Define the term (2 marks)

Mark scheme

Examiner's comment

Most students found this question accessible. Credit was given for a range of different definitions, given the contested nature of globalisation. Some merely repeated the term or a contracted version of it in their answer. Some students were able to give an example of a policy related to globalisation or an implication of it and received partial credit.

Notes from the mark scheme and report

• 2 marks for growing interconnectedness of economic, cultural, social and political spheres
• one aspect (e.g. McDonaldisation), a related policy or just an example = 1 mark
• repeating the term not credited
• a range of definitions accepted as the concept is contested

Mark scheme

Examiner's comment

This question was drawn directly from the specification where the term mass culture features. Some students referred to mass culture as being synonymous with popular culture which was not creditworthy. Only a few answers managed to give the two-mark definition: attitudes, ideas and perspectives easily accessed. More commonly answers gained credit via examples including music and soap operas. A phrase that appeared frequently in responses was ‘liked by many people’ which was not creditworthy.

Notes from the mark scheme and report

• 2 marks for ideas or products easily accessed and enjoyed by many ordinary people
• an example (pop music, soaps) = 1 mark
• treating it as identical to mass culture or 'liked by many people' not creditworthy
• few gained 2 marks

Mark scheme

Examiner's comment

For both marks students needed to identify the instrumental element (paid work) and the expressive element (housework) of the dual burden to and the majority of answers managed this.

Notes from the mark scheme and report

• 2 marks need both paid work and responsibility for domestic labour
• unequal number of roles = 1 mark
• mostly well answered

Mark scheme

Examiner's comment

This was a new question but most students who answered gained full credit, obesity was often given as an example.

Notes from the mark scheme and report

• 2 marks for diseases arising from growing wealth
• an example such as obesity = 1 mark
• most gained full marks

Mark scheme

Examiner's comment

Most answers were able to give a definition of absolute poverty or to give an example of it and so gain the partial mark.

Notes from the mark scheme and report

• 2 marks for being unable to afford the basic necessities of life
• an example (e.g. homelessness) = 1 mark

Mark scheme

Examiner's comment

Question 01: Students were awarded full marks for a complete definition of the meaning of the marketisation of education. Some students merely repeated the word they were seeking to define, and centres would be well advised to warn against this when completing practice responses in future. Some students knew examples of marketisation policies but not what the term itself meant and were able to gain partial credit.

Notes from the mark scheme and report

• 2 marks for schools organising and running themselves like businesses
• 1 for a partial definition, only an example or policy, or a market feature not applied to education
• repeating 'market' without elaboration gets nothing
• some knew marketisation policies but not what the term means

Mark scheme

Examiner's comment

This question was drawn directly from the specification where the term high culture is listed. A significant minority of students did not appear to know the term and could not answer the question. Successful answers often made reference to the elite nature of high culture and paired it with an example of high culture such as opera / ballet / polo.

Notes from the mark scheme and report

• 2 marks need artistic or intellectual merit enjoyed by an elite minority
• an example alone = 1 mark
• a significant minority did not know the term

Mark scheme

Examiner's comment

For both marks students needed to identify that the matrifocal family was female led and that power in the matrifocal family rested with the woman leading it.

Notes from the mark scheme and report

• 2 marks need a female-led family with power held by the woman
• an example such as a female-headed lone-parent family = 1 mark

Mark scheme

Examiner's comment

Most students who answered this question gained full credit and could find a synonym for impairment.

Notes from the mark scheme and report

• 2 marks for limitation or loss of a bodily function
• an example alone = 1 mark
• most gained full marks

Mark scheme

Examiner's comment

Many answers were unable to give a definition of the culture of poverty and so could not get credit, though some managed to give a feature of the culture of poverty such as a present time orientation or a focus on immediate gratification and so could gain partial credit.

Notes from the mark scheme and report

• 2 marks for shared attitudes of the poor that keep them in poverty
• a feature alone (fatalism, present-time orientation) = 1 mark
• many could not define it

Mark scheme

Examiner's comment

It was evident that students had been well-prepared to understand the demands of the different styles of questions, giving appropriately short responses to the 2 mark questions and using bullet points in their answers to question 3. Question 01: Material deprivation is a concept that students grasp with confidence and this was evident in the responses to this question. Students were required to define both the terms ‘material’ and ‘deprivation’ without repeating those terms to gain full marks. The majority of students were able to do so, with just a few making the error of using one of the terms they were being asked to define. Whilst it was a pleasure to see the confidence in knowledge that many students expressed by giving additional application to theory/ examples, this isn’t needed for the 2 marks available.

Notes from the mark scheme and report

• 2 marks for a lack of basic resources
• defining only one of the two words = 1 mark
• must not reuse 'material' or 'deprivation' in the definition
• mostly well answered

Mark scheme

Examiner's comment

The majority of answers were able to manage the notion of a stereotype as applying to a group and being generalised. Labelling of a group was one common way this was done. If only the group or the generalised aspect was featured in the answer a partial mark was given.

Notes from the mark scheme and report

• 2 marks for a generalised or simplified view of a social group
• 1 for only an example, or for only the group or only the generalised aspect

Mark scheme

Examiner's comment

As with previous series, when we have asked questions requiring the definition of a demographic rate for a two mark question, this question proved to be a strong discriminator. Well prepared students managed both aspects of the definition needed for both marks, which was the number of live births per 1000 of the population / per year. Overall only a small number of students gained no marks for this question.

Notes from the mark scheme and report

• 2 marks need both parts: live births per 1000 of the population per year
• 1 mark if one aspect missing
• demographic definitions are a strong discriminator

Mark scheme

Examiner's comment

Most students who answered this question gained full credit and could find a synonym for both the social and the construction part of the answer.

Notes from the mark scheme and report

• 2 marks for the idea that mental illness results from social processes such as labelling
• 1 for 'a product of society'
• most who attempted it scored full marks

Mark scheme

Examiner's comment

Students were familiar with the notion of poverty and what it is. The relative part of the question proved the main discriminator within the question. Most students gained a partial mark for identifying the “lack of” poverty aspect to the question whilst fewer were able to provide the “relative” full definition.

Notes from the mark scheme and report

• 2 marks for being unable to afford the standard of living most of the population considers acceptable
• 1 for 'poor compared to others'
• the 'relative' element was the discriminator

Mark scheme

Examiner's comment

Students were awarded marks for being able to state correct and specific information about comprehensives schools. Many were aware that comprehensives admit students from a local catchment area and that they do not take an examination to gain entry to the school. Unfortunately, many students made generic statements that did not gain credit, as they could equally be applied to other types of school, for example that comprehensives do not charge fees to attend.

Notes from the mark scheme and report

• 1 mark per accurate statement, 2 statements needed (e.g. non-selective, admits pupils from a local catchment area)
• generic points that fit other school types (e.g. no fees) not credited

Mark scheme

Examiner's comment

For low mark tariff questions where candidates are required to either define, explain or outline, care should be taken to ensure that points are not just identified. The majority of answers showed an understanding of a group that shared norms but failed to develop the definition in terms of sharing some aspects of larger culture. Partial marks were given for an example of a subculture. The most common examples given were class subcultures and youth subcultures such as goths.

Notes from the mark scheme and report

• 2 marks for a group within a wider culture sharing some of its norms and values but having distinctive ones of its own
• 1 mark for an example only
• many omitted the link to the wider culture
• common examples: youth subcultures such as goths, class subcultures

Mark scheme

Examiner's comment

For low mark tariff questions where candidates are required to either define, explain or outline, care should be taken to ensure that points are not just identified. Most students were able to provide an accurate outline of the extended family, showing a clear sense of the nuclear family plus wider kin regardless of whether they lived in the same home. Some students gained partial credit for giving examples of wider kin without giving a definition of the extended family. A minority of students defined the reconstituted family and gained no marks.

Notes from the mark scheme and report

• 2 marks for a family including kin beyond parents and children (e.g. grandparents, wider kin)
• 1 mark for an example only (families with grandparents)
• most answered well
• defining the reconstituted family scored nothing

Mark scheme

Examiner's comment

For low mark tariff questions where candidates are required to either define, explain or outline, care should be taken to ensure that points are not just identified. Students who had prepared to answer questions on this topic almost always scored 2 marks. Students who answered questions on multiple topics hardly ever scored any marks.

Notes from the mark scheme and report

• 2 marks for those in greatest need receiving the fewest resources
• 1 mark for a partial answer (poor people get a poor service)
• prepared students usually scored 2
• students answering every topic rarely scored

Mark scheme

Examiner's comment

For low mark tariff questions where candidates are required to either define, explain or outline, care should be taken to ensure that points are not just identified. Very few responses gained full marks for this question. Almost all students referred to groups who need support or those who don't earn enough money. Perhaps mistaking universal benefits for universal credit. A few were able to give an example of the NHS as a universal benefit.

Notes from the mark scheme and report

• 2 marks for welfare available to all regardless of income
• 1 mark for an example only (e.g. NHS)
• very few full marks
• many described support for the needy, possibly confusing with universal credit

Mark scheme

Notes from the mark scheme and report

• 2 marks for agencies other than the family transmitting a society's norms, values and culture
• 1 mark for a partial answer (transmission of norms only, or just naming education/media/religion as agencies)
• no examiners' report for this series

Mark scheme

Notes from the mark scheme and report

• 2 marks for agreement among society's members that certain things are good and worthwhile
• 1 for 'agreement on values' alone

Mark scheme

Notes from the mark scheme and report

• 2 marks needs both fewer children per generation and more generations alive (longer life expectancy)
• 'more generations alive at once' alone = 1

Mark scheme

Notes from the mark scheme and report

• 2 marks for powerful global pharmaceutical companies
• 'drug companies' alone = 1

Mark scheme

Notes from the mark scheme and report

• 2 marks for money received over a period of time
• giving only an example such as earnings = 1

Mark scheme

Examiner's comment

Most students had some understanding of the term ‘cultural capital’, but many only gained one mark for a partial definition. This was mostly as a result of students recognising the ‘cultural’ part of the question: eg referring to aspects of knowledge; way of life; language that the middle class students possess but neglecting to refer to ‘capital’ or the idea of providing them with an advantage. Some students confused cultural with economic advantages. More successful answers referred to the middle class way of life, for example by identifying language provided middle-class children with an advantage at school or helped them to achieve educational success, with some students (although not necessary for the 2 marks) referring directly to Bourdieu’s work.

Notes from the mark scheme and report

• 2 marks need the idea of advantage (the 'capital' part), not just middle-class culture or knowledge
• many got only 1 mark for describing culture without the advantage
• some confused cultural with economic advantage
• naming Bourdieu not required

Mark scheme

Examiner's comment

The majority of answers were able to explain labelling with reference to stereotyping based on some characteristic of an individual or group. A minority of students explained labelling in terms of being labelled and subsequently failed to score any marks.

Notes from the mark scheme and report

• AO grid not printed
• 2 marks: prejudging a person on the basis of a stereotype
• an example of labelling only = 1 mark
• most linked it to stereotyping by some characteristic
• defining it as 'being labelled' scored nothing
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Many students were able to define both aspects of the term. Some answers struggled to explain the meaning of ‘net’ and hence only provided a partial definition. A sizeable minority seemed to be unfamiliar with the concept and were unable to give a satisfactory definition at all.

Notes from the mark scheme and report

• AO grid not printed
• 2 marks: difference between immigrants and emigrants for an area over a year
• just people moving in = 1 mark
• many could not explain 'net'
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Relatively few students were able to define the term adequately. Most partial answers struggled to capture the idea of ‘rate’ and simply expressed the idea as the number of deaths. Some answers confused the term with life expectancy.

Notes from the mark scheme and report

• AO grid not printed
• 2 marks: deaths per thousand of the population per year
• 1 mark: death rate per year
• many missed the idea of a rate or confused it with life expectancy
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

A number of students were unfamiliar with this term. Successful answers referred to the idea of an individual being denied access to aspects of social activity. Some answers failed to define exclusion and wrote about people being excluded by society.

Notes from the mark scheme and report

• AO grid not printed
• 2 marks: being denied access to key areas of social life such as work, politics, education
• an example only = 1 mark
• many were unfamiliar with the term
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

A small number of students left questions unanswered (particularly question 1), but more positively, there was evidence that students had been prepared well as they demonstrated good knowledge and understanding and were able to apply this appropriately. While many students were able to convey some understanding of the term ‘social solidarity’, a large number failed to gain both marks. There was recognition that the term is associated with Functionalism but many were only able to offer a partial response. The most common partial response was ‘shared norms and values’ - mentioning of value consensus without reference to people being bound together in some way or failing to refer to the group aspect of social solidarity. Many also referred to examples of how schools helped foster social solidarity e.g. via assemblies or school uniform.

Notes from the mark scheme and report

• 2 marks for ties binding a group together
• 1 for a partial definition or an example (e.g. belonging to the school community)
• many lost a mark by saying only 'shared norms and values' without the idea of people being bound together as a group
• most linked the term to functionalism

Mark scheme

Examiner's comment

The majority of answers were able to explain master status with reference to an aspect of a person’s identity that dominates other people’s perception of that person. Some students were unfamiliar with the concept and thought it was something to do with social hierarchy.

Notes from the mark scheme and report

• 2 marks for one aspect of identity dominating how others see the person
• an example (e.g. being disabled) = 1 mark
• most defined it well
• some thought it was about social hierarchy
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Most students were able to define both aspects of the term. Some answers failed to say what socialisation was and hence only provided a partial definition. Less often answers failed to explain the primary aspect of the question.

Notes from the mark scheme and report

• 2 marks for learning society's culture in early childhood
• socialisation by the family alone = 1 mark
• some omitted what socialisation means or the 'primary' part
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Most students had some idea about this. Successful students were able to explain the idea of something that was previously seen as part of normal life now seen as a medical issue. Partial answers tended to give an example of medicalisation, usually pregnancy.

Notes from the mark scheme and report

• 2 marks for normal life now treated as a medical issue
• an example (e.g. pregnancy) = 1 mark
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Successful answers referred to the idea of people having their own view of what constitutes poverty. Partial answers tended to explain that it was a non-official definition. A number of students were unfamiliar with this term.

Notes from the mark scheme and report

• 2 marks for people feeling they are poor
• 'non-official definition' = 1 mark
• many did not know the term
• AO split from AQA's standard grid for this paper (this year's mark scheme does not print it).

Mark scheme

Examiner's comment

Most students answered this well or at least offered a partial answer. Many were able to offer examples such as norms and values, respecting authority, hierarchy and roles, while others referred simply to being taught or to the learning in school. The best students recognised that there were two elements to the term ‘hidden curriculum’ and also referred to the notion of being hidden, with references to, for example, the learning being indirect or not official. A small number of students reused the words from the question and therefore could not score for repeating the term.

Notes from the mark scheme and report

• 2 marks for things taught in school that are not on the official curriculum
• 1 mark for a partial definition or an example only (e.g. obeying rules)
• best answers covered both the learning and its hidden/unofficial nature
• repeating the words of the term scores nothing

Mark scheme

Examiner's comment

The majority of answers were able to explain ‘global’ with reference to people in different countries. More often the cultural aspect was more difficult to define. Successful students were able to discuss the idea of shared norms and values.

Notes from the mark scheme and report

• 2 marks: people in different countries sharing the same norms and values
• 1 mark for an example such as world music
• the 'culture' part was harder to define than 'global'

Mark scheme

Examiner's comment

Successful answers referred to the idea of stages and gave examples of significant life events. Answers who just gave examples of key life stages were awarded one mark. Some students seemed unfamiliar with the term but were able to work it out and suggest a suitable definition. The term ‘life course’ is mentioned specifically in the specification and should be more familiar to students than it appeared to be.

Notes from the mark scheme and report

• 2 marks: the significant events individuals pass through over their lives
• examples of life events only = 1 mark
• term is named in the spec but many students seemed unfamiliar with it

Mark scheme

Examiner's comment

Most students had some idea about this. The successful ones were able to explain the idea of the rights and obligations involved, and the role of doctors as the gatekeepers of this process. Partial answers tended to express the idea in terms of ‘being allowed time off work’ or similar.

Notes from the mark scheme and report

• 2 marks: doctors exempt patients from normal obligations
• 1 mark: being defined as ill by a doctor
• best answers covered rights and obligations and doctors as gatekeepers
• 'time off work' only partial

Mark scheme

Examiner's comment

Most successful answers made reference to the interconnectedness of countries. Partial answers tended to provide an example of globalisation, such as a transnational corporation.

Notes from the mark scheme and report

• 2 marks: increasing interconnection of societies worldwide
• an example only (e.g. a TNC) = 1 mark

Mark scheme

Examiner's comment

Most students answered this successfully by identifying extra support for disadvantaged groups. Many provided examples such as Sure Start to illustrate or clarify their answers. However, some had no clear idea of the meaning of the term, substituting instead definitions of comprehensive or compulsory education.

Notes from the mark scheme and report

• 2 marks for a full definition (e.g. extra support/programmes for deprived groups to overcome underachievement)
• 1 mark for a partial definition or an example only
• most answered well, often citing Sure Start
• some confused it with comprehensive or compulsory education

Mark scheme

Examiner's comment

Centres are reminded that questions asking for a definition of a concept that contains more than one word within quotation marks are best answered by ensuring that all the words are defined. Most students were able to define ‘agency of socialisation’ satisfactorily, usually by reference to an institution that teaches people society’s norms and values. Examples of agencies with no development were awarded one mark.

Notes from the mark scheme and report

• 2 marks for an institution that teaches norms and values
• naming an example agency only = 1 mark
• most students defined it well

Mark scheme

Examiner's comment

Centres are reminded that questions asking for a definition of a concept that contains more than one word within quotation marks are best answered by ensuring that all the words are defined. Many students gained full marks for this question. Lack of knowledge of the term was very centre- based, and even then very few students had no understanding of the concept. Students were, on the whole, better at explaining the ‘serial’ aspect rather than ‘monogamy’. There were a few whose definition was actually for polygamy.

Notes from the mark scheme and report

• 2 marks for a series of marriages/long-term partners one at a time
• partial = lots of partners
• many full marks
• students explained 'serial' better than 'monogamy'
• some confused it with polygamy

Mark scheme

Examiner's comment

Centres are reminded that questions asking for a definition of a concept that contains more than one word within quotation marks are best answered by ensuring that all the words are defined. This proved to be quite a difficult question for students. The word ‘chances’ was often used tautologically to define itself. Also quite a number of answers drifted into discussing differences in access to care, and subsequently struggled to explain the term.

Notes from the mark scheme and report

• 2 marks for the likelihood of suffering ill health
• tautological use of 'chances' common
• drift into access to care
• found difficult

Mark scheme

Examiner's comment

Centres are reminded that questions asking for a definition of a concept that contains more than one word within quotation marks are best answered by ensuring that all the words are defined. The most popular and successful approach made reference to government providing a minimum standard of living. However, many students struggled to define the term satisfactorily, and tended to give examples of an aspect of the welfare state for which they received one mark as a partial definition.

Notes from the mark scheme and report

• 2 marks for government providing a minimum standard of living for all
• an example such as benefits = 1 mark
• many gave only examples