November 2021: Paper 3

Mark scheme

Examiner's comment

Similarly to previous years, a significant number of students wrote lengthy answers to the 4-mark and 6-mark questions; this should be a focus for centres. All students attempted this question. Most students could identify two ways in which capitalism may cause people to commit crime. There was a tendency to write too much for this question, some students explained and named sociologists, and although this displayed excellent knowledge, it is not a requirement for this question and may have had an impact on the timing. This is something for centres to address.

Notes from the mark scheme and report

• 2 marks for each of two ways clearly outlined, 1 if partial
• creditable: poverty and inequality, status frustration and alienation, individualism, blocked opportunities, relative deprivation via consumerism
• most identified two ways
• many wrote far too much and named sociologists, which is not required and costs time

Mark scheme

Examiner's comment

Similarly to previous years, a significant number of students wrote lengthy answers to the 4-mark and 6-mark questions; this should be a focus for centres. This question was answered well; all students attempted the question. Most students could identify three reasons for gender differences in levels of rerecorded crime. There were some common errors, mainly that students discussed reported crime and victims of crime, this was a common error, as the question stated recorded crime.

Notes from the mark scheme and report

• 2 marks for each of three reasons clearly outlined, 1 if partial
• creditable: fewer opportunities under patriarchal control, male socialisation, accomplishing masculinity, chivalry, biology, labelling
• common error was writing about reported crime or victims instead of recorded crime

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question was on whole well attempted with many students being able to identify and develop the two hooks from the item. There were several students who were able to develop the hooks well, using sociological evidence. A number of students used the same hook to develop two different ways, this was with some success. Students were able to apply sociological studies well and used some appropriate contemporary examples.

Notes from the mark scheme and report

• two hooks: glamorous role models (imitation, desensitisation, relative deprivation) and exaggerated news (labelling, moral panics, deviancy amplification)
• labelling or crime not linked to the media = 1–3 band
• well attempted
• using one hook for both ways had some success

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 sociological evidence was from Lea and Young. This was done well; 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. The AO1 skill was the best developed skill in this question, however, the AO3 skills of analysis and evaluation werethe most challenging, and not always addressed well or focused on the question set. Students need to make explicit evaluative statements which link to the points they make, however, few were able to do this. This should be an area of focus for centres. Specific assessment for learning strategies are needed 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 which centres should focus upon.

Notes from the mark scheme and report

• top band debates labelling, Left Realism, neo-Marxism and Right Realism, or questions validity of ethnicity and crime data
• general accounts of punishment and control by the criminal justice system = 7–12 band
• Lea and Young was the most used and well applied source
• evaluation (AO3) was weakest: points need explicit evaluative links, and conclusions were often not critical

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question provided the most varied range of responses, with a few students not attempting the question at all. Some students were able to describe two theories but were not able to link this to social policy. Some students could describe ideas around policy but were not able to give specific examples of social policy.

Notes from the mark scheme and report

• must link each perspective to the purpose of social policy (e.g. functionalist gradual reform, New Right minimal state, Marxist and feminist views of the state, social democratic redistribution)
• describing theories or policies alone = 1–3 band
• widest spread of responses and some left it blank
• many could not link theory to policy or give specific policy examples

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question needed development. Students were able to use the item, but many found it difficult to go beyond this. Those students who did answer this well used examples such as Durkheim and his study on suicide. AO1 was the strongest skill in this question. AO3 needed focused development. If students did run out of time, there was an impact on this question. This could be addressed by centres via the process of timing practice in assessments.

Notes from the mark scheme and report

• top band weighs theoretical against practical and ethical factors and how they relate
• drift into strengths and weaknesses of methods = 5–8 band
• many could not go beyond the item
• best answers used Durkheim's study of suicide
• evaluation needed more focus
• the report notes Theory and Methods was weaker than previous series in this small November cohort