November 2020: Paper 3

Mark scheme

Examiner's comment

Most students attempted this question. Most students could identify two ways in which media representations of crime may not reflect reality. There was a tendency to write too much for this question, some students explained the work of sociological studies, and although this displayed excellent knowledge it is not a requirement for this question and may have had an impact on timing.

Notes from the mark scheme and report

• 2 marks for each of two ways clearly outlined, 1 if only partially outlined
• credited: over-reporting violent and sexual crime, under-reporting property crime, exaggerated risk of victimisation, exaggerated police success
• describing studies not needed and many overwrote

Mark scheme

Examiner's comment

This question was answered well. Most students could identify three functions of the criminal justice system. A common error was that students presented a positive function of crime but did not link this to the criminal justice system. For example, using the warning device or safety valve function but not linking this to anything within the CJS or agents within the criminal justice system.

Notes from the mark scheme and report

• 2 marks for each of three functions clearly outlined, 1 if only partially outlined
• credited: deterrence, rehabilitation, restitution, reinforcing values, protecting the public, plus conflict views (controlling the working class, reinforcing patriarchy)
• common error: functions of crime (warning device, safety valve) not linked to the CJS

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question was well attempted on the whole with many students being able to develop the two hooks in the item. Students displayed a wide range of knowledge and could further link global crime to sociological research and studies. A common error was to not make explicitly clear how this would influence crime in UK. Although the question was about global crime students needed to make the link with the UK.

Notes from the mark scheme and report

• must make the link to crime in the UK explicit
• item hooks: new technologies (cyber crime, money laundering, online terrorism) and cross-border trade (drug smuggling)
• crimes not influenced by globalisation = 1–3

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question provided varied levels of challenge for students and marks were widely differentiated. Most students were able to use the item and develop the ideas within the item. The most used study was Merton and strain theory. This was done well; many students knew this study and could apply it in a focused way. Most students were able to provide a range of points with some development. Several students were confused with the work of Albert Cohen and Merton and mixed the two studies up. Marxism was another commonly used theory and in some instances was developed with the work of Gordon, Snider and Pearce. AO1 was the best developed skill in this question whereas the AO3 skill was the most challenging and not always addressed well. Students need to make explicit evaluative statements which link with the points they make, however few were able to do this. This should be an area of focus for schools and colleges. Specific assessment for learning AFL strategies should be considered to develop these essays. When students did provide a conclusion, it was often not critical and did not add to the essay. Again, this is an area that schools and colleges should focus upon.

Notes from the mark scheme and report

• top band debates Marxism, left and right realism and functionalist strain theory, or the validity of official statistics
• general problems with crime statistics = 7–12
• Merton used most and well, but some confused Merton with Albert Cohen
• evaluation and conclusions weak and often juxtaposed

Mark scheme, including the levels grid and indicative content

Examiner's comment

The majority of responses could identify two ethical issues. However, there was confusion over which research methods were primary quantitative methods. Some students did not address this at all, and this had an impact on the marks awarded. Other students who answered this question well were able to link the ethical consideration to an appropriate study. This displayed excellent knowledge and understanding of both ethical concerns and primary quantitative research methods. Generally, more attention to detail in the research methods 10-mark question (Question 5) must be given.

Notes from the mark scheme and report

• ethical issues must be applied to primary quantitative methods (questionnaires, structured interviews, experiments)
• many were unsure which methods these are or ignored the method
• drift into practical or theoretical issues = 1–3
• best answers linked each issue to a study

Mark scheme, including the levels grid and indicative content

Examiner's comment

Most students answered all questions on the paper showing that the allocated time was appropriate, where timing was an issue it had an impact on the final question. This was also the question which saw the weakest answers amongst students. This may have been because theory is often addressed later in the academic year, which unfortunately coincided with national lockdown. This question proved the most challenging on the paper. Many students were unable to develop ideas beyond the item. Students had little knowledge of postmodern ideas and were not able to add depth to their points. Many were unable to name postmodern thinkers and there was little development of the discussion of late modernity. Where students were able to evaluate, they relied on the theories named in the item, students were not able to develop these ideas to meet the demands of the question and evaluative statements often bordered juxtaposition. If students did run out of time, there was often an impact on this question. This could be addressed by schools and colleges by timing practice in assessments.

Notes from the mark scheme and report

• top band debates postmodernism against late modernity, Marxism, functionalism and feminism
• hardest question on the paper: many could not go beyond the item, name postmodern thinkers or develop late modernity, and evaluation bordered on juxtaposition