Applying material from the Item, analyse two (10 marks)

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must develop hooks from Item A (teacher expectations, peer subcultures)
• top band: two developed applications, e.g. girls seen as the ideal pupil, laddish anti-school subcultures
• boys placed in lower sets is a 4-7 example
• relationships and processes with no link to gender achievement are a tangent
• the last line of the item restates the question
• no examiners' report published

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 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. Many answers tended to discuss gender roles rather than functions of the family. Some became more relevant by touching on, for example, the functions of primary socialisation and reproduction. There was also a tendency to write all that was known about, for example, lone parent families rather than analysing an effect on functions of families.

Notes from the mark scheme and report

• must analyse effects on functions of the family (e.g. economic provision, primary socialisation, reproduction) from the single-parent and same-sex hooks
• many drifted into gender roles or everything known about lone parents
• reasons for diversity = 1–3

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 often linked being poor or working class to higher levels of stress and a greater prevalence of anxiety or depression. Access to private health care was frequently linked to more affluent classes securing a wider range of effective treatments and therapies. Some effective responses used empirical material to bring out the extent of differences in rates of mental illness between classes.

Notes from the mark scheme and report

• item hooks: poverty causing stress and depression
• private treatment of higher classes (better treatment, and less likely to be recorded in statistics)
• drift into mental illness in general = 1–3
• empirical data on the size of class differences strengthened 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. 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. Most answers were able to make two points based on the hooks in the item and showed some knowledge of welfare policies. Ways based on the second hook tended to be less well developed than those based on the first.

Notes from the mark scheme and report

• item hooks: active state welfare provision vs encouraging self-reliance (reduced welfare)
• drift into the existence of poverty in general = 1–3
• the second hook was usually less developed

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. Most students were able to identify the hooks. Good responses used the hooks to show the difference between denominations and New Age Movements focusing on individuality, spirituality and equality, with examples. Less successful answers essentially took the hooks and stated that NAMs were different, with little if any further development. A number were also unclear about NAMs, confusing them with New Religious Movements or sects.

Notes from the mark scheme and report

• item hooks: traditional beliefs vs self-spirituality, and formal hierarchy vs individual authority
• weaker answers just said NAMs were different without development
• some confused NAMs with NRMs or sects
• drift into other organisations = 1–3

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. Most students showed some knowledge of the information in the hooks but some had difficulty making a connection with global inequalities. This was particularly the case for the first hook. Good answers often explored how having a young population provided workers who could help a country develop. The second hook led to more developed answers, often considering how remittances from emigrants could reduce poverty in the country of origin.

Notes from the mark scheme and report

• must link demographic change to global inequality
• item hooks: young populations (workforce for growth) and emigration (remittances vs brain drain)
• first hook often poorly linked
• drift into demography in general = 1–3

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. A small number of students took this as a gender question rather than a sexuality question. covered both with gender points that were about sex, using concepts such as the male gaze. Most were able to apply the hooks and develop their analysis of two ways, using concepts such as heteronormativity. Some found it difficult to go beyond representations and discuss effects on people’s views.

Notes from the mark scheme and report

• must cover effects on views of sexuality, not just representations
• item hooks: reinforcing (heteronormativity, stereotypes) vs challenging (diverse positive portrayals)
• a few answered on gender instead
• drift into other groups = 1–3

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. Some answers showed difficulty in developing effective answers from the hooks. Examples of the convergence of different types of occupation and how that process might pose issues of categorisation for classifications such as the National Statistics Socio-economic Classification only featured in a minority of answers.

Notes from the mark scheme and report

• item hooks: blurring of manual/non-manual work (occupation as indicator) and rising affluence (blurring class lines)
• few linked this to classification schemes such as NS-SEC
• drift into class in general = 1–3

Mark scheme, including the levels grid and indicative content

Examiner's comment

In question three students found the hooks a challenge to access. Students read ‘punishment and rehabilitation’ as one hook. These could have been separated enabling students to write one point about punishment and one point about rehabilitation. Where students did this, they were more successful. Students found the ‘deter’ hook a challenge to access. Some students were able to talk about surveillance, however when students did this, they were not always able to develop their ideas or make links to the criminal justice system. Some students were able to make the link between policing and crime detection. This meant they were able to offer more development in the form of biased policing with regards to gender, social class or ethnicity. On occasion students could not apply the item and gave reasons which were not linked to the criminal justice system at all, such as tackling the root cause of crime and poverty.

Notes from the mark scheme and report

• must develop hooks from Item A (detecting crime, punishing, rehabilitating)
• the last line restates the question and is not a hook
• punishing and rehabilitating work best as two separate hooks
• credited: biased policing leaving some crimes undetected, high reoffending after prison
• root causes such as poverty with no link to the CJS not credited
• the examiners' report mentions a 'deter' hook that does not appear in the item

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question appeared to pose more challenges than in previous years, particularly regarding the use and application of the ‘hooks’ (prompts to be developed) provided in the item. While many students effectively utilised the first hook, concerning subject choice and its potential problems for girls, there was variation in how well the second hook about identity expression and conflict was addressed. Some students mistakenly focused on boys' experiences despite the question specifically asking about girls. It is crucial to emphasise that the last sentence of the item, which paraphrases the question, is not intended to be used as a hook for developing answers. This has been highlighted in previous examiner reports and continues to be an issue. Students should be reminded that these sentences that simply paraphrase the question should not be used as a hook for developing responses. The subject choice hook was developed in various ways, to varying degrees of success. There were excellent responses that discussed how career guidance and societal expectations might influence girls' subject choices. These responses pointed out that girls are often guided away from traditionally male- dominated fields like STEM, impacting their future career opportunities. Moreover, some students provided thorough evaluations by discussing recent efforts in schools, such as gender-neutral policies and initiatives (including GIST and WISE) aimed at encouraging more inclusive subject choices. This critical engagement demonstrated a deep understanding of the topic and an ability to connect theoretical concepts to practical educational policies. While the second hook about identity expression and conflict was not as commonly well-utilised, there were notable examples where it was effectively addressed. Some students explored issues like hyper- heterosexual identities and the male gaze, discussing how these factors could affect girls' experiences in school and their educational outcomes. These responses provided a nuanced analysis of how identity expression can lead to conflicts or challenges within the school environment.

Notes from the mark scheme and report

• hooks: subject choice and identity expression leading to conflict
• the last line of the item restates the question and is not a hook
• e.g. gendered subject choice and careers advice steering girls from STEM, policing of girls' identities by the male gaze
• drift into boys' underachievement = 1–3
• identity hook less often used well
• GIST/WISE credited as evaluation

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q2: Many students were able to suggest two ways derived from the “hooks” in the item. Not all suggestions were fully developed in relation to the individual’s sense of self. Many students discussed how people reject popular culture through youth subcultures and drew on concepts like hegemony. Answers that included Marxist and postmodernist perspectives provided more comprehensive analyses and evaluations.

Notes from the mark scheme and report

• two developed applications from Item A (accessible and widely enjoyed
• reflects mainstream values some reject), e.g. identifying with others and fitting in, rebellion through youth subcultures such as punk
• drift into examples of popular culture (fashion, entertainment) is a tangent
• ways not always developed back to sense of self
• good use of hegemony

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q5: A small number of students failed to effectively utilise any "hooks" from the provided material. Instead they offered knowledge on a variety of social policies or accounts of the history of childhood, rather than effects of policies on children's status. Many were, however, able to successfully connect at least one of the two “hooks” from the item to the changing status of children. One way of doing this was by illustrating the shift from being an economic asset to becoming an economic liability.

Notes from the mark scheme and report

• two developed applications from Item C (protective policies
• age restrictions on activities such as paid work), e.g. safeguarding creating child-centredness, ban on paid work preventing financial independence
• drift into policies not linked to children's status, or histories of childhood, scores little

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q8: There was some good understanding in responses to this question. Successful answers often discussed issues of work-related hazard or stress or not having the time to have health concerns checked out. Women being socialised into the caring role was also frequently developed by linking caring to a willingness to seek out medical help or to stress from a dual burden or triple shift.

Notes from the mark scheme and report

• two developed applications from Item E (men in full-time work
• women socialised into caring), e.g. workplace hazards and stress for men, women's caring role increasing contact with health services
• drift into health chances in general is a tangent
• good answers also linked caring to dual burden or triple shift stress

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q11: Answers demonstrated reasonable knowledge and were able to apply the “hooks” with some degree of success. Some answers referred to the effects of deskilling due to the increase in production lines, or to the idea of upskilling.

Notes from the mark scheme and report

• two developed applications from Item G (production lines
• ICT), e.g. deskilling on production lines, upskilling or reskilling through ICT
• drift into the workplace in general is a tangent
• answers showed reasonable knowledge and used the hooks fairly well

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q14: Some responses were too descriptive, failing to engage with the item's “hooks”. There were, however, some outstanding answers that demonstrated a deep understanding by incorporating concepts, religious examples, and theory. There was a tendency for answers using the second “hook” to just give an example when a more general point, then exemplified, would have been better.

Notes from the mark scheme and report

• two developed applications from Item I (oppressive ideology protecting the powerful
• inspiring protest and change), e.g. false class consciousness, patriarchal ideology, fundamentalism driving change
• drift into non-religious ideologies is a tangent
• descriptive answers missed the hooks
• with the second hook make a general point then exemplify rather than just give an example

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q17: Answers to this question were mostly example driven; it is good to make a general point before giving answers. Responses often referred to pollution, deforestation and exploitation of raw materials and these were often linked to actions of specific transnational corporations. Some students did not use the “hooks” provided and so did not demonstrate the application required.

Notes from the mark scheme and report

• two developed applications from Item K (need for raw materials
• no concern for goods after sale), e.g. pollution from extraction, e-waste and plastics
• drift into TNCs in general is a tangent
• answers were example-driven, better to state a general point then exemplify
• some ignored the hooks so showed no application

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q20: Stronger responses often referred to effects models such as the two-step flow model or the cultural effects approach to enhance their answers. Citizen journalism and the greater speed of communication also often featured in good answers.

Notes from the mark scheme and report

• two developed applications from Item M (wide range of media
• lower trust), e.g. audiences using varied media for different purposes, decoding and filtering with negotiated or oppositional readings
• drift into describing types of media is a tangent
• stronger answers used two-step flow and cultural effects

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. 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. Students should avoid writing all they know about a “hook”, and focus on applying the idea to the question. 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. Q23: Some answers had an overlap between the two “ways” they analysed. The status of women was discussed in terms of breaks in work, discrimination in the workplace, the glass ceiling and so on. Points about men were sometimes limited to these issues not applying to men. Few students considered changes in the workplace or to the balance of domestic labour which might have helped development of points.

Notes from the mark scheme and report

• two developed applications from Item O (women taking time off for childcare
• men in senior posts), e.g. reduced income and independence, men's occupational prestige
• drift into gender in general is a tangent
• the two ways often overlapped
• points about men were often just the absence of women's disadvantages

Mark scheme, including the levels grid and indicative content

Examiner's comment

This question was answered well by students. Most students were able to use the item effectively to find the “hooks”, and many were able to use theory such as Pollack to develop their answer. A focus is needed on referring to all parts of the question to avoid drift, in this case onto general patterns of gender and offending. The focus needed to be on social control.

Notes from the mark scheme and report

• two developed applications from Item A (informal control through role expectations
• formal control by the CJS), e.g. women confined to the home, chivalry thesis and lenient treatment (Pollak)
• drift into general explanations of gender and crime not tied to social control = 1–3
• answered well

Mark scheme, including the levels grid and indicative content

Examiner's comment

In general, this question was answered well and students were able to apply good knowledge and understanding of the ways that the hidden curriculum may help to reproduce the social class structure. Most students were able to recognise the hooks in the item and then develop these to varying degrees of success. For example, many were able to develop the hook that ‘pupils are told that everyone has the same opportunity to succeed’ with discussion of Bowles and Gintis theory of the ‘myth of meritocracy’. Some students were then able to develop this further and explain with examples how labelling and setting and streaming may contribute to the myth of meritocracy. The most successful answers were then able to explain how these processes, as part of the hidden curriculum, then help to reproduce the social class structure. For example, some explained that the working class were more likely to be placed in lower sets and therefore miss out on top knowledge that prevents them from achieving upward social mobility. There were some students who attempted to use the item by making reference to the last line of the item which is a rewording of the question and should not be seen as a valid use of any hook that requires development. However, a small number of students ignored the item and made no reference to the hooks in their answer and therefore were not able to achieve marks in the 4-7 level (or higher). Less successful answers focussed on functionalist explanations of how schools can be meritoracatic but were then unable to say how this helps to reproduce the social class structure. Some answers also drifted into external factors with no clear reference to the hidden curriculum.

Notes from the mark scheme and report

• must develop hooks from Item A
• no reference to the item = max 3 marks
• the last line of the item restates the question and is not a hook
• formal curriculum is a tangent
• weaker answers drifted into external factors or functionalist meritocracy without linking to class reproduction
• best answers linked the myth of meritocracy, labelling and setting to reproduction of class

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 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

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 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 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

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

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

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

Students should be made 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 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. Some students are not able to develop the hook effectively and recycle parts of the item. Students need to be able to link the parts of the question for example punishment and social order together.

Notes from the mark scheme and report

• must develop hooks from Item A (social solidarity, ruling-class control of the working class)
• the last line of the item restates the question and is not a hook
• top band links punishment to social order, e.g. reinforcing value consensus (Durkheim) and incapacitating or controlling the working class (Marxists, Foucault)
• recycling the item without development limits marks

Mark scheme, including the levels grid and indicative content

Examiner's comment

The vast majority of students were able to apply at least one way in which relationships and processes within schools may lead to anti school subcultures to the available hooks. Most students were able to develop the hook that ‘teachers may label’ pupils and were able to explain how this may result in the development of anti-school subcultures. Many students were able to apply sociological studies such as from Becker, Rosenthal & Jacobson and Woods etc. More successful answers referred to a range of sociological concepts in their answers which included the ‘self- fulfilling prophecy’ and ‘polarisation’. Some answers offered some effective explicit evaluation in explaining that some students may reject these labels,with some references to Fuller’s study. However, many students struggled to get into the 8-10 mark band. This was usually the result of not offering a clearly separate way (often overlapping very similar ideas in both parts of the answer) that relationships and processes within schools may lead to anti-school subcultures using the hooks. The most successful answers tended to utilise the second hook about schools having ‘views about appropriate pupil behaviour’ and apply this in the intended way in explaining that some pupils experience ‘symbolic violence’ due to the differences in ‘habitus’ between some teachers and some pupils which may result in some pupils joining anti school subcultures as a form of resistance.

Notes from the mark scheme and report

• two developed applications from Item A, e.g. labelling leading to status frustration or polarisation, clash between school habitus and pupils' habitus (symbolic violence)
• drift into causes of differential achievement is a tangent
• many failed to reach 8–10 because both ways overlapped
• best used the second hook about schools' views of appropriate behaviour
• evaluation via pupils rejecting labels (Fuller)

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 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 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 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 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

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

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

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

Question 3 was the most challenging question on the paper for students this series. Students had some difficulty drawing hooks from the item and developing them. There was a lack of developed knowledge on victims. Despite this the question was well attempted with very few no responses. There was a tendency to drift onto explanations of offending. Some students displayed deep holistic knowledge of this topic area. Centre recommendations are to provide exemplars and practice activities where students are required to use/identify hooks.

Notes from the mark scheme and report

• must be reasons for class differences in victimisation
• drift into class differences in offending = 1–3
• item hooks: deprivation and lack of resources (radical victimology), higher violence in lower classes (positivist victimology, victim precipitation)
• the last line of the item restates the question
• hardest question on the paper, with weak knowledge of victims and difficulty using hooks

Mark scheme, including the levels grid and indicative content

Examiner's comment

In general, this was a well answered question. Most students were able to identify the hooks in the item i.e ‘curriculum prioritising some cultures’ and ‘teacher expectations based on stereotypes’. Many were then able to develop these hooks in explaining ways in which the ethnocentric curriculum and teacher labelling may affect the experiences of some minority ethnic groups, for example, leading to the self-fulfilling prophecy and affecting their self-esteem. Additionally, the most successful answers were able to apply studies and research in providing further detail and analysis of the ways in which minority ethnic groups may be affected by these processes. Furthermore, some were able to provide some explicit evaluation and discussion of the extent to which minority ethnic groups are affected, for example by labelling, in applying Fuller’s research that outlines the ways that pupils may reject their labels.

Notes from the mark scheme and report

• must develop hooks from Item A (curriculum prioritising some cultures, stereotyped teacher expectations)
• the last line restates the question and is not a hook
• credited: ethnocentric curriculum and lack of role models, labelling and self-fulfilling prophecy, high expectations of Chinese pupils
• best answers evaluated, e.g. Fuller on rejecting labels
• drift into the majority ethnic group = 1–3

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must develop hooks from Item A (identity constrained by how others see us
• choosing to reject that view)
• the last line restates the question and is not a hook
• credited: learned helplessness or negative self-image from being treated as different, asserting a positive collective disabled identity
• descriptive accounts of a disability = 1–3
• no examiners' report comment for this part

Mark scheme, including the levels grid and indicative content

Examiner's comment

As information was given in the item about family diversity, students needed in their answers to focus on government policies. This could be done either by referring to specific acts of parliament or equivalent, or by more general discussion of the impact of, for example, provision of welfare benefits; both approaches were acceptable and could be equally successful. The particular requirements of both types of 10 mark questions mean that the role of the teacher in explaining the format of questions and, for ‘analyse’ questions, the structure and content of the items, is essential, as is practice followed by constructive feedback. Students need to be aware that these questions will always require connections to be made between different parts of the specification for the topic, and that this will require thinking in the examination about how the two aspects are connected.

Notes from the mark scheme and report

• must develop hooks from Item C (rising divorce, more same-sex couples)
• the last line restates the question and is not a hook
• the item already gives the diversity, so answers had to focus on government policy, either named laws (divorce reform, civil partnership, same-sex marriage) or welfare provision in general
• drift into examples of policy or diversity alone = 1–3

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must develop hooks from Item E (male toughness, feminine identity)
• the last line restates the question and is not a hook
• credited: male body projects such as body-building, female beauty ideals and cosmetic modification
• analysis e.g. radical feminist view of beauty as oppression
• drift into social construction of the body 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 develop hooks from Item G (migration, corporations seeking profit)
• the last line restates the question and is not a hook
• credited: more low-paid migrant labour, offshoring manufacturing and job losses, service-sector jobs, gig economy insecurity
• drift into employment in general = 1–3
• no examiners' report comment for this part

Mark scheme, including the levels grid and indicative content

Examiner's comment

As information was given in the item about churches, answers needed to focus on how New Age Movements differ, on the characteristics referred to in the item. Some students wrote mostly about churches as religious organisations, sometimes showing good knowledge but not addressing the question directly. There was a disappointing lack of knowledge of NAMs, with few answers being able to give examples, and some weak answers simply stated that the characteristics of NAMs were the opposite of those of churches, without explanation or elaboration. The particular requirements of both types of 10 mark questions mean that the role of the teacher in explaining the format of questions and, for ‘analyse’ questions, the structure and content of the items, is essential, as is practice followed by constructive feedback. Students need to be aware that these questions will always require connections to be made between different parts of the specification for the topic, and that this will require thinking in the examination about how the two aspects are connected.

Notes from the mark scheme and report

• must develop hooks from Item I (traditional and conservative beliefs, strict hierarchy)
• the last line restates the question and is not a hook
• item already describes churches, so answers must explain how New Age movements differ on those characteristics
• many wrote mostly about churches
• knowledge of NAMs and examples was weak
• simply saying NAMs are the opposite without explanation scored little
• drift into NRMs = 1–3

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must develop hooks from Item K (new industries, new ways to support families)
• the last line restates the question and is not a hook
• credited: tourism and export industries, employment and training with TNCs
• drift into globalisation 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 develop hooks from Item M (global corporations, greater consumer choice)
• the last line restates the question and is not a hook
• credited: global corporations controlling content, audience choice forcing producers to meet demand, choice limiting media influence
• drift into media effects = 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 develop hooks from Item O (resources, manipulating situations to keep advantage)
• the last line restates the question and is not a hook
• credited: economic capital, private schooling, opportunity hoarding and the glass floor
• drift into disadvantages of lower classes = 1–3
• no examiners' report comment for this part

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 generally proved problematic for students. Although many could apply the notion of schools competing with each other, the majority failed to develop the Item hook about providing unique products. The failure to develop two applications from the Item meant that many answers scored lower in the 4−7 level. Some answers demonstrated sound use of marketisation policies such as formula funding, ERA and league tables. However, often the focus in the development of these policies was more on the promotion of parentocracy rather than showing how schools operated more like businesses. Stronger responses maintained a focus on how these policies encouraged schools to act like a business, sometimes drawing direct comparisons with typical business practices. Furthermore, some students were able to develop further analysis and evaluation in discussing issues of differences in economic and cultural capital resulting in some parents benefitting from schools being run like businesses and therefore increasing inequality of opportunity in achievement between social groups.

Notes from the mark scheme and report

• two developed applications from Item A (competing for customers
• unique products), e.g. league tables and competition for pupils, specialisms or faith schools
• drift into educational achievement is a tangent
• most failed to develop the unique-products hook so stayed low in 4–7
• focusing on parentocracy rather than schools acting like businesses misses the point
• good evaluation via unequal economic and cultural capital among parents

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• must use Item A hooks (commercial production for profit, oversimplified content needing little thought)
• top band e.g. businesses creating wants for trivial products, conformity and passive acceptance
• evaluation e.g. mass culture can inform about social issues
• descriptive accounts of mass culture = tangent
• answers not using the item cannot reach higher marks

Mark scheme, including the levels grid and indicative content

Examiner's comment

While there were some very good answers to this question, others focused on changes arising from mid-twentieth century immigration rather than more recent ways globalisation may have influenced families and households. The 10-mark “analyse” questions require use of the item, which will provide a starting point for answers. Answers which do not use the item will be unable to access higher marks.

Notes from the mark scheme and report

• apply Item C (travel and inter-connectedness, freedom of lifestyle and relationship choice)
• e.g. transnational families through migration, more complex negotiated families, wider choice of partners
• drift into family diversity = tangent
• weaker answers dwelt on mid-twentieth-century immigration rather than recent globalisation

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• apply Item E (low income, disadvantaged areas, preference for family/community support)
• e.g. fewer accessible services in deprived areas, delaying seeking care, poor diet linked to low income
• evaluation e.g. differences between minority ethnic groups
• class differences in health = tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• apply Item G (working-class fatalism, patriarchal values)
• e.g. fatalism leading to acceptance of position, unequal caring roles and the feminisation of poverty
• evaluation e.g. how poverty experience differs between groups
• definitions of poverty = tangent
• the 1-3 descriptor wrongly refers to 'criticisms of cultural explanations of poverty' (mark-scheme slip)

Mark scheme, including the levels grid and indicative content

Examiner's comment

Many students were able to answer this question well, applying ideas in the item to make relevant points about, for example, the strength of religion in many countries and changes towards religious beliefs and practices being less visible and so harder to measure. The 10-mark “analyse” questions require use of the item, which will provide a starting point for answers. Answers which do not use the item will be unable to access higher marks.

Notes from the mark scheme and report

• apply Item I (religion strong outside Europe, changing not declining)
• e.g. religious market and diversity in the USA, believing without belonging and spirituality
• evaluation e.g. extent of belief without belonging
• drift into secularisation theory = tangent
• many answered well on less visible, harder-to-measure religion

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• apply Item K (new opportunities for exploited groups vs powerful groups reasserting tradition)
• e.g. women's progress through education and work, patriarchal backlash
• evaluation e.g. extent development reduces gender inequality
• general inequality accounts = tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• apply Item M (corporations shaping lifestyle images, reach weakening local cultures)
• e.g. Western consumerist ideology, global brands
• evaluation e.g. local cultures absorbing and transforming external influences
• drift into media effects = tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• apply Item O (young people's limited rights, older people outside paid work)
• e.g. restricted income and independence for the young, loss of work status on retirement
• evaluation e.g. separating age from class and gender
• general discussion of age = tangent

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

The 10-mark item question continues to provide a good illustration of application skills; fewer students than previously failed to identify a ‘hook’ in the item, and fewer failed to apply points successfully from the item, as this question requires. The majority of students were able to explicitly refer to one or two ‘hooks’ from the Item. The hooks that were most commonly used were concerned with the curriculum, teacher-pupil relationships and interaction with peers. The majority of students were able to apply at least one of these key hooks and then successfully link this to processes such as labelling, the use of language codes, subcultures and streaming and how it impacted on the pupil’s identity. Many of the successful responses also drew on the work of Bernstein, Bourdieu, Becker, Lacey and Archer and were able to use studies on pupil identity based on class, gender or ethnicity. Less successful responses mentioned students ‘feeling negative’ and often drifted into issues relating to achievement. However, a minority of students were unable to refer to hooks from the item and wrote about labelling, streaming and pupil subcultures. Despite often giving a detailed knowledge of a process, these responses were unable to score beyond the 1-3 band. Many students found it difficult to relate the process to the appropriate hook, or had limited application to identity, so ended in the 4-7 band. Only a minority of answers were able to get into the 8-10 band by taking two hooks, explaining two processes and applying these to identity, through analysis and evaluation. Often attempts to evaluate were generic and so did not score well. More successful examples of evaluation were applied specifically to the question, such as identify being shaped by external factors, rather than processes in schools.

Notes from the mark scheme and report

• must develop hooks from Item A (curriculum and middle-class cultural capital, teacher–pupil relationships, peer groups)
• no reference to the item = max 3 marks
• focus is pupils' class identity, not achievement
• drift into external factors = 1–3
• best answers linked two hooks to labelling, streaming, subcultures or speech codes and then to identity
• generic evaluation scored poorly

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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. Most students were able to give two ways in which agencies of socialisation have contributed to growing uncertainty about identities. To be successful, answers needed to discuss the role played in this by the agencies named in the item: the media, and the workplace. A small number of answers focused instead on other agencies, and could not get application marks. Popular responses included ‘pick and mix’ or ‘hybrid identities’ and ‘masculinity’ in workplaces.

Notes from the mark scheme and report

• must use the agencies named in the item (media, workplace)
• answers built on other agencies could not gain application marks
• drift into traditional sources of identity = 1–3
• popular answers: pick-and-mix or hybrid identities, changing masculinity at work
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. Those answers that simply went into reasons for the changing patterns of marriage and divorce could not be credited. Popular answers used the reference in the item to ‘lone parent’ in both the New Right’s views of inadequate socialisation, and in contrasting views of how lone parent families might be a positive experience for many children. The reference in the item to ‘serial monogamy’ and ‘remarrying’ was used by many as a basis for discussion of those children within reconstituted families and the possible difficulties of adapting to a divorce - extended family with step relatives. Less successful answers were often focused on changes in marriage and divorce rather than how these have affected the experience of childhood.

Notes from the mark scheme and report

• must be effects on the experience of childhood, not reasons for divorce or changes in family patterns
• popular hooks: lone parents (New Right socialisation fears vs positive experiences) and serial monogamy/remarriage (reconstituted families, step-relatives)
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. This question was on the whole well answered, with students able to identify and develop the references in the item to “wider range of services and products” (usually seen as positive, with a postmodernist emphasis on choice) and to ‘profits can conflict with people’s health needs’ (usually seen as negative).

Notes from the mark scheme and report

• develop both item hooks: wider range of services and products (often a positive, choice-based view) and profit conflicting with health needs (negative)
• drift into health in general = 1–3
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. Some students were unsure of the term ‘social democratic approach’ to welfare provision but were often still able to develop answers from the item. The reference to ‘the welfare state is too generous’ was used to develop points from the New Right about cultures of dependency and the reference to ‘all citizens’ to discuss how this might reduce the stigma of receiving welfare.

Notes from the mark scheme and report

• effects of universal state welfare, e.g. reduced stigma ('all citizens' hook) vs New Right dependency culture ('too generous' hook)
• drift into welfare policy in general = 1–3
• some unsure what social democratic approach means
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. This question was generally answered well though not all used the references in the item effectively. Some students with good knowledge neglected, in their haste, to show how their answer drew from the item and so could not reach the level of credit for which their knowledge gave them the potential. For example, many students used the reference to ‘a worldview based on science and rationality’ to argue that secularisation was spreading, while the reference to ‘revitalising religious traditions’ led to discussions of fundamentalism.

Notes from the mark scheme and report

• must show which item hook each point comes from: science and rationality (secularisation spreading) and revitalised traditions (fundamentalism)
• good knowledge without explicit item use could not reach the top band
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. This question was also answered well, on the whole, with students able to use the item to identify and discuss two ways war and conflict might affect development. Students needed to use their sociological understanding to see how the diversion of resources towards war might affect development. Too few answers used examples of recent or current wars, which might have helped them explain the points they had made.

Notes from the mark scheme and report

• item hooks: resources diverted from development to war, and harm to already disadvantaged groups (e.g. refugees)
• drift into general barriers to development = 1–3
• too few used recent named wars as examples
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. This was a well answered question, with imitation or desensitisation and catharsis or sensitisation being popular answers drawn from the item and analysed effectively, often through use of media effects models and research findings.

Notes from the mark scheme and report

• develop the item's negative and positive effects, e.g. imitation or desensitisation vs catharsis or sensitisation, using effects models and research
• drift into general media effects = 1–3
• 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; they also take up time. Some students made only one point in their answers, or three or more, rather than the two asked for. The word ‘two’ is put in bold in the question to try and draw students’ attention to this. Sometimes it was not clear 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. Notably, some students wrote far more than was needed for a 10-mark response. The two types of 10-mark question, “outline and explain” and “analysis” types, are marked differently as the assessment objectives have different weightings. It is important that students are aware of this. For 10 mark “analyse” questions, the parts of the item being used should be clearly indicated, preferably by exact words being quoted. It is acceptable for two different points to be drawn from one part of the item, but answers which do not use the item cannot access the application marks. The best answers to 10-mark questions were focused, clearly stating a point and then developing it, and used sociological concepts, studies, evidence and theory as appropriate. This was reasonably well answered question for which a variety of responses were made. Most students were able to identify and use the reference included in the item and to go on to analyse two problems, for example those arising from ‘dual occupation households’ and people ‘moving between occupations’ or having ‘more than one occupation’.

Notes from the mark scheme and report

• item hooks: dual-earner households, people moving between or holding several occupations
• drift into class inequalities = 1–3
• 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

In general, this question was less well answered. Many students failed to develop any application from Item A in their response. Some answers failed to identify any specific crime reduction strategy; alternatively, they described such a strategy (often at some length) but without identifying any reason why it might not be successful. There were also instances where students wasted time by discussing how such strategies might be successful, rather than unsuccessful as the question asked for. The best answers applied the Item to their response by linking assumptions taken from within it about how or why: offenders commit crimes; and/or about what crimes it is important to reduce; or, less commonly about the role or impact of criminal justice agencies, to the underlying rationale of a specific crime reduction strategy or strategies. These answers then went on to explain reasons why the strategies might not work. In terms of specific crime reduction strategies, the most popular choices were ‘target hardening’ and ‘zero tolerance’. Reasons offered for the failure of such strategies included: failure to understand that offenders' motivations were not always rational, and that a strategy focusing on street crime neglects more harmful crimes such as corporate or state crime.

Notes from the mark scheme and report

• AO grid not printed
• must apply item hooks (assumptions about why offenders offend, which crimes matter, role of criminal justice agencies) to a named strategy
• many identified no specific strategy or described one without saying why it may fail
• discussing why strategies succeed wastes time
• drift into class or ethnic crime rates = 1–3 band
• best answers used target hardening (displacement) and zero tolerance (alienates communities, neglects corporate and state crime)
• 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

This was particularly the case for Question 03 where a far greater proportion of students were able to gain marks on this style of question than in the previous exam series. Many centres had clearly spent time with students focusing on application skills and how to use material from the item. The majority of students were able to identify one or two ‘hooks’ from the Item and most were able to link at least one of these to the two ways of reproduction and legitimation of class inequality. More effective answers then developed the hook appropriately utilising relevant concepts. For example, taking ‘not seeking to overthrow this unequal system’ and developing it in terms of education as an ideological state apparatus which creates false class consciousness through developing the myth of meritocracy which makes working-class students believe the system is fair. Successful responses drew on the work of Althusser and Bowles and Gintis and evaluated these arguments with reference to a critique from a functionalist or less frequently, postmodern perspective. However, many students struggled to get into the top band even though their knowledge of Marxist views on the roles of education in serving the needs of capitalism was sound. This was often due to students not being able to clearly link the hook from the Item with the appropriate ‘way’ in which education serves the needs of capitalism. For example they identified the ‘reproduction of class inequality’ hook but then proceeded to write about the legitimation function, and vice versa. Some students were able to develop one hook successfully, but not a second but very few did not understand that it was necessary to utilise elements from the Item.

Notes from the mark scheme and report

• hooks: proletariat not overthrowing the system (ideological state apparatus, myth of meritocracy, legitimation) and each generation forced into alienating work (reproduction, correspondence principle)
• drift into causes of working-class underachievement = 1–3
• many mismatched hook and way (reproduction hook then wrote about legitimation)
• best answers used Althusser and Bowles and Gintis with functionalist or postmodern critique

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 give two ways in which an individual’s sense of self may be affected by their sexuality. Most focused on homosexuality with only a minority considering, for example, the connection between heterosexuality and hegemonic masculinities. There was some overlap between the ‘ways’ suggested by the item. For example, labelling and stigmatised identity, although different (and so two different ‘ways’), can be part of a reflexive process. Evaluation using these ideas featured in some of the best answers.

Notes from the mark scheme and report

• two developed applications from Item A (self-interpretation vs others' expectations and reactions), e.g. media under-representation, presumption of heterosexuality
• drift into gender and identity is a tangent
• most focused only on homosexuality, few linked heterosexuality to hegemonic masculinity
• best used labelling/stigma and reflexivity evaluatively
• 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. For example, in question 5, some answers gave detailed responses on demographic changes but said little on how these had affected the nature of childhood in the United Kingdom today. 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. Many answers went into reasons for the demographic changes referred to in the item rather than focus on effects on childhood. Others discussed childhood a hundred years ago or earlier. However, many did develop points about child centeredness by looking at its positive consequences for childhood and then developing this to link it to over protectiveness, age patriarchy, pester power, toxic childhood and so on. Similarly, the presence of grandparents was in better answers not merely described but analysed as to how it could be both positive and negative in contributing to socialisation and childcare and in adding to the burden of care for the family with some children becoming young carers. Better answers were distinguished by, as the mark scheme says, ‘developed applications’, going beyond the immediately apparent.

Notes from the mark scheme and report

• two developed applications from Item C (fewer children, longer life expectancy), e.g. child-centredness, closer relationships with grandparents
• many explained the causes of the demographic changes or described childhood 100 years ago instead of effects today
• best developed child-centredness into over-protection, age patriarchy, toxic childhood and grandparents as both support and burden (young carers)
• 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. This question produced some very different responses, with some students writing at length about physical barriers, such as lack of wheelchair ramps or street furniture, rather than building on the points in the item. Answers tended to be more confident and sociological when writing about social reactions to people with disabilities than when considering economic barriers.

Notes from the mark scheme and report

• two developed applications from Item E (social reactions, economic barriers), e.g. disability as master status, economic exclusion
• drift into social construction of health and illness generally is a tangent
• many wrote about physical barriers like ramps rather than building on the item
• economic barriers handled less sociologically than social reactions
• 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 knew the challenges of measuring relative poverty and were able, for example, to give some good cross cultural analyses, comparing something that might be on a list in one part of the world but not in another part of the world (such as wi fi). Other answers focused on inherent bias by the researcher or differences based on social class or ethnicity.

Notes from the mark scheme and report

• two developed difficulties from Item G (lists of items), e.g. choosing which items to include, people choosing not to own items
• drift into definitions of poverty is a tangent
• good answers used cross-cultural examples (wi-fi) and researcher bias
• 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. This question was generally answered well. Popular answers included cultural defence and cultural transition (although the difference between these two concepts was not always clear), and the idea that migrants are simply more likely to be religious when placed in a secular society. Like question 10, 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

• two developed reasons from Item I (different culture, racism), e.g. cultural transition, cultural defence, coping with discrimination
• answers about other countries not credited (question is about the UK)
• cultural defence and cultural transition often blurred
• 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. There were some very good answers to this question, drawing on concepts such as hybridity and cultural imperialism. The main challenge for many was to move beyond describing material changes such as availability of products to their cultural consequences.

Notes from the mark scheme and report

• two developed applications from Item K (consumer products, communication), e.g. cultural imperialism, hybridity
• drift into economic aspects is a tangent
• main weakness was describing the availability of goods without drawing out cultural consequences
• 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. There were some good answers that analysed online campaigns, more people having a voice revitalising democracy and citizen journalism, although links to the political process were often left implicit. Examples often showed good ability to apply sociological ideas to current issues. There were examples of fake news, of trolling and more specific examples, such as the Facebook- Cambridge Analytica data scandal. Some answers discussed Berlusconi and Murdoch, conflating old and new media. The questions and the items need to be carefully considered along with the item rather than rushing in.

Notes from the mark scheme and report

• two developed applications from Item M (interactivity, users as producers, questionable validity), e.g. online campaigns, spread of false information
• drift into e-commerce is a tangent
• links to the political process often left implicit
• some conflated old and new media (Murdoch, Berlusconi)
• 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 responses went for migration causing an underclass and consumer goods either increasing or decreasing the gap between rich and poor. Overall there was limited evidence that ‘class structure’ was well understood. Migrants were variously seen as skilled or, more frequently, unskilled who thus added to the working or middle class. Some better answers discussed the formation of a transnational ruling class.

Notes from the mark scheme and report

• two developed applications from Item O (consumer society, economic migration), e.g. consumption replacing production as basis of class identity, migrant underclass
• drift into other effects of globalisation is a tangent
• 'class structure' poorly understood
• better answers discussed a transnational capitalist class
• 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

Most students were able to draw on one or two appropriate points from the Item. More effective answers then developed these points appropriately by employing relevant sociological concepts and studies. For example, some students took ‘agencies of the criminal justice system, such as the police’ and applied it in terms of the way in which police use typifications in activities such as stop and search, how justice may be negotiated etc. Similarly, some students took ‘some individuals may also have greater… pressure to offend’ and applied this to utilitarian crime via relative deprivation or blocked opportunities faced by the working class. In less effective answers, the connection between the potential point from the Item and the material presented was less clearly made. In some cases, this was because the sociological material offered was more about ethnicity than social class. In a minority of cases, students simply offered various sociological explanations of class differences in the statistics but with no application of material from the Item, for example via accounts of how the ruling class can make the laws so as to avoid incriminating themselves.

Notes from the mark scheme and report

• two developed applications from Item A (CJS agencies processing suspects
• motivation, pressure or opportunity), e.g. police typifications and selective enforcement, blocked opportunities and utilitarian crime
• drift into ethnic or gender differences is a tangent
• explanations with no link to the item (e.g. ruling class making laws) score little
• 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

For question 03 there was limited application to the specific issue of pupils’ experience. This question required students to apply material from the Item and connect these with pupils’ experience. The more successful responses were able to identify two explicit hooks from the Item (league tables or wider range of school types), apply these to a discussion of parental choice and connect to pupils’ experience. They were able to analyse and evaluate these by drawing on different social class pupil experiences through a discussion of issues such as how league tables have led to educational triage and the work of Gerwitz. A number of students were not able to apply the hooks relating to increased parental choice from the Item and so were unable to score beyond the bottom band. Instead, many went on to develop concepts such as parentocracy, the A-C economy and marketisation that were not explicit in the Item. While most were able to identify at least one hook from the Item, students were less successful in applying these explicitly to pupils’ experience. Many responses stopped short at ”leads to better experience of school” and ”parents getting their children in to a good school and getting results”. Often responses focused solely on school or parental choice rather than pupils’ experience. In their analysis of a wider range of schools, a number of students referred to material on the tripartite system and private schools, and therefore did not refer to increased parental choice.

Notes from the mark scheme and report

• must develop hooks from Item A (league tables, wider range of school types)
• no use of the item = max 3
• focus must be pupils' experience, not parents' or schools' choice
• concepts not in the item (parentocracy, A-C economy) do not count as hooks
• tripartite system and private schools are not increased parental choice
• best answers used educational triage and Gewirtz on class differences

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, 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 use the item to develop points about extended families (India), matrifocal families (Jamaica) and single person or shared occupancy households (Eastern Europe). A few were uncertain as to the difference between households and families, and a few mistakenly focused on the nature of households in countries of origin, for example grandparents looking after children because the parents had emigrated for work. There was also misuse of the term ‘beanpole family’.

Notes from the mark scheme and report

• hooks: Commonwealth (India, Jamaica) and EU (Poland) migration, young adults seeking work
• credited extended South Asian households, matrifocal/lone-parent households, multi-occupancy households
• drift into conjugal roles in ethnic groups = 1–3
• some confused households with families, wrote about households in the countries of origin, or misused 'beanpole family'

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. Students found it difficult to make connections between their knowledge of the globalised health industry on the one hand and health care in the UK on the other, and some wrote about one with little, if any, reference to the other. Better answers often identified one positive effect, such as availability of medicines or procedures, and one negative effect, such as the pursuit of profit by transnational pharmaceuticals leading to less money being available for health care.

Notes from the mark scheme and report

• must connect the global health industry to UK health care
• e.g. pharmaceutical pressure on prescribing, medicalisation
• drift into UK health care in general = 1–3
• many wrote about one side with little reference to the other
• better answers gave one positive (availability of drugs/procedures) and one negative (profit draining NHS funds) effect

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. There was a tendency, despite the item, for worklessness to be seen as synonymous with unemployment. Some answers gave reasons for worklessness rather than analysing ways in which life chances were affected. Better answers moved beyond basic points about lack of income to using concepts such as anomie and marginalisation.

Notes from the mark scheme and report

• item defines worklessness as unemployment and underemployment, with positive and negative effects
• many still treated it as unemployment only
• drift into causes of unemployment = 1–3
• better answers went beyond income loss to anomie and marginalisation

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. There was a tendency with this question to use examples (such as the Protestant ethic and the Civil Rights Movement) without drawing out a general point in answer to the question. Some wrote about the New Christian Right in the USA but concluded that it had not brought about social change, and so was not a relevant answer.

Notes from the mark scheme and report

• e.g. beliefs that challenge injustice, Protestant ethic and capitalism
• drift into general functionalist/Marxist accounts of religion = 1–3
• examples (Protestant ethic, civil rights) often given without a general point
• New Christian Right not relevant if the answer concludes it caused no change

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. Answers included pollution, deforestation, depletion of resources, waste and loss of habitats and biodiversity, with explanations of how industrialisation could lead to these. Some also discussed positive aspects, such as industrialisation eventually making possible more sustainable production, distribution and consumption. A few students strayed on to consequences of industrialisation on people’s health.

Notes from the mark scheme and report

• hooks: factory production and changed consumption
• e.g. pollution, waste, deforestation, resource depletion
• drift into industrialisation in general = 1–3
• some strayed into effects on people's health
• some credited positive effects such as more sustainable production

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. There was a tendency to simply describe examples of minority ethnic groups being portrayed in a negative way. The question asked for reasons for such portrayals with references in the item to power and to different cultures, beliefs and practices to guide students towards appropriate points to analyse. Popular appropriate answers included analytical points about the under-representation of minority ethnic groups amongst decision makers in the media and the media reflecting stereotypical views held by the majority audience.

Notes from the mark scheme and report

• must give reasons, not describe negative portrayals
• hooks: under-representation in power and different cultures/values
• good answers: lack of minority decision makers, media reflecting the majority audience's stereotypes
• drift into stereotyping of other groups = 1–3

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 students were able to take from the item two points which could then be analysed as factors preventing women from being socially mobile. Popular and appropriate answers included the effects of maternity breaks on career progression and the continuing pressures of gender roles within the family.

Notes from the mark scheme and report

• hooks: meritocracy, working up the occupational ladder
• e.g. labour-market discrimination, career breaks for childbearing
• drift into gender inequality in general = 1–3
• popular answers: maternity breaks and gender roles in the family

Mark scheme, including the levels grid and indicative content

Examiner's comment

In relation to AO2 (application), teachers should note in particular the comments below on Question 03, where failure to apply material from Item A was a significant problem in many answers and meant that students often failed to gain marks for application. The most successful answers were able to apply material from Item A appropriately and to combine this with knowledge and understanding of relevant sociological material on deviant subcultures’ responses to the difficulties of achieving mainstream goals. In these good answers, the elements selected from Item A were generally underachievement at school and living in a deprived neighbourhood or an unstable neighbourhood. The sociological material deployed usually came from Cohen (in relation underachievement) and/or Cloward and Ohlin (in relation to deprived neighbourhoods and/or unstable neighbourhoods). Knowledge was accurate and included relevant concepts such as cultural deprivation, status frustration, alternative status hierarchy, inversion of values, different types of subculture (eg criminal, conflict, retreatist, anti-school), utilitarian and non- utilitarian crime, legitimate and illegitimate opportunity structures, population turnover, ‘turf wars’, ‘double failures’ and criminal apprenticeships. Material from Item A was integrated successfully into these accounts of subcultural responses (eg underachievement at school was linked to knowledge about the cultural deprivation of the working-class boys in Cohen’s study). Throughout, the focus was on analysing the ways in which subcultures respond. Many less successful answers were able to present some knowledge of deviant subcultures but failed to make appropriate use (or in some cases, any use at all) of the material in Item A, and this was a major source of failure to score good marks. There was often a tendency to conflate different sociological sources and concepts or to render them inaccurately (eg accounts of Cohen in which status frustration was said to give rise to utilitarian rather than non-utilitarian crime). Some answers misapplied Merton, failing to recognise that his typology was of individual rather than subcultural responses. Others misinterpreted Willis or Miller as describing ‘reactive’ subcultures (those formed by reaction to failure to achieve mainstream goals) rather than as independent subcultures that had never subscribed to such goals. Many answers attempted some evaluation, though often this was inappropriate to the set question. These answers were typically along the lines of “not all who fail to achieve mainstream goals join deviant subcultures”, rather than, for example, offering criticisms of how sociologists have explained the subcultural responses, which is what the question was focused on.

Notes from the mark scheme and report

• must develop hooks from Item A (school underachievement, deprived or unstable neighbourhoods)
• best answers linked underachievement to Cohen's status frustration and neighbourhoods to Cloward and Ohlin
• drift into causes of crime in general = 1–3
• common errors: Cohen's status frustration leading to utilitarian crime, Merton's individual adaptations treated as subcultures, Willis or Miller treated as reactive subcultures

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• specimen paper, no examiners' report
• must develop hooks from Item A (Chinese and Indian pupils out-perform white pupils even on FSM)
• focus is above-average achievement
• credited: positive teacher stereotypes and self-fulfilling prophecy, supportive home and family structure, immigrant aspirations vs white working-class fatalism, class position of Indian and Chinese families
• drift into black underachievement = 1–3

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 hooks: parental spending and opportunities, march of progress view
• top band e.g. affluence improving health and wellbeing, wider opportunities
• analysis e.g. commercialisation of childhood
• general changes in family life are a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: longer GP consultations, referrals, preventative care
• top band e.g. middle-class health knowledge and confidence with doctors
• analysis of cultural vs economic factors
• ethnic or gender differences in access are a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: tax-funded state services such as the NHS vs private and voluntary providers
• top band e.g. comprehensive scope, funding, qualified staff, guaranteed provision by need
• analysis of whether state welfare serves clients or providers
• material on claimants is a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: knowledge claims, germs vs the will of God
• top band e.g. cumulative vs fixed knowledge, empirical vs faith-based, open vs closed belief systems
• material on secularisation is a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: long-standing NGOs across many locations vs large government projects
• top band e.g. flexibility, rapid mobilisation, local knowledge, freedom from political agendas
• analysis of dependence on charitable funds and media profile
• foreign aid in general is a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: news as social construction selected by professionals
• top band e.g. news values, agenda setting, gatekeeping, profit, new media
• analysis of differences between media types or democratisation by social media
• portrayals of groups are a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: decline of manual jobs, job insecurity, wealth concentration
• top band e.g. deindustrialisation, decline of unions
• analysis via globalisation and capital mobility, service sector and McJobs
• problems of measuring mobility are a tangent

Mark scheme, including the levels grid and indicative content

Notes from the mark scheme and report

• item hooks: reducing opportunity, rational choice assumption, burglar alarm (target hardening)
• top band e.g. displacement, crime not always rational, no effect on white-collar or corporate crime, ignores causes
• drift into other prevention strategies = 1–3 band