the question to general accounts of the perspectives with less application.

Notes from the mark scheme and report

• top band debates functionalism with Marxism and feminisms
• answers relied heavily on the item
• evaluation via Marxist or feminist comparisons or criticisms such as Wilkinson and Pickett
• some drifted into general accounts of perspectives