Identity, production, consumption and globalisation P2

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 have not done before. It is therefore important for students to allow time to think about how to answer the question. Students should be aware that there are two types of ten-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, are unlikely to help students and take up time. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two answers are unlikely to develop two of them sufficiently. The most successful answers to 10-mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence such as an example and, where appropriate, theory. This question was not as well answered as expected, with answers sometimes not explicitly focused on ethnic groups. The better answers made connections between ethnicity and consumption by, for example, considering the role of consumption in maintaining cultures based on ethnicity, or comparing consumption between ethnic groups.

Notes from the mark scheme and report

• answers must focus explicitly on ethnic groups
• drift into ethnicity in general = 1–3
• top band: consumption to express ethnic identity or keep diasporic culture, and comparing consumption between groups
• not as well answered as expected

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 have not done before. It is therefore important for students to allow time to think about how to answer the question. Students should be aware that there are two types of ten-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 must be used to access application marks. Answers can indicate use of hooks by quoting, by a reference in parentheses or by wording (e.g. “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, are unlikely to help students and take up time. It is helpful if answers are set out to clearly indicate the two answers, with wording such as “One way/reason is…” or by starting a new paragraph for the second point. Answers that give more than two answers are unlikely to develop two of them sufficiently. The most successful answers to 10-mark questions were focused, clearly stating a point that addressed the question and then developing it, using sociological concepts, evidence such as an example and, where appropriate, theory. Answers were able to identify the hooks, but the development of the two ways globalisation may be linked to popular culture was often limited to brief examples. Some struggled with how to develop international travel being cheaper and easier, in relation to culture. The second hook was often better developed, using concepts such as homogenisation and cultural imperialism and often referring to the role of transnational corporations.

Notes from the mark scheme and report

• item hooks: cheaper travel (bringing other cultures into UK popular culture) and the same products sold worldwide
• drift into descriptive accounts of globalisation = 1–3
• travel hook often undeveloped
• product hook better handled via homogenisation, cultural imperialism and TNCs

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 will not 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. A breakdown of the marks awarded by assessment objective can be found in the mark scheme. 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; they take up time and rarely improve the mark. It is helpful if answers are set out to clearly indicate the two answers, 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. Q1: Most students could identify two reasons why gender may influence consumption choices. Canalisation was the most cited reason, with the use of toys and activities as examples to elaborate the answer. The influence of media was another common reason given. The impact on consumption choices was not always thoroughly analysed, which limited the potential marks awarded.

Notes from the mark scheme and report

• two reasons each developed (e.g. canalisation and gender role socialisation shaping tastes, media pressure on male and female identities creating markets, women's lower pay and less free time)
• drift into gender identities in general = 1–3
• canalisation with toys and media influence were the most common reasons

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

Examiner's comment

The ‘outline three’ 6 mark question (the third question in every topic area). Students could easily improve outcomes on this question by realising the need to briefly (eg a line or so) expand upon the criticism / feature etc being outlined. Many students struggled with this question, with the discriminating factor being whether the students had any knowledge of postmodernism or not. Those that did were able to use a wide variety of features such as pick and mix / increased choice / hybridity etc to gain credit – the mark scheme was quite generous here. It is worth noting that the students who did this and did not receive full marks mostly did not add a line or so to explain the meaning of the feature so leaving the point undeveloped. If this was the case they received a partial mark.

Notes from the mark scheme and report

• 2 marks for each of three features clearly outlined, 1 if partial (e.g. no metanarratives, consumption, pick and mix choice, diversity, globalisation, body as project)
• the deciding factor was whether students knew postmodernism at all
• listing a feature without a line of explanation gets 1 mark

Mark scheme, including the levels grid and indicative content

Examiner's comment

The ‘outline and explain two’ 10 mark question (the fourth question in every topic area). Here students would benefit more if an explicit identification of a way / reason / factor was made, then leading to an explanation of it, making the student’s answer more cogent. Students found this question difficult. The challenge to identify a change in work / working arrangements and then make a suggestion as to how that change might have impacted on how a group / individual may see themselves or those around them proved a step too far for many. Answers tended to make an attempt at the first part but not the second. As a result, marks tended to reside at the lower half of the middle mark band.

Notes from the mark scheme and report

• two changes in work each linked to how people see their class identity (e.g. decline of manual work and unions, gig economy, service sector, proletarianisation)
• drift into social class in general = 1–3
• most identified a change in work but did not take the second step to identity, so marks clustered in the lower part of 4–7

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many students found this question initially challenging however most were able to identify features of the globalising process such as the movement of peoples within processes of migration. From there they were able to make points about how such features might affect identity – such as generating a more homogenised identity or provoking a reaction to it. Within these answers the application to nationalism was implicit rather than explicit. Evaluation tended to feature when perspectives were brought to bear on the globalising process. Postmodernism featured mostly here.

Notes from the mark scheme and report

• top band debates perspectives on how globalisation affects national identity in the UK (undermining it and widening choice vs nationalist reaction)
• many discussed migration and homogenised or reactive identities but left nationalism implicit
• evaluation mainly through postmodernism

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

In general, this question was answered poorly, with limited knowledge and understanding shown. While students were familiar with the concept of gender identity, they often failed to focus on lifestyle and consumption choices in their responses. Answers often drifted into accounts of conjugal roles in the family or subject choices in education with limited success. Another approach was to write about gender role socialisation or gender stereotypes with limited direct application to the question set. Successful answers were able to discuss involvement in sport or consumption choices such as clothes and make-up as expressions of gender identity.

Notes from the mark scheme and report

• two ways gender identity is expressed through lifestyle/consumption (body as project, clothes and make-up, sport and leisure, metrosexuals, ladettes)
• drift into general accounts of gender identity = 1–3
• answered poorly
• many drifted into conjugal roles, subject choice or gender socialisation

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• no marks for evaluation in this question type
• two reasons each developed, e.g. conspicuous consumption to show status, limited choice from lack of money, taste as a marker of class (Bourdieu, Veblen)
• drift into social class in general = 1–3
• no examiners' report comment for this part

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must apply Item B (social media and new identities, weakening of family and community identity, cost of global consumer culture)
• top band compares perspectives such as postmodernism, Marxism and feminisms or different definitions of globalisation
• concepts include hybridity, glocalisation, cultural imperialism
• no examiners' report comment for this part

Mark scheme

Examiner's comment

This question proved to be relatively straight forward for most students. The most common successful answers were able to relate social class to income and the impact financial constraints have on leisure choices. Partial answers merely gave examples of class-based leisure activities.

Notes from the mark scheme and report

• AO grid not printed
• 1 mark for a class-based leisure example (e.g. horse riding vs football and darts), +1 for explaining why (income, cultural expectations, different opportunities)
• best answers linked class to income and financial limits
• just naming class-based activities = partial
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Many students struggled with this question. Successful answers identified the way global culture can give individuals more choice to create hybrid identities. Other popular responses included the idea that global culture may strengthen local sense of identity as resistance to the perceived threat of global culture. However, a lot of answers just outlined examples of global culture without relating them to the idea of an individual’s sense of identity.

Notes from the mark scheme and report

• AO grid not printed
• 2 marks for each of three ways clearly outlined
• credited: hybrid identities through choice, local resistance to global culture, shared global identity, local cultures overwhelmed
• many just gave examples of global culture with no link to the individual's identity
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

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

Notes from the mark scheme and report

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

Mark scheme

Examiner's comment

This question proved to be more difficult than anticipated. Some answers focused on the impact of social class on choice of leisure activity but did not relate this to an individual’s identity. The most common successful answers were able to relate work to class identity or some sort of work- based relationships that helped individual’s see themselves as part of a group.

Notes from the mark scheme and report

• credited: work defining class identity through a shared work situation, work routine giving meaning and purpose, colleague friendships defining sense of self
• harder than expected
• class and leisure choices not linked to identity gained little
• successful answers used class identity or work-based group belonging
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme, including the levels grid and indicative content

Examiner's comment

A number of students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks. A number of students made only one point in their answer, or three or more, rather than the two asked for. In these cases, the two best answers were rewarded and will be in future series. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. Schools and colleges should note that there is no reference in the mark scheme for 10 mark ‘outline and explain’ questions to evaluation, and that evaluation is not a requirement for answers to these questions. The assessment objective allocations are different in the two types of 10 mark questions, and students should be made aware of this. There was a wide range of responses to these questions. A minority of students wrote very brief answers. For these 10 mark items, a simple statement of two ways, reasons or factors, without development, is not sufficient to access more than the lower marks in the mark range. The best answers were focused, clearly stating a point and then developing it, with use of sociological concepts, evidence and theory where appropriate, in ways that demonstrated the skills expected from the targeted assessment objectives. There was a tendency, however, for many answers to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. They require students to bring together two aspects of their sociological knowledge in a way that they are unlikely to have done before. Answers will sometimes require claims that students may be unsure of because they do not know of specific evidence (for example, in question 5, whether migrants from Eastern Europe who are single workers tend to live alone or in shared households). However, answers that are sociologically plausible will be accepted. Many answered this by describing features, such as style of dress or preferred music, of particular subcultures with less success in developing general points about the relationship between subcultures and the consumption of goods and services.

Notes from the mark scheme and report

• two ways subcultures relate to consumption (music genres, branded clothing/fashion, incorporation into mass consumption, pick-and-mix consumption)
• drift into popular culture in general = 1–3
• many just described the dress or music of particular subcultures without making a general point about consumption

Mark scheme, including the levels grid and indicative content

Examiner's comment

A number of students wrote introductory paragraphs and/or conclusions. These are not necessary, and are unlikely to gain additional marks. A number of students made only one point in their answer, or three or more, rather than the two asked for. In these cases, the two best answers were rewarded and will be in future series. It is helpful for students to clearly indicate their two answers, with wording such as “One way is…” or by starting a new paragraph for their second point. The assessment objective allocations are different in the two types of 10 mark questions, and students should be made aware of this. There was a wide range of responses to these questions. A minority of students wrote very brief answers. For these 10 mark items, a simple statement of two ways, reasons or factors, without development, is not sufficient to access more than the lower marks in the mark range. The best answers were focused, clearly stating a point and then developing it, with use of sociological concepts, evidence and theory where appropriate, in ways that demonstrated the skills expected from the targeted assessment objectives. There was a tendency, however, for many answers to focus on the first aspect of the question at the expense of the second. Students need guidance on how to approach these questions and how to best demonstrate their sociological understanding. The nature of these questions means that students cannot rely on reciting knowledge. They require students to bring together two aspects of their sociological knowledge in a way that they are unlikely to have done before. Answers will sometimes require claims that students may be unsure of because they do not know of specific evidence (for example, in question 5, whether migrants from Eastern Europe who are single workers tend to live alone or in shared households). However, answers that are sociologically plausible will be accepted. Most answers were able to develop ideas from the item references to new technologies, the changing nature of workplaces and new types of job. These were not always successfully related to gender identities.

Notes from the mark scheme and report

• hooks: new technologies, changing workplaces, new types of job
• e.g. service-sector growth and career-woman identities, decline of manual work and crisis of masculinity
• drift into reasons for women's changing position = 1–3
• item points often not tied back to gender identity

Mark scheme

Examiner's comment

The most common successful answers were able to relate age or gender or social class and leisure choices, and then explain how they shaped identity. Weaker answers described a leisure activity and then often struggled to make some connection with identity.

Notes from the mark scheme and report

• 2 marks for a clearly explained example, 1 if partial
• best answers linked leisure choices to age, gender or class and then to identity
• weaker answers described a leisure activity with no clear link to identity

Mark scheme, including the levels grid and indicative content

Examiner's comment

The usual approach to this question was to discuss the role of globalisation in shaping a sense of national identity. This proved to be a fairly productive source of material as students were often able to make reference to changes in (usually) British identity in the face of migration from around the world, and go on to discuss the emergence of hybrid cultures. These points were often contrasted with a more traditional view of national culture and traditions. Better answers explored these ideas in more detail and were able to evaluate the competing arguments. Relatively few students moved beyond this discussion to consider issues such as cultural imperialism, global media and the sense of individuals being global citizens. Those that did were able to open up their discussion in a very productive manner and discuss other aspects of identity besides national identity.

Notes from the mark scheme and report

• apply Item A hooks (challenge to local and national identity, hybrid identities)
• evaluation e.g. continued importance of local/national cultures
• most answers focused narrowly on national identity and migration
• few moved on to cultural imperialism, global media or global citizenship, which opened up stronger answers

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: global interconnectedness and technology
• top band e.g. cultural homogenisation via the internet, hybrid cultures through migration
• analysis of how exposure differs by age or class
• material on mass culture is a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item states the postmodern view of free choice
• top band compares perspectives on how far leisure and consumption shape identity
• 13–16 weighs postmodernist against structuralist views (class, gender, age, ethnicity as constraints)
• a basic postmodernist account alone = 9–12