AQA-2190-W-SP-14

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GCE AS and A Level Specication

SociologyFor exams from June 2014 onwards

For certification from June 2014 onwards

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GCE Sociology for exams from June 2014 onwards (version 1.4)

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1 Introduction 2

1.1 Why choose AQA? 21.2 Why choose Sociology? 21.3 How do I start using this speci cation? 31.4 How can I nd out more? 3

2 Speci cation at a Glance 4

3 Subject Content 53.1 Unit 1 SCLY1 Culture and Identity; Families and Households; 5

Wealth, Poverty and Welfare 3.2 Unit 2 SCLY2 Education with Research Methods; 6

Health with Research Methods

3.3 Unit 3 SCLY3 Beliefs in Society; Global Development; Mass Media; 7Power and Politics

3.4 Unit 4 SCLY4 Crime and Deviance with Theory and Methods; 8Strati cation and Differentiation with Theory and Methods

4 Scheme of Assessment 94.1 Aims 94.2 Assessment Objectives 94.3 National Criteria 124.4 Prior Learning 124.5 Synoptic Assessment and Stretch and Challenge 124.6 Access to Assessment for Disabled Students 12

5 Administration 135.1 Availability of Assessment Units and Certi cation 135.2 Entries 135.3 Private Candidates 135.4 Access Arrangements and Special Consideration 135.5 Language of Examinations 145.6 Quali cation Titles 145.7 Awarding Grades and Reporting Results 145.8 Re-sits and Shelf-life of Unit Results 14

Appendices 15 A Performance Descriptions 15B Spiritual, Moral, Ethical, Social, and other Issues 17C Overlaps with other Quali cations 18D Key Skills 19

Vertical black lines indicate a signi cant chang e or a ddition to the previous version of this speci cation .

Contents

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1 Introduction

1.1 Why choose AQA?Its a fact that AQA is the UKs favourite examboard and more students receive their academicquali cations from AQA than from any other board.But why does AQA continue to be so popular?

Speci cationsOurs are designed to the highest standards,so teachers, students and their parents canbe con dent that an AQA award provides anaccurate measure of a students achievements.

And the assessment structures have beendesigned to achieve a balance between rigour,reliability and demands on candidates.

Support AQA runs the most extensive programme ofsupport meetings; free of charge in the rst yearsof a new speci cation and at a very reasonablecost thereafter. These support meetings explainthe speci cation and suggest practical teachingstrategies and approaches that really work.

ServiceWe are committed to providing an ef cient andeffective service and we are at the end of thephone when you need to speak to a person aboutan important issue. We will always try to resolveissues the rst time you contact us but, shouldthat not be possible, we will always come backto you (by telephone, email or letter) and keepworking with you to nd the solution.

Ethics AQA is a registered charity. We have noshareholders to pay. We exist solely for the goodof education in the UK. Any surplus income isploughed back into educational research and ourservice to you, our customers. We dont pro tfrom education, you do.

If you are an existing customer then we thank you foryour support. If you are thinking of moving to AQAthen we look forward to welcoming you.

1.2 Why choose Sociology? This GCE Sociology speci cation has been designedso that candidates will acquire the essentialknowledge and understanding of central aspectsof sociological thought and methods, together withthe application of a range of skills. It has also beendesigned to allow the integration of sociologicalthemes, such as socialisation, culture and identity,and social differentiation, power and strati cation.

The speci cation provides a smooth transition fromGCSE Sociology, although this is not a prerequisitefor studying AS/A Level Sociology. Candidates

who have Grade C in English Language or similarattainment at Key Stage 4 will nd that thoseskills will suitably equip them for the study of this

speci cation. However, no prior learning is necessaryfor candidates to undertake a course of study basedon this speci cation and those candidates returningto study, as part of their lifelong learning, will need noprevious attainment in this subject.

The speci cation lays an appropriate foundation forfurther study of Sociology and related subjects inhigher education. In addition, it provides a worthwhilecourse for candidates of various ages and fromdiverse backgrounds in terms of general educationand lifelong learning. Equally, material studied would

be useful for candidates intending to pursue careersin the eld of Social Sciences.

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Already using the existing AQASociology speci cation? Register to receive further information, such as

mark schemes, past question papers, details ofteacher support meetings, etc, athttp://www.aqa.org.uk/rn/askaqa.phpInformation will be available electronically or inprint, for your convenience.

Tell us that you intend to enter candidates. Thenwe can make sure that you receive all the materialyou need for the examinations. This is particularly

important where examination material is issuedbefore the nal entry deadline. You can let usknow by completing the appropriate Intention toEnter and Estimated Entry forms. We will sendcopies to your Exams Of cer and they are alsoavailable on our websitehttp://www.aqa.org.uk/admin/p_entries.html

Not using the AQA speci cationcurrently? Almost all centres in England and Wales use AQA

or have used AQA in the past and are approved AQA centres. A small minority are not. If yourcentre is new to AQA, please contact our centreapproval team [email protected]

Ask AQA You have 24-hour access to useful information andanswers to the most commonly asked questions athttp://www.aqa.org.uk/rn/askaqa.php

If the answer to your question is not available,you can submit a query for our team. Our targetresponse time is one day.

Teacher SupportDetails of the full range of current Teacher Supportmeetings are available on our website athttp://www.aqa.org.uk/support/teachers.html

There is also a link to our fast and convenient onlinebooking system for Teacher Support meetings athttp://events.aqa.org.uk/ebooking

If you need to contact the Teacher Support team,you can call us on 01483 477860 or email us [email protected]

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1.4 How can I nd out more?

1.3 How do I start using this speci cation?

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2 Speci cation at a Glance

AS Examinations

Unit 1 SCLY1Culture and Identity; Families and Households; Wealth, Poverty and Welfare

40% of AS, 20% of A Level

Written paper, 1 hour

60 marks

Candidates choose one topic from three and answer ve questions.

Available June only

Unit 2 SCLY2 Education with Research Methods;

Health with Research Methods60% of AS, 30% of A Level

Written paper, 2 hours

90 marks

Candidates choose one topic (Education or Health) and answer four questions on thechosen topic, one question on sociological research methods in context, and fourquestions on research methods.

Available June only

A2 Examinations

Unit 3 SCLY3 Beliefs in Society; Global Development; Mass Media; Power and Politics

20% of A Level

Written paper, 1 hour 30 minutes

60 marks

Candidates choose one topic from four and answer two compulsory questions and onequestion from a choice of two.

Available June only

Unit 4 SCLY4 Crime and Deviance with Theory and Methods;Strati cation and Differentiation with Theory and Methods

30% of A Level

Written paper, 2 hours

90 marks

Candidates choose one topic from two and answer two questions on the chosen topic,one question on sociological research methods in context, and one question on theoryand methods.

Available June only

AS Award

1191

A Level Award2191

+ AS A2 = A Level

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3 Subject Content

Integral elements

All the following should be an integral part of thestudy of each topic area:

sociological theories, perspectives and methods

the design of the research used to obtain the dataunder consideration, including its strengths andweaknesses.

Core themes

Candidates must study the following two corethemes:

socialisation, culture and identity

social differentiation, power and strati cation.

The themes should be understood and applied toparticular substantive areas of sociology. However,these themes are to be interpreted broadly as threadsrunning through many areas of social life and shouldnot therefore be regarded as discrete topics.

33.1 Unit 1 SCLY1 Culture and Identity; Families and

Households; Wealth, Poverty and Welfare

In their study of this unit, candidates should examine:

topic areas in relation to the two core themes(socialisation, culture and identity; and socialdifferentiation, power and strati cation);

both the evidence of and the sociologicalexplanations for the content listed in the three

topic areas below. Attention should also be given to drawing out linkswith other topic areas studied.

Culture and Identity Different conceptions of culture, including

subculture, mass culture, high and low culture,popular culture, global culture.

The socialisation process and the role of theagencies of socialisation.

Sources and different conceptions of the self,identity and difference.

The relationship of identity to age, disability,ethnicity, gender, nationality, sexuality and socialclass in contemporary society.

Leisure, consumption, and identity.

Families and Households The relationship of the family to the social

structure and social change, with particularreference to the economy and to state policies.

Changing patterns of marriage, cohabitation,separation, divorce, child-bearing and the life-course, and the diversity of contemporary familyand household structures.

The nature and extent of changes within thefamily, with reference to gender roles, domesticlabour and power relationships.

The nature of childhood, and changes in thestatus of children in the family and society.

Demographic trends in the UK since 1900;reasons for changes in birth rates, death rates andfamily size.

Wealth, Poverty and Welfare Different de nitions and ways of measuring

poverty, wealth and income.

The distribution of poverty, wealth and incomebetween different social groups.

The existence and persistence of poverty incontemporary society.

Different responses to poverty, with particularreference to the role of social policy since the1940s.

The nature and role of public, private, voluntaryand informal welfare provision in contemporarysociety.

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3.2 Unit 2 SCLY2 Education with Research Methods;Health with Research Methods

In their study of this unit, candidates should examine:

topic areas in relation to the two core themes(socialisation, culture and identity; and socialdifferentiation, power and strati cation);

both the evidence of and the sociologicalexplanations for the content listed in the threetopic areas below.

Attention should be given to drawing out links withother topic areas studied.

Throughout this unit, candidates should beencouraged to use examples drawn from their ownexperience of small-scale social research.

Education The role and purpose of education, including

vocational education and training, incontemporary society.

Differential educational achievement of socialgroups by social class, gender and ethnicity incontemporary society.

Relationships and processes within schools, withparticular reference to teacher/pupil relationships,pupil subcultures, the hidden curriculum, and theorganisation of teaching and learning.

The signi cance of educational policies, includingselection, comprehensivisation and marketisation,for an understanding of the structure, role, impactand experience of education.

The application of sociological research methodsto the study of education.

Health Health, illness, disability and the body as social

and as biological constructs.

The unequal social distribution of health andillness in the United Kingdom by social class, age,gender, ethnicity and region, and internationally.

Inequalities in the provision of, and access to,health care in contemporary society.

The sociological study of the nature and socialdistribution of mental illness.

The role of medicine and the health professions.

The application of sociological research methodsto the study of health.

Sociological Methods Quantitative and qualitative methods of research;

their strengths and limitations; research design.

Sources of data, including questionnaires,interviews, participant and non-participant

observation, experiments, documents, and of cialstatistics; the strengths and limitations of thesesources.

The distinction between primary and secondarydata, and between quantitative and qualitativedata.

The relationship between positivism, interpretivismand sociological methods; the nature of socialfacts.

The theoretical, practical and ethicalconsiderations in uencing choice of topic, choiceof method(s) and the conduct of research.

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3.3 Unit 3 SCLY3 Beliefs in Society; Global Development;Mass Media; Power and Politics

The study of this unit should engage candidatesin theoretical debate while encouraging an activeinvolvement with the research process.

The study of this unit should foster a criticalawareness of contemporary social processesand change, and draw together the knowledge,understanding and skills learnt in different aspects ofthe course.

The examination will explicitly assess candidatesunderstanding of the connections between thetopic(s) studied in this unit and the nature ofsociological thought, methods of sociologicalenquiry, and the core themes (socialisation, cultureand identity; and social differentiation, power andstrati cation).

In their study of this unit, candidates shouldexamine both the evidence of and the sociologicalexplanations for the content listed in the four topicareas below.

Beliefs in Society Different theories of ideology, science and religion,

including both Christian and non-Christianreligious traditions.

The relationship between religious beliefs andsocial change and stability.

Religious organisations, including cults, sects,denominations, churches and New Agemovements, and their relationship to religious andspiritual belief and practice.

The relationship between different socialgroups and religious/spiritual organisations andmovements, beliefs and practices.

The signi cance of religion and religiosity in thecontemporary world, including the nature andextent of secularisation in a global context.

Global Development Different theories of development,

underdevelopment and global inequality.

Globalisation, aid and trade, and their in uence onthe cultural, political and economic relationshipsbetween societies.

The role of transnational corporations, non-governmental organisations and internationalagencies in local and global strategies fordevelopment.

Development in relation to industrialisation,urbanisation, the environment, war and con ict.

Employment, education, health, demographicchange and gender as aspects of development.

Mass Media The relationship between ownership and control

of the mass media.

The mass media, globalisation and popularculture.

The processes of selection and presentation ofthe content of the news.

Media representations of age, social class,ethnicity, gender, sexuality and disability.

The relationship between the mass media, mediacontent and presentation, and audiences.

The new media and their signi cance for anunderstanding of the role of the media incontemporary society.

Power and Politics Different theories of the nature and distribution of

power.

The role of the contemporary state.

The nature of, and changes in, different forms ofpolitical participation, including voting behaviour,political action and protest, and membership of

political organisations and movements. The role of political parties, pressure/interest

groups, new social movements and the massmedia in the political process.

The signi cance of globalisation for anunderstanding of power and politics in thecontemporary world.

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3.4 Unit 4 SCLY4 Crime and Deviance with Theory and Methods;Strati cation and Differentiation with Theory and Methods

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The study of this unit should engage candidatesin theoretical debate while encouraging an activeinvolvement with the research process. Throughoutthis unit, candidates should be encouraged to useexamples drawn from their own experience of small-scale social research.

The study of this unit should foster a criticalawareness of contemporary social processesand change, and draw together the knowledge,understanding and skills learnt in different aspects of

the course. The examination will explicitly assess candidatesunderstanding of the connections between thetopic(s) studied in this unit and the nature ofsociological thought, methods of sociologicalenquiry, and the core themes (socialisation, cultureand identity; and social differentiation, power andstrati cation).

In their study of this unit, candidates shouldexamine both the evidence of and the sociologicalexplanations for the content listed in the two topicareas below.

Crime and Deviance Different theories of crime, deviance, social order

and social control.

The social distribution of crime and deviance byage, ethnicity, gender, locality and social class,including recent patterns and trends in crime.

Globalisation and crime in contemporary society;the mass media and crime; green crime; humanrights and state crimes.

Crime control, prevention and punishment,victims, and the role of the criminal justice system

and other agencies. The sociological study of suicide and its

theoretical and methodological implications.

The connections between sociological theory andmethods and the study of crime and deviance.

Strati cation and Differentiation Different theories of strati cation, including

strati cation by social class, gender, ethnicity andage.

Dimensions of inequality: class, status and power;

differences in life-chances by social class, gender,ethnicity, age and disability.

The problems of de ning and measuring socialclass; occupation, gender, and social class.

Changes in structures of inequality, and theimplications of these changes.

The nature, extent and signi cance of patterns ofsocial mobility.

The connections between sociological theoryand methods and the study of strati cation anddifferentiation.

Theory and Methods

Candidates should examine the following areas,which are also studied at AS Level:

Quantitative and qualitative methods of research;their strengths and limitations; research design.

Sources of data, including questionnaires,interviews, observation (participant and non-participant), experiments, documents, and of cialstatistics; the strengths and limitations of thesesources.

The distinction between primary and secondarydata, and between quantitative and qualitativedata.

The relationship between positivism, interpretivismand sociological methods; the nature of socialfacts.

The theoretical, practical and ethicalconsiderations in uencing choice of topic, choiceof method(s) and the conduct of research.

A2 candidates should also:

Demonstrate a wider range and greater depth ofknowledge and understanding than at AS Level.

Study the nature of sociological thought andmethods of sociological enquiry in greater

range and depth, and demonstrate morehighly developed skills of application, analysis,interpretation and evaluation than at AS Level.

In addition, A2 candidates should examine:

Consensus, con ict, structural and social actiontheories.

The concepts of modernity and post-modernity inrelation to sociological theory.

The nature of science and the extent to whichsociology can be regarded as scienti c.

The relationship between theory and methods.

Debates about subjectivity, objectivity and valuefreedom.

The relationship between sociology and socialpolicy.

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4.1 Aims AS and A Level courses based on this speci cationshould encourage candidates to:

acquire knowledge and a critical understandingof contemporary social processes and socialchanges

appreciate the signi cance of theoretical andconceptual issues in sociological debate

understand and evaluate sociologicalmethodology and a range of research methodsthrough active involvement in the researchprocess

develop skills that enable individuals to focus ontheir personal identity, roles and responsibilitieswithin society

develop a lifelong interest in social issues.

There should be a focus on contemporary society.

Studying sociology should:

foster the development of critical and re ectivethinking with a respect for social diversity

provide an awareness of the importance of socialstructure and social action in explaining socialissues

provide candidates with an awareness of socialstructure and social action which emphasisesdifferent interpretations of social experiences.

Where appropriate, comparative and/or historicalmaterials may be introduced. Students shouldbe encouraged to develop their own sociologicalawareness through active engagement with thecontemporary social world.

In addition, A Level speci cations in Sociology shouldenable candidates to demonstrate:

a wider range and greater depth of knowledgeand understanding than at AS

more highly developed skills of application,analysis, interpretation and evaluation than at AS.

4 Scheme of Assessment

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4.2 Assessment Objectives (AOs) The Assessment Objectives are common to AS and A Level. The assessment units will assess the following Assessment Objectives in the context of the content and skills set out in Section 3 (Subject Content).

Assessment Objectives Weighting

AO1 Knowledge and understanding of the theories, methods, concepts and variousforms of evidence outlined in paragraphs 4.2.1 (a), (b) and (c) below, and of thelinks between them;

Communication of knowledge and understanding in a clear and effective manner.

45-55%

AO2 Demonstration of the skills of application, analysis, interpretation and evaluationas indicated in paragraphs 4.2.2 (a), (b) and (c) below.

45-55%

The Assessment Objectives apply to the whole speci cation, although their weighting differs between the twolevels. Assessment Objective 2 has a higher weighting at A Level than at AS Level.

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4.2.1 Knowledge and Understanding(AO1)a) The nature of sociological thought

AS and A Level candidates are required to study thefollowing concepts and theoretical issues:

social order, social control

social change

con ict and consensus

social structure and social action

the role of values

the relationship between sociology andcontemporary social policy.

b) Methods of sociological enquiry

Sociological research involves the use of a range ofmethods and sources of data. All AS and A Levelcandidates are required to demonstrate knowledgeand understanding of these methods and sources,and to understand the relationship between theoryand methods, particularly in the way sociologists dealwith:

the collection of primary and secondary data the analysis of quantitative and qualitative data

using appropriate concepts

factors in uencing the design and conduct ofsociological research

practical, ethical and theoretical issues arising insociological research.

c) Themes

AS and A Level candidates are required to study twothemes:

socialisation, culture and identity

social differentiation, power and strati cation.

These themes should be understood and applied toa range of particular substantive areas of sociology,in a global context where appropriate. However,these themes are to be interpreted broadly as threadsrunning through many areas of social life and shouldnot therefore necessarily be regarded as discretetopics.

For example, the theme Socialisation, culture andidentity might be addressed through aspects ofFamilies and Households but equally throughaspects of Mass Media or Beliefs in Society.

Similarly the theme of Social differentiation, powerand strati cation might be addressed throughaspects of Education but equally through aspects ofGlobal Development.

4.2.2 Application, Analysis,Interpretation and Evaluation (AO2)

The skills outlined in this section relate to theacquisition and production of evidence, theinterpretation and evaluation of evidence andarguments, the presentation of evidence andarguments and their application to sociologicaldebates. The term evidence should be understoodto include both primary and secondary sources, aswell as both quantitative and qualitative data. In orderto demonstrate a rm grasp of the skills, candidatesshould relate them to their sociological knowledgeand understanding, including that speci ed insections 4.2.1 (a), (b) and (c).

a) Collection and recording of evidence

AS and A Level candidates are required todemonstrate their ability to: analyse and evaluate the design of sociological

investigations analyse and evaluate the method(s) used in these

investigations to collect and record evidence.

This could be achieved by candidates designing andconducting a sociological investigation.

b) Interpretation and evaluation of evidence AS and A Level candidates are required todemonstrate their ability to: distinguish between facts, opinions and value

judgements select and apply a range of relevant concepts and

theories interpret qualitative and quantitative data identify and evaluate signi cant social trends

shown in evidence evaluate theories, arguments and evidence.

c) Presentation of evidence and argument

AS and A Level candidates are required todemonstrate their ability to: organise evidence and communicate arguments

in a coherent manner demonstrate an awareness and understanding of

theoretical debates in sociology use evidence to support and sustain arguments

and conclusions.

In addition, GCE A Level will require candidates todemonstrate: a wider range and greater depth of knowledge

and understanding than at AS more highly developed skills of application,

analysis, interpretation and evaluation than at AS.

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Weighting of Assessment Objectives for AS The table below shows the approximate weighting of each of the Assessment Objectives in the AS units.

Weighting of Assessment Objectives for A Level The table below shows the approximate weighting of each of the Assessment Objectives in the AS and A2units.

Quality of Written Communication (QWC)

Knowledge and Understanding(AO1)

50 48 49

Application, Analysis, Interpretationand Evaluation (AO2)

50 52 51

Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)

Unit 1 Unit 2

Overall weighting of units (%) 40 60 100

Knowledge and Understanding(AO1)

50 48 40 43 45

Application, Analysis, Interpretationand Evaluation (AO2)

50 52 60 57 55

Overall weighting of units (%) 20 30 20 30 100

Assessment Objectives Unit Weightings (%) Overall Weighting of AOs (%)

Unit 1 Unit 2 Unit 3 Unit 4

In GCE speci cations which require candidates toproduce written material in English, candidates must:

ensure that text is legible and that spelling,punctuation and grammar are accurate so thatmeaning is clear

select and use a form and style of writingappropriate to purpose and to complex subjectmatter

organise information clearly and coherently, usingspecialist vocabulary when appropriate.

In this speci cation QWC will be assessed in all unitswhere extended writing is required. Marks for QWCwill be awarded as part of the total mark for eachquestion, as part of Assessment Objective 1.

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4.3 National Criteria This speci cation complies with the following.

The Subject Criteria for GCE AS and A LevelSociology

The Code of Practice for GCE

The GCE AS and A Level Quali cation Criteria

The Arrangements for the Statutory Regulationof External Quali cations in England, Wales andNorthern Ireland: Common Criteria

4.4 Prior LearningWe recommend that candidates should have

acquired the skills and knowledge associated with aGCSE English Language course or equivalent.

4.5 Synoptic Assessment and Stretch and ChallengeSynoptic assessment in GCE Sociology isassessed in the A2 units by requiring candidatesto demonstrate that they have developedholistic understanding of the subject. In orderto demonstrate the level of expertise required,

candidates are expected to be able to interrelateareas of content and address the requirements at A2using appropriate concepts, knowledge and skillsdeveloped throughout the course.

GCE Sociology, as a subject, is inherently synoptic. There is a natural progression from AS to A2 and, at A2, the sociological concepts, theories and methodsof enquiry studied in the AS course are revisited andapplied to new contexts, requiring a higher degree ofselectivity in their application, analysis, interpretationand evaluation.

In both A2 units there are questions that areparticularly synoptic, requiring candidates todraw together and synthesise the knowledge,understanding and skills learnt in different aspectsof the course. Furthermore, in Unit 4 there are

questions that require candidates to createhypotheses/solutions, etc to problems that gobeyond the strict limits of the knowledge, skills andunderstanding studied within the unit.

These questions provide greater stretch andchallenge for all candidates and will enable theperformance of the most able candidates to beidenti ed through the award of an A* (see para 5.7).

4.6 Access to Assessment for Disabled Students AS/A Levels often require assessment of a broaderrange of competences. This is because theyare general quali cations and, as such, preparecandidates for a wide range of occupations andhigher level courses.

The revised AS/A Level quali cation and subjectcriteria were reviewed to identify whether any of thecompetences required by the subject presented apotential barrier to any disabled candidates. If thiswas the case, the situation was reviewed again toensure that such competences were included onlywhere essential to the subject. The ndings of thisprocess were discussed with disability groups andwith disabled people.

Reasonable adjustments are made for disabledcandidates in order to enable them to access theassessments. For this reason, very few candidateswill have a complete barrier to any part of theassessment.

Candidates who are still unable to access a signi cantpart of the assessment, even after exploring allpossibilities through reasonable adjustments, may stillbe able to receive an award. They would be given agrade on the parts of the assessment they have takenand there would be an indication on their certi catethat not all the competences had been addressed.

This will be kept under review and may be amendedin the future.

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5.1 Availability of Assessment Units and Certi cation After June 2013, examinations and certi cation for this speci cation are available in June only.

5 Administration

5.2 EntriesPlease refer to the current version of EntryProcedures and Codes for up to date entryprocedures. You should use the following entrycodes for the units and for certi cation.

Unit 1 - SCLY1

Unit 2 - SCLY2

Unit 3 - SCLY3

Unit 4 - SCLY4

AS certi cation - 1191

A Level certi cation - 2191

5.3 Private Candidates This speci cation is available to private candidates. As we are no longer providing supplementaryguidance in hard copy, see our website for guidanceand information on taking exams and assessments as

a private candidate:www.aqa.org.uk/exams-administration/entries/ private-candidates

55.4 Access Arrangements and Special ConsiderationWe have taken note of equality and discriminationlegislation and the interests of minority groups indeveloping and administering this speci cation.

We follow the guidelines in the Joint Councilfor Quali cations (JCQ) document: Access

Arrangements, Reasonable Adjustments andSpecial Consideration: General and VocationalQualifications. This is published on the JCQ website(http://www.jcq.org.uk ) or you can follow the linkfrom our website ( http://www.aqa.org.uk ).

Access ArrangementsWe can make arrangements so that candidateswith disabilities can access the assessment. Thesearrangements must be made before the examination.For example, we can produce a Braille paper for acandidate with a visual impairment.

Special ConsiderationWe can give special consideration to candidates whohave had a temporary illness, injury or indisposition atthe time of the examination. Where we do this, it isgiven after the examination.

Applications for access arrangements and specialconsideration should be submitted to AQA by theExaminations Of cer at the centre.

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5.5 Language of ExaminationsWe will provide units in English only.

5.6 Quali cation TitlesQuali cations based on this speci cation are:

AQA Advanced Subsidiary GCE in Sociology, and

AQA Advanced Level GCE in Sociology.

5.7 Awarding Grades and Reporting Results The AS quali cation will be graded on a ve-pointscale: A, B, C, D and E. The full A Level quali cationwill be graded on a six-point scale: A*, A, B, C, Dand E. To be awarded an A*, candidates will need toachieve a grade A on the full A Level quali cation andan A* on the aggregate of the A2 units.

For AS and A Level, candidates who fail to reachthe minimum standard for grade E will be recordedas U (unclassi ed) and will not receive a quali cationcerti cate. Individual assessment unit results will becerti cated.

5.8 Re-sits and Shelf-life of Unit ResultsUnit results remain available to count towardscerti cation, whether or not they have already beenused, as long as the speci cation is still valid.

Each unit is available in June only. Candidates mayre-sit a unit any number of times within the shelf-lifeof the speci cation. The best result for each unitwill count towards the nal quali cation. Candidates

who wish to repeat a quali cation may do so by re-taking one or more units. The appropriate subjectaward entry, as well as the unit entry/entries, mustbe submitted in order to be awarded a new subjectgrade.

Candidates will be graded on the basis of the worksubmitted for assessment.

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A Performance Descriptions

Appendices

A

Introduction These performance descriptions show the level ofattainment characteristic of the grade boundaries at

A Level. They give a general indication of the requiredlearning outcomes at the A/B and E/U boundaries at

AS and A2. The descriptions should be interpretedin relation to the content outlined in the speci cation;they are not designed to de ne that content.

The grade awarded will depend in practice uponthe extent to which the candidate has met the

Assessment Objectives (see Section 4) overall.Shortcomings in some aspects of the examinationmay be balanced by better performances in others.

AS Performance Descriptions

Assessment Objective 1 Assessment Objective 2

AssessmentObjectives

Knowledge and understanding of thetheories, methods, concepts and variousforms of evidence outlined in paragraphs3.2 a), b) and c) of the subject criteria, and ofthe links between them.

Communication of knowledge andunderstanding in a clear and effective manner.

Demonstration of skills of application,analysis, interpretation and evaluation asindicated in paragraphs 3.3 a), b) and c) ofthe subject criteria.

A/B boundaryperformancedescriptions

Candidates characteristically:

a) demonstrate accurate knowledge andunderstanding of a range of sociologicaltheories, methods and concepts,supported by evidence

b) present appropriate material in a logical,accurate and coherent manner, withfew errors of grammar, punctuation andspelling.


a) demonstrate an ability to select, apply andinterpret, accurately and appropriately,different types of sociological evidencefrom a range of sources

b) make some analysis and evaluationof evidence and arguments that haverelevance to the question paper.

E/U boundaryperformancedescriptions


a) demonstrate a basic knowledge andunderstanding of sociological theories,methods and concepts with l imited

evidenceb) present some sociological material with

limited coherence and some errors ofgrammar, punctuation and spelling.


a) demonstrate a limited ability to select,apply and interpret different types ofsociological evidence

b) make a limited analysis and evaluation ofevidence and arguments relevant to thequestion paper.

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A2 Performance Descriptions

Assessment Objective 1 Assessment Objective 2

Assessmentobjective

Knowledge and understanding of thetheories, methods, concepts and variousforms of evidence outlined in paragraphs3.2 a), b) and c) of the subject criteria, and ofthe links between them.

Communication of knowledge andunderstanding in a clear and effective manner.

Demonstration of skills of application,analysis, interpretation and evaluation asindicated in paragraphs 3.3 a), b) and c) ofthe subject criteria.

A/B boundaryperformancedescriptions


a) demonstrate full, detailed, accurateand wide-ranging knowledge andunderstanding of sociological theories,methods and concepts and theconnections between them, citing wide-ranging evidence

b) present sociological material in a logicaland coherent manner, where spelling,grammar and punctuation are largelyaccurate.


a) demonstrate an ability to select, apply andinterpret, accurately and appropriately,different types of sociological evidencefrom a wide range of diverse sources

b) make detailed and accurate analysis andevaluation of sociological evidence andarguments on a variety of issues that arehighly relevant to the question paper.

E/U boundaryperformancedescriptions


a) demonstrate a basic knowledge andunderstanding of sociological theories,methods and concepts, with somelimited evidence of understanding of theconnections between them, supported bysome evidence

b) present some sociological material thatdisplays a basic structure with limitedcoherence and some errors of grammar,punctuation and spelling.


a) demonstrate a basic ability to select,apply and interpret different types ofsociological evidence from a limited rangeof sources

b) make basic analysis and evaluation ofevidence and arguments that have somerelevance to the question paper.

A

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B

B Spiritual, Moral, Ethical, Social and other Issues The study of sociology provides many opportunitiesto develop candidates understanding of spiritual,moral and cultural issues. Candidates should beaware that society is made up of a range of differentgroups from varied social, cultural and religiousbackgrounds.

Candidates should be encouraged to develop anunderstanding that differing values and attitudes exist,and to re ect on these and their own beliefs within asociological framework.

European Dimension AQA has taken account of the 1988 Resolution of theCouncil of the European Community in preparing thisspeci cation and associated specimen units.

Environmental Education AQA has taken account of the 1988 Resolution ofthe Council of the European Community and theReport Environmental Responsibility: An Agenda forFurther and Higher Education 1993 in preparing thisspeci cation and associated specimen units.

Avoidance of Bias AQA has taken great care in the preparation of thisspeci cation and specimen units to avoid bias of anykind.

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C Overlaps with other Quali cations The speci cation shows clear overlaps with AQAGCE Psychology. In AS Psychology there is someoverlap with the Sociology speci cation in terms ofthe research methods employed by both disciplines.

The skills required in the sociological methods sectionrely on understanding and analysing the nature ofscienti c method, objectivity and the relative valuesof quantitative and qualitative methods. The overlap

in subject content is limited, with links only betweenmental health and illness, life events and the culturalrole of the media in relationships.

Because the overlap with GCE Psychology isconsidered to be complementary, it is not prohibitedin combination.

C

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GCE Sociology (2190) For exams from June 2014 onwardsQualication Accreditation Number: AS 500/2263/5 - A Level 500/2203/9

For updates and further information on any of our specications, to find answers or to ask a question:

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Every specification is assigned a discounting code indicating the subject area to which it belongsfor performance measure purposes.The discount codes for this specification are:

AS A Level 4890

The definitive version of our specification will always be the one on our website,this may differ from printed versions.

EE2

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