June 2023: 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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 1: This was well answered. Students were able to develop points about, for example, products or services based on sexuality and ways that consumption can symbolise sexual identity.

Notes from the mark scheme and report

• two ways consumption relates to sexuality (symbolising sexual identity, products/services marketed to sexual minorities, the pink pound, heteronormative constraints)
• drift into gender in general = 1–3
• well answered

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 2: Again, this was generally well answered but some wrote about other agencies of socialisation than those given in the item.

Notes from the mark scheme and report

• hooks: peer groups and the media as agencies
• e.g. peer pressure in friendship networks, media age stereotypes
• drift into descriptive accounts of socialisation = 1–3
• some wrote about agencies not given in the item

Mark scheme, including the levels grid and indicative content

Examiner's comment

The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 3: This produced some good answers. Most were aware of sociological ideas about the self and interpretivism. They were also able to evaluate using Marxism and other theories.

Notes from the mark scheme and report

• top band debates interactionism, functionalism, Marxism, postmodernism and feminisms on how far the self is socially constructed
• most knew interactionist ideas of the self and evaluated with Marxism and other 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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 4: This was generally answered quite well, with answers often citing changes in values or legal changes. Some did not explicitly state what the change to pattern of marriage was, although this was usually implicit from the context.

Notes from the mark scheme and report

• two ways social change affects marriage (declining stigma, secularisation, same-sex marriage law, feminism, cost of living)
• drift into a general account of marriage patterns = 1–3
• generally answered well via value or legal change
• some did not state the actual change in marriage pattern

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 5: Some did not approach this as a Families and Households question, focusing instead on employment and taking “domestic” as the opposite of “foreign”. Most were able to draw on the item to develop points about migration and household appliances. Some of the best answers developed these ideas through gendered division of domestic labour, analysing the impact on conjugal roles.

Notes from the mark scheme and report

• hooks: movement of people and wider access to technology
• e.g. migrant workers for childcare/cleaning, labour-saving devices
• drift into globalisation in general = 1–3
• some misread 'domestic' as the opposite of foreign and wrote about employment
• best answers linked to the gendered division of labour and conjugal roles

Mark scheme, including the levels grid and indicative content

Examiner's comment

For example, A2 question 6 asked about how demographic changes had affected families. Some answers included a lot of material on reasons for demographic changes, which were not asked for. The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 6: Students were knowledgeable about demographic changes but some gave descriptive accounts rather than focusing on effects on families. Many included a debate about nuclear families as opposed to family diversity, using theories. This sometimes focused on more general arguments rather than connecting these with demographic changes.

Notes from the mark scheme and report

• must focus on effects of demographic change (birth rate, immigration, ageing) on families, not reasons for the changes
• top band debates New Right, feminist, Marxist, postmodernist, personal life and functionalist views
• general nuclear-vs-diversity debate often not connected to demographic change

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 7: Successful answers developed points about, for example, medical tourism and the availability (or not) in the UK of medicines and procedures.

Notes from the mark scheme and report

• two ways the global health industry affects UK health chances (global research and drug availability, medical tourism, aftercare problems, treatments of limited value)
• drift into UK health chances in general = 1–3
• successful answers used medical tourism and availability of medicines/procedures

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 8: Region is included in the specification for this topic, and was explained in the item. The item helped students make points about the ways in which health care provision may vary between urban and rural areas, and between areas with different levels of prosperity.

Notes from the mark scheme and report

• hooks: prosperous vs deprived regions, urban vs rural
• e.g. private health care in prosperous areas, hospital access in towns, waiting lists
• drift into health care provision in general = 1–3
• region is in the spec and explained in the item

Mark scheme, including the levels grid and indicative content

Examiner's comment

The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 9: Answers showed awareness of the debate between the different perspectives on labelling, structural and cultural factors in explaining mental illness. Better answers were able to use points from the item effectively, expand on them and bring in other relevant material.

Notes from the mark scheme and report

• top band weighs labelling against structural/cultural factors, or interactionism vs biomedical, feminist, Marxist views
• labelling theory as deterministic is credited evaluation
• better answers developed item points and added material

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 10: Answers often considered how new technology can both make some skills and jobs redundant and can create new opportunities. “Life chances” tended to be taken as employment; looking beyond this would give greater scope for developing points.

Notes from the mark scheme and report

• two ways workplace technology affects life chances (deskilling and unemployment, re-skilling and new jobs, surveillance, flexible/home working)
• drift into describing technological change = 1–3
• answers often treated life chances as employment only, limiting development

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 11: Answers developed from “educational opportunities” in the item to discuss, for example, apprenticeships. Points from the reference in the item to support for businesses tended to be less well developed.

Notes from the mark scheme and report

• hooks: educational opportunities and support for businesses
• e.g. raising the leaving age, apprenticeships, incentives to recruit unemployed people
• drift into worklessness in general = 1–3
• business-support hook less well developed

Mark scheme, including the levels grid and indicative content

Examiner's comment

The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 12: Answers showed a good range of knowledge on sociological explanations of the distribution of poverty. Because of the number of explanations that could be discussed, this was a question where it benefited students to be selective. This gave the opportunity for some depth to answers.

Notes from the mark scheme and report

• top band debates Marxist, functionalist, feminist and New Right views and/or material vs cultural explanations across class, age, gender, ethnicity
• many explanations available, so selectivity allowed depth

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 13: Many answers were able to identify two ways that globalisation has affected religion, for example how new media can provide access to a range of beliefs online. The connection to the functions of religion was often less clear and led to less successful answers.

Notes from the mark scheme and report

• must link globalisation to the functions of religion (legitimation, social solidarity, cultural defence, psychological support)
• drift into globalisation in general = 1–3
• many identified effects on religion (e.g. online access to beliefs) without connecting them to functions

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 14: This was generally answered well. Sometimes there was overlap between the two reasons, or the claim about religion lacked a comparison with science. A small minority of students misread the question, reading it as asking why science had a greater influence than religion.

Notes from the mark scheme and report

• hooks: answers to ultimate questions and support in times of change
• must compare with science
• drift into the functions of religion in general = 1–3
• reasons sometimes overlapped or lacked the science comparison
• a few reversed the question

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 section B 20 mark question last. For some this was a relatively brief and often apparently unfinished answer. This suggests that students need to track carefully time spent on each question. The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 15: The best answers here were very good, applying a range of ideas from across the topic to ethnicity. Some answers were brief, perhaps because this question was being answered last. Others drifted from the question to, for example, a general discussion of secularisation.

Notes from the mark scheme and report

• top band debates religiosity across ethnic groups and the impact of secularisation
• criticism of cultural defence/transition is credited evaluation
• some drifted into general secularisation
• some answers brief, perhaps done last

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 16: Most answers were able to identify two ways education affects global inequalities. Ways included how girls are often disadvantaged in education or how education can help girls escape restrictive roles. Others looked at how education can help redress inequalities in aspects of development such as health.

Notes from the mark scheme and report

• two ways education affects global inequalities (skilled workforce and competitiveness, girls' education, brain drain, elite legitimation)
• drift into education in general = 1–3
• common answers on girls' education and education improving health

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 17: Most answers were able to develop from the item two ways in which globalisation may bring about political change in developing countries. Better answers often included good contemporary examples, such as states restricting citizen access to social media to prevent change.

Notes from the mark scheme and report

• hooks: awareness of life elsewhere and reaction against globalisation
• e.g. protests and demands for change, authoritarian controls on media
• drift into globalisation in general = 1–3
• better answers used contemporary examples such as states restricting social media

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 section B 20 mark question last. For some this was a relatively brief and often apparently unfinished answer. This suggests that students need to track carefully time spent on each question. The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 18: There were some very good answers analysing other measures of development such as the Human Development Index, Sustainable Development Goals and indices of sustainability and happiness. Most students showed a good knowledge of theories as well. Sometimes, however, discussion of a theory led to a loss of focus on the question.

Notes from the mark scheme and report

• top band debates economic-growth measures (GNP) against wider measures (HDI, SDGs, gender, sustainability, happiness)
• strong answers analysed alternative indices
• theory discussion sometimes lost focus on measurement

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 19: This was generally well done, with most able to discuss two ways in which the new media may affect audiences. Some weaker answers were about media generally, for example outlining models of media effects without considering how these apply to new media.

Notes from the mark scheme and report

• two ways new media affect audiences (user-generated content, active audiences/influencers, data harvesting, choice, digital divide)
• drift into media in general = 1–3
• weaker answers outlined effects models without applying them to new media

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 20: Most answers were able to develop from the item two ways that globalisation affects the content of the news. Popular answers included citizen journalism and the immediacy of reporting leading to less checking of facts and more misleading information.

Notes from the mark scheme and report

• hooks: speed of communication and smartphone uploads
• e.g. demand for breaking news and live images, citizen journalism, less fact-checking
• drift into other media content = 1–3
• popular answers: citizen journalism and immediacy causing misinformation

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 section B 20 mark question last. For some this was a relatively brief and often apparently unfinished answer. This suggests that students need to track carefully time spent on each question. The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 21: There were a wide range of responses with some sophisticated answers applying conceptually detailed knowledge supported by theories and examples. Weaker answers made insubstantial points and had undeveloped examples, or considered only females.

Notes from the mark scheme and report

• top band debates feminisms, pluralism, Marxism and postmodernism on gender representation
• weaker answers made insubstantial points or considered only women

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. 10 mark “outline and explain” questions have more marks available for knowledge and understanding, and none for evaluation. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 22: Most were able to answer this question adequately. Many focused on discrimination and restricted access as ways, but some lacked sociology and were very generalised.

Notes from the mark scheme and report

• two ways disability affects social mobility (institutional discrimination, restricted access to occupations, home working, educational support, equality law)
• drift into stereotypes of disabled people = 1–3
• many focused on discrimination and access but some answers were generalised and lacked sociology

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. Questions will ask them to bring together aspects of their sociological knowledge in ways they are unlikely to have done before. It is therefore important for students to allow time to think about how to answer the question. Students should be made aware that there are two types of 10 mark questions. These have different requirements and different mark schemes. There are different marks available for the assessment objectives. The items for 10 mark “analyse” questions are written to give prompts or “hooks” for student answers. These have to be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (eg “As the item says…”). Items end with a sentence restating the question; the hooks are in the preceding part of the item. Introductions and conclusions are not required for 10 mark questions and take up valuable time. It is helpful if answers are set out to clearly indicate the two separate points, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two points are unlikely to develop two of them sufficiently. Question 23: Most students were able to develop two points from the item. Some students seemed not to recognise the term ‘transnational capitalist class’, although it is part of the specification for this topic.

Notes from the mark scheme and report

• hooks: TNCs moving operations for profit, London as a base for the super-rich
• e.g. outsourcing low-skilled jobs, widening inequality
• drift into inequalities in general = 1–3
• some did not recognise the term 'transnational capitalist class' though it is in the spec

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 section B 20 mark question last. For some this was a relatively brief and often apparently unfinished answer. This suggests that students need to track carefully time spent on each question. The purpose of the items for these questions is to suggest a few starting points for students, including ways into evaluation. Students are expected to also bring in further ideas (“and your knowledge” in the instruction). A wide range of material can be relevant to these questions, so students need to be selective. It is more effective to cover a limited number of views/theories in depth rather than to include every possible theory. Students who made essay plans appeared to benefit by having more structured and coherent responses. Question 24: There were some good outlines of Marxist views, and most answers compared and contrasted Marxism with other perspectives. This was less effective when the other perspectives interrogated each other rather than Marxism. Sections on, for example, functionalist criticisms of feminism, drifted a long way from the question.

Notes from the mark scheme and report

• top band debates Marxism against neo-Marxism, Weberianism, functionalism, postmodernism and feminisms
• other perspectives must be used to evaluate Marxism, not each other
• drift such as functionalist critiques of feminism lost focus