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A LEVELSociology
EXAM BOARD: AQA
Welcome to Sociology!
Sociology A-level students complete AQA Sociology A-level. This comprises of three papers studied over two years:
Paper 1 Education with Theory and Method’s. Paper 2 Topics in Sociology; at Loxford the options studied are Families and
Households, and Beliefs in Society. Paper 3 Crime and Deviance with Theory and Methods.
Why study sociology?Sociology helps us answer the big questions of the day, through the examination of connections within society. Sociology allows us to explore the diverse nature of society, the changes that take place and the causes and consequences of such changes.
Sociology gives students the knowledge and skills suited to a number of different career options. The British Sociological Association lists specific career routes following the study of sociology. Sociology is a great choice of subject for people who want a career in social work, nursing or medicine. But the subject is also useful in a number of other careers, like marketing, advertising, PR, journalism, law or teaching. By studying sociology students will learn and develop important skills-
How to use evidence to support your arguments How to investigate facts and use deduction How to put over your point of view fluently How to work as a team to achieve results
Exams Paper 1 Education with Theory and Method’s Paper 2 Topics in Sociology Paper 3 Crime and Deviance with Theory and Methods.
When Paper 1:22 May Paper 2: 04 June Paper 3: 12 June
Knowledge, Skills, Understanding Acquire knowledge and a critical understanding of contemporary social processes
and social changes Understand, analyse and evaluate sociological methodology and a range of research
methods through active involvement in the research process Apply sociological theories, concepts, evidence and research methods to a range of
issues
Department overview:
CTL: Ms CarpenterA Level teachers: Ms Carpenter, Miss Mashiana, Miss John
Compulsory texts: AQA A Level Sociology: Book 1 and Book 2 by Rob Webb et al. Napier Press
Year 1 Outline
Assessment HomeworkWeek 1
Teacher 1
Topic 1: What is the role of education? Are functionalists right about the role of education?
1. PEACE paragraph: Evaluate the claim that Loxford is an outstanding school. 2. Illustrate each functionalist point with real life examples, challenge: do this for criticisms too
Teacher 2
Topic 1: Functions of the family.Introduction to Family unitWhat is a family?
1. Background research- who are the functionalists and what do they like about the nuclear family?2. Organise your folder appropriately
Week 2
Teacher 1
Are Marxists right about the role of education?
1. Watch documentary about Willis’ study. Answer questions. 2. Compare Willis and Bowles and Gintis: how are they similar and how are they different? 3. Plan for essay: Evaluate the claim that the main role of education is to legitimise and reproduce social inequality. 30 marks. Include points, evidence, and criticisms.
Teacher 2
What positive functions do families perform?
1. Complete the evaluation part of your worksheet2.Use a Venn diagram to compare and contrast Parsons and Murdock3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 3
Teacher 1
How useful are the political perspectives in explaining the role of education?
Prepare folder for assessment
1. What is the role of education? Create a debate table, including points, evidence and criticisms. 2. Complete one paragraph for essay: Evaluate the claim that the main role of education is to legitimise and reproduce social inequality. 30 marks3. Answer essay, Evaluate the claim that the main role of education is to legitimise and reproduce social inequality. 30 marks – ensure answer shows that you have acted on feedback from paragraph.
Teacher 2 How do
Marxists view the family?
1. EQ: Outline and explain 2 criticisms of the Marxist view on the family (10 marks)2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 4Teacher 1
How do the processes in schools affect students’ experience of education?
Assessment 1: 4 mark, 6 mark and 30 mark
1. Further reading on labelling (Haralambos). Complete a summary flow chart. 2. Analyse two ways in which processes within school can affect students’ experience of school. 10 marks 3. Previewing: watch video about material and cultural depravation. https://www.youtube.com/watch?v=mAMJgLJ9AG8
Teacher 2 How do
feminists view
1. EQ: Assess the functionalist perspective to our understanding of the family (20 marks). See google classroom for question and Item.
the family? 2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 5Teacher 1
Topic 2: What is the main cause of differences in educational achievement? How do external factors explain social class differences in educational achievement?
1. Watch video about material differences in educational achievement. Answer questions.2. Cultural capital questionnaire research task. 3. Analyse two factors outside of school which contribute to working class underachievement. 10 marks
Teacher 2
Is the nuclear family in decline?
. 1.Revise for test2. Answer quick check question page 197 textbook 3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 6Teacher 1
How do internal factors explain social class differences in educational achievement?
1. Watch clips about the University of Oxford and the University of Goldsmiths. Answer questions. Describe difference in habitus, and link to social class differences in higher education.2. Explain how internal factors may cause external factors and how external factors may cause internal factors. Decide whether you think internal or external factors are the cause of social class differences in educational achievement. 3. Evaluate the claim that factors within school are the main cause of social class differences in educational achievement.
Teacher 2 Topic 2 Social
policies.Is the state a friend or foe of the family?
Assessment 1:End of topic test. This will take the format of unseen
1. Research task: Investigating the impact of China’s one –child policy. Google classroom for instructions
2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
examination questions. Two 10 mark questions and one 20 mark question
Week 7Teacher 1
How do external factors explain ethnic differences in educational achievement?
1. Pre-reading: read about internal explanations for ethnic differences in educational achievement. Summarise the sociologists and their points. 2. For the following ethnic groups, note how each of these three factors • Intellectual and linguistic skills • Attitudes and values • Family structure and parental support may affect achievement. [Note: not all factors may affect all groups.]
a) White working-class pupilsb) Pakistani pupilsc) Indian pupilsd) Black pupilse) Chinese pupils
3. Create a debate table, outline the reasons or social class differences in educational achievement.
Teacher 2
Assessment feedback
How have successive government policies, since the 1970s, affected families?
1. Research activity: How do current policies affect the family? Google classroom for instructions. 2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 8Teacher 1
How do internal factors explain ethnic differences in educational achievement?
1. Pre-reading: read about reasons for girls’ improvement in educational achievement. 2. Create a debate table, outlining the reasons for ethnic differences in educational achievement. 3. Applying material from Item B, analyse two factors inside school that lead to ethnic differences in educational achievement. 10 marks
Teacher 2 How do
different perspectives
1.EQ: Outline and explain two social policies or laws that have affected the position of children in the family (10 marks)2. Make sure you have clear and correct notes on
view laws and social policies?
the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 9Teacher 1
How do we explain gender differences in educational achievement?
Assessment 2: 10 mark and 30 mark
1 .Analyse two factors which may affect girls’ educational achievement. 10 marks 2. For each of your subjects, find out from the teacher or someone in each class how many boys and how many girls take that subject at A-level. Work out the percentages of boys and girls for each subject. Suggest reasons for these differences in Loxford. 3. Look at the websites about gender and education. Create a debate table for the question: Is education biased in favour of boys? Use research and class notes to add to this.
Teacher 2
How do different perspectives view laws and social policies?
1.Revise for test2. Answer quick check questions page 241 textbook3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 10Teacher 1
How do schools shape gender identity?
1. Create a list of policy recommendations for either a headteacher or the secretary of education. 2. Plan EQ: Applying material from Item B and your knowledge, evaluate the view that gender differences in both subject choice and educational achievement are mainly the result of the influence of wider society. 30 marks 3. Write 30 marker, use feedback from plan.
Teacher 2
Topic 3; family diversity How have families changed?
Assessment 2 End of topic test. This will take the format of unseen examination questions. Two 10 mark questions
1. Research activity: investigating the conventional nuclear family. Google classroom for instructions
2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
and one 20 mark question.
Week 11Teacher 1
Topic 3: Has social policy improved education? How has education policy changed over time?
1. Read the articles about New Labour’s influence on the education system. Create a mindmap outlining their effects. The main features of the policy • How the policy aimed to reduce inequality • How effective the policy has been, with specific evidence of its effectiveness • Any limitations or criticisms of the policy2. Create a timeline of educational policies. Include political party, policy, pros and cons. 3. Use topic checklist to self-assess your folder.
Teacher 2
Assessment feedbackCauses of family change?
1. Research activity: Carry out a survey on multi-generational attitudes to family diversity. Google classroom for instructions 2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 12Teacher 1
Should education be run like a business?
Folder check
1. Watch video about academies. Answer questions. 2. For each link read the article or watch the clip, and outline the positives and negatives of the privatisation of education presented in each source. 3. Plan: Using item A and your own knowledge from elsewhere, assess the impact of government policies on inequality of educational achievement between social groups. 30 marks
Teacher 2
What are the trends in divorce rates?
1. Read ‘Changing Family Patterns’ and answer the questions on the worksheet. See google classroom.Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 13Teacher 1
Has social policy improved
1. Write: Using item A and your own knowledge from elsewhere, assess the impact of government policies on inequality of educational achievement
education? between social groups. 30 marks2.Update folder based on folder check 3. Revise for assessment
Teacher 2
What are the causes of the changing divorce rates?
1. Research activity: The impact of divorce on children-watch TED talk and answer the questions on worksheet. See google classroom for link and worksheet.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 14Teacher 1
What do sociologists have to consider before conducting sociological research?
1. Complete sheet analysing real life sociological research examples. 2. Create a flow chart illustrating the research process in sociology3. Revise for assessment
Teacher 2
Are lone parents bad for society?
1. EQ: Outline and explain two ways in which lone parents have a negative impact on society. (10 marks)2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 15Teacher 1
What do sociologists have to consider before conducting sociological research? Part two
Assessment 3: 10 mark and 30 mark
1. Outline and explain two reasons sociologists may choose non-probability sampling methods. 10 marks 2. Read the chapter on questionnaires, make a note on the different questionnaire types and new key terms.
Teacher 2
Is there any such thing as the cereal packet family?
EQ: Assess the view that the cereal packet family is a media construct that paints an unrealistic picture of family life ( 20 marks)2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 16Teacher 1
Topic4: Sociological research methods? How useful are questionnaires in sociological research?
1. Design questionnaire which could be used to research a topic in education. 2. Evaluate your partner’s questionnaire. 3. Plan essay: Evaluate the claim that what questionnaires lack in validity they make up for in reliability and representativeness.
Teacher 2
Who holds the power in relationships?
1. Read ‘In the News’ article on domestic violence stats, and answer the questions. Google classroom2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 17Teacher 1
How useful are interviews in sociological research?
1. Pre-reading: Read the strengths and limitations of observations. 2. EQ: Evaluate the strengths and limitations of using group interviews to investigate student subcultures. 20 marks 3. Debate table: How useful are asking questions in sociological research?
Teacher 2
Is family diversity good for society?
1.Revise for test2. Answer quick check questions page 233 in textbook. 3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 18Teacher 1
How useful are observations in sociological research?
1. Watch Black Like Me on YouTube: discuss the difficulties that Griffin might have faced in trying to take on and live out such a different identity in a racially segregated society. Write a summary of what Griffin’s research shows us about the problems of using covert participant observation.2. Outline and explain two advantages of choosing
overt participant observation as a source of data compared with covert participant observation. 10 marks 3. Assess the strengths and limitations of participant observation for the study of racism in schools. 20 marks
Teacher 2
Topic 4: Changing patterns and experiences of childhoodIs childhood a social construct?
Assessment 3: End of topic test. This will take the format of unseen examination questions. Two 10 mark questions and one 20 mark question.
1. Research task into child labour laws around the world. See google classroom for details. 2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 19Teacher 1
How useful are experiments in sociological research?
1. Complete questions about the use of natural experiments to investigate schools. 2. Create a mindmap outlining the pros and cons of using experiments for different topics within education. 3. Prepare for assessment next week.
Teacher 2
Assessment feedback
What evidence is there that childhood changes over time and across cultures?
1. Use feedback to redraft any answers that did not meet your target grade.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 20Teacher 1
How useful are official statistics to sociologists
Assessment 4: 1x10 mark, 1x20 mark
1. Complete a table outlining the PET strengths and limitations of the different primary methods. 2. Evaluate the usefulness of official statistics in sociological research. 20 marks
completing sociological research?
3. Organise folder for research methods.
Teacher 2
Is society child-centred for all children?
1. Research activity: The cost of child centeredness. See google classroom for details2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 21Teacher 1
How useful are qualitative documents to sociologists conducting research?
1. Outline and explain two practical disadvantages of using qualitative documents in sociological research. 10 marks 2. Conduct content analysis on the front page of a newspaper website every day on a topic of your choice. 3. Complete a table outlining the PET strengths and limitations of the different secondary methods.
Teacher 2
Do children have power?
1. Research task: investigate the boomerang child and the accordion family. See google classroom for details
2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons.
Week 22Teacher 1
Topic 5: Crime and deviance What characterised the London Riots?
Paper 1 assessment: 4 mark, 6 mark, 10 mark, 30 mark, 20 mark, 10 mark
1. Research the London Riots and create a fact sheet 2. Outline and explain three ways crime can be seen to be socially constructed. 6 marks 3. Pre-read chapter about functionalism.
Teacher 2
Why is Western childhood considered toxic?
1. Read the Good Childhood Report and the Why are British Children so Unhappy? Articles and answer the questions on the worksheet. Google classroom 2. Make sure you have clear and correct notes on
the topics covered in class. Ensure you can define all key terms used in the lessons.
Week23Teacher 1
How well can functionalism explain crime?
1. Find newspaper articles which illustrate or criticise the different functions of crime. Choose one to analyse the functions. 2. Outline three functions of crime. 6 marks 3. Analyse the functions of deviance. 10 marks
Teacher 2
Is childhood disappearing?
1.Revise for test2. Answer quick check questions page 187 in textbook.3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 24Teacher 1
How useful are subcultural theories in explaining crime and deviance?
1.Create a timeline showing how the following sociologists build on, and criticise, each-others’ ideas: Durkheim Merton Cohen Cloward and Ohlin 2. Wider reading about subcultural theories. 3. Answer quick check questions on pg. 77
Teacher 2
Topic 5: Demographic trends and their influence on families in the UK.How has health and wealth affected the UK’s population?
Assessment 4: End of topic test. This will take the format of unseen examination questions. Two 10 mark questions and one 20 mark question.
1. Group task: media portrayals of older people. Prepare a presentation. See google classroom for instructions
2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 25Teacher 1
To what extent is crime socially constructed?
1. Applying material from Item A, analyse two ways in which deviant subcultures may respond to the difficulties of achieving mainstream goals. 10 marks 2. Read pg 83 and pg 84 explain how suicide and
mental illness can be seen to be socially constructed. Evaluate these arguments. 3. Read the links on google classroom about reintegrative shaming. Answer the questions.
Teacher 2
Assessment feedback
How has health and wealth affected the UK’s population?
1. Use feedback to redraft any answers that did not meet your target grade2. Research task: Assessing Britain’s future population trends. See google classroom for instructions.3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 26Teacher 1
How might crime benefit the ruling class?
1. Watch the videos on cooperate manslaughter. Answer the questions. 2. Analyse two ways in which Marxists see class and crime as related. 10 marks 3. Revise for assessment.
Teacher 2
What impact has migration had on UK families?
1. Research task: Life in the UK test. See google classroom for instructions.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 27Teacher 1
Which political perspective best explains crime and deviance?
Assessment 5 1x10 mark 1x30 mark
1. Group work: prepare for your campaign in lesson from your assigned perspective. 2.Quick check questions pg.1033. Pre-reading: read about how official crime statistics are generated. How trustworthy do you think these are? Why?
Teacher 2
Has migration had a positive impact on UK society?
1.Revise for test2. Answer quick check questions P209 in textbook.3. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 28Teacher 1
What can official crime statistics tell us?
1. Create a summary of all the sociological explanations of crime. Include the key terms, sociologists, evidence, strengths, criticisms. (2 hours) 2 Complete “Who said it?” sheet for official crime statistics.
Teacher 2
Assessment feedback with self- assessment.
Assessment 5: End of topic test. This will take the format of unseen examination questions. Two 10 mark questions and one 20 mark question.
1. Redraft any answers that did not meet your target grades.2. Make sure your notes for topic 1 are in good order- bring them to class next lesson.
Week 29Teacher 1
What are the patterns in gender and crime and why do these exist?
1. Create a summary grid for the debate: Are women treated more leniently then men by the criminal justice system? 2.Watch following video, and answer questions: https://www.youtube.com/watch?v=3exzMPT4nGI3. Essay: Evaluate sociological explanations for gender patterns of crime. 30 marks
Teacher 2
Overview of topic 1 (revision and consolidation of content)
1. EQ: Analyse two functions that the family may perform for capitalism (20 marks). See page 197 of textbook for question and Item.2. Make sure you have clear and correct notes on the topics covered in class.
Week 30Teacher 1
Do official crime statistics present a true picture about ethnic groups and crime?
1. Pre-reading and further research: history of British ethnic minorities. How might this explain ethnic patterns of criminality? 2. Watch documentary about Stephen Lawrence: what problems existed in the police and how effectively have they been resolved?3. Summary grid: Do official crime statistics present a true picture about ethnic groups and crime?
Teacher 2
Overview of topic 2 (revision and consolidation of content)
1. EQ: Evaluate the view that the main function of laws and policies on families and households is to reproduce patriarchy. (20 marks). See page 241 in textbook for question and Item.2. Make sure you have clear and correct notes on the topics covered in class.
Week 31
Teacher 1
Which social class causes the most criminal damage?
Assessment 6:1x10 mark 1x30 mark
1. Create a summary about the explanations for social groups and crime. (2 hours) 2. Read the case study you have been allocated. Prepare to feedback.
Teacher 2
Overview of topic 3 (revision and consolidation of content)
1. EQ: Describe and explain two post-modernist perspectives on the family.(10 marks) Analyse two criticisms of the individualisation thesis. (10 marks) see page 233 in textbook for question and Item.2. Make sure you have clear and correct notes on the topics covered in class.
Week 32Teacher 1
Who are the real victims of crime?
1. Summary debate grid relating to victimology. 2. Analyse two ways victims are socially constructed. 10 marks 3. Pre-reading globalisation and crime.
Teacher 2
Overview of topic 4 (revision and consolidation of content)
1. EQ: Evaluate sociological explanations of changes in the status of childhood (20 marks). See page 187 in textbook for question and Item2. Make sure you have clear and correct notes on the topics covered in class.
Week 33Teacher 1
How has globalisation affected the extent and types of crime?
1. Watch TedTalk of Micha Glenny explaining the McMafia. Answer questions. 2. Debate grid or flash cards – globalisation and crime points, evidence, criticisms 3. Essay: Assess how globalisation has affected the extent and types of crime. 30 marks
Teacher 2
Overview of topic 5 (revision and consolidation of content)
1. EQ: Evaluate the view that the position of the old in today’s society is changing for the better. (20 marks) See page 209 in textbook for question and Item.2. Make sure you have clear and correct notes on the topics covered in class.
Week 34Teacher 1
How should we measure green crime?
1. Outline two types of green crime. 4 marks 2. Research the case study you have been assigned and create a fact file: Rwandan genocide; Pol Pot Cambodia; Hitler’s Nazi Germany; USA soldiers’ treatment of Iraq citizens
Teacher 2
Introduction to year 2
1. Media activity: Witchcraft amongst the Azande. Watch the clip and answer the questions on the
topic. Beliefs in SocietyWhat is religion?
worksheet. See google classroom for link and worksheet.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 35Teacher 1
Why is state crime a problem?
1. Watch the two clips about state crime and war and answer the questions that follow each of them. 2. Analyse two ways in which state crime can be defined. 10 marks 3. Read Cohen’s theory of moral panics and bring in a contemporary example of a moral panic.
Teacher 2
What is a belief system?
1. Read the article on football as a religion. Make a comparison list between the two.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 36Teacher 1
What effect does the media have on crime?
1. Wider reading: Jewkes and cyber crime – how has new media technologies affected crime? 2. Analyse two ways in which the media may cause crime. 10 marks 3. Evaluate sociological explanations of media-generated moral panics. 30 marks
Teacher 2
What is an ideology?
1. Media activity: watch the film clip and answer the questions on the worksheet. Google classroom for link and worksheet. 2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 37Teacher 1
What is the best way to prevent crime?
1. Wider reading: broken windows article 2. Evaluate the effectiveness of each strategy: http://www.popcenter.org/25techniques/ 3. Create a summary table evaluating left and right realist strategies for crime prevention
Teacher 2
Are religions and ideologies the same?
1. Research activity. Identify 1 mainstream religion and 1 lesser known religion and consider what the ideology behind the beliefs could be. Prepare to present your findings in class.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 38Teacher 1
How much can sociologists tell us about control and punishment?
1. Watch video: https://www.youtube.com/watch?v=_hX1r2Tbv5g and answer questions 2. Plan: Applying material from Item B and your knowledge, evaluate sociological contributions to our understanding of crime prevention and control. 30 marks 3. Answer: Plan: Applying material from Item B and your knowledge, evaluate sociological contributions to our understanding of crime prevention and control. 30 marks
Teacher 2
What is science?
Pre lesson 1. Watch crash course on Popper video. Write an outline of Popper’s explanation of science. https://www.youtube.com/watch?v=-X8Xfl0JdTQ
Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Week 39Teacher 1
What have we learnt this year and can we demonstrate it?
Assessment week
Create a mindmap about all of the sociological perspectives: include all sociologists and evaluation
Teacher 2
Is science a belief system?
1. Answer quick check question page 65 textbook.2. Make sure you have clear and correct notes on the topics covered in class. Ensure you can define all key terms used in the lessons
Year 2 Outline
In addition to the formal assessment dates below you will be expected to answer one extended question at least every two weeks
AssessmentWeek 1Teacher 1 Crime and deviance
Why are the working class represented so highly in official crime statistics? Part 1: Why might the working class commit more crime? Part 2: How are the working class treated by those in power?
Teacher 2 Beliefs in society
Functions of religion: Durkheim
Week 2
Teacher 1
How are the higher classes treated by the criminal justice system?Why are some social groups more likely to be victims of crime?
Teacher 2 Functions of religion:Mailnowski, Parsons, Bellah
Week 3
Teacher 1 How do victimologists explain the patterns of victimisation?
What is the impact of globalisation on crime?How has globalisation affected the way crime is organised?
Teacher 2 Marxist explanations of religion
Week 4Teacher 1 How has globalisation affected capitalism and what
affect has this had on crime?
What is green crime?Why do green crimes occur?
Teacher 2 Feminist explanations of religion
Week 5Teacher 1 Should all harm to the environment be criminalised? Assessment 1: 4 mark, 6 mark
and 30 mark- exam conditions Teacher 2 Is religion as a force for social change?Week 6Teacher 1 What state crimes have been committed?
Why is state crime such a problem? Why is state crime difficult to define?
Teacher 2 Is religion as a force for social change? Assessment 1: 10, 10,20 mark question- exam conditions
Week 7Teacher 1 How much harm is caused by state crime?
Why is state crime possible?Teacher 2 Religion and social protest
Week 8
Teacher 1 How does the media represent crime?What are the negative consequences of the way the media represents crime?Are there any positive effects of the way the media represents crime?
Teacher 2 Religious organisations 1
Week 9Teacher 1 What should governments do to prevent crime?
What is the purpose of prison?Does prison work? Are there any alternatives?
Assessment 2: 4 mark, 6 mark, 30 mark questions- exam conditions
Teacher 2 Religious organisations 2
Week 10Teacher 1 Theory and Methods:
Why do positivists think that sociology can be, and is a science?Why do interpretivists think that sociology cannot and should not be a science?
Teacher 2 Religious organisations 3
Week 11Teacher 1 Does Popper argue that sociology can be a science?
Does Khun think sociology is a science?Who are realists and what do they say about sociology as a science?
.
Teacher 2Secularisation 1
Assessment 2: 10, 10 , 20 mark questions- exam conditions
Week 12Teacher 1 How might values influence sociological research?
Why do some sociologists argue sociology can and should be value free? Why should we have values in sociology?
Teacher 2Secularisation 2
Week 13Teacher 1 How does society function?
How does functionalism explain social change? What are the problems with functionalism?
Teacher 2Secularisation 3
Week 14Teacher 1 Who was Karl Marx and what did he say?
How did Gramsci build on Marx’s ideas? How did Althusser develop Marx’s ideas? Which strand of Marxism is most useful when explaining society?
Teacher 2 Globalisation 1
Week 15Teacher 1 What do the different strands of feminism argue?
How useful are the different strands of feminism in explaining contemporary issues?Which strand of feminism is most useful?
Assessment 3: 2x 20 mark questions- exam conditions
Teacher 2Globalisation 2
Week 16Teacher 1 Are we responsible for the structure of society?
How are symbols used to construct society? (Symbolic interactionalism)What symbols and meanings are involved in the labelling process?
Teacher 2 Globalisation 3
Week 17Teacher 1 Is the world a stage and are we merely players?
(Goffman and the dramaturgical approach)How do shared meanings contribute to social order?
Teacher 2 Education revision Assessment 3: 10, 10, 20 mark questions- exam conditions
Week 18Teacher 1 Can structure and action work together?
Is society based on structure or agency?Teacher 2 Education revision Week 19Teacher 1 What different eras have characterised society?
How do postmodernists explain society? What are the links between postmodernism, identity and consumption?
Teacher 2 Education revision Week 20Teacher 1 Why do some sociologists argue we are still in a
period of modernity?
Can and should sociology impact on social policy?What is the link between social theories and social policy?
Assessment 4: 2X 20 mark questions- exam conditions
Teacher 2 Education revision
Week 21Teacher 1 Are positivist methods useful?
Are interpretivist methods useful?How else do theories impact methods?
Teacher 2 Families revision Assessment 4: Education, 10, 30 marks questions-exam conditions
Week 22Teacher 1 What are the debates within theory and methods?Teacher 2 Families revision
Week23Teacher 1 Crime and Deviance revisionTeacher 2 Families Assessment 5: 2X 10 mark, 20
mark questions-exam conditions
Week 24Teacher 1 Theory and methods revisionTeacher 2 Research methods revision
Week 25Teacher 1 Theory and methodsrevisionTeacher 2 Research methods revisionWeek 26Teacher 1 Crime and deviance revision Assessment 5: 10, 20 mark
questions (paper 1 theory and methods)- exam conditions
Teacher 2 Beliefs revision
Week 27Teacher 1 Crime and deviance revision
Teacher 2 Beliefs revision Week 28Teacher 1 Crime and deviance revision Teacher 2 Beliefs revision Week 29Teacher 1 Theory and methods in context revision
Teacher 2 Research methods
Week 30Teacher 1 Theory and methods in context revision
Teacher 2 Research methods revision
Websites and social media
For general knowledge information: http://www.bbc.co.uk/news For all course-specific help (e.g. exam papers, syllabus, mark schemes
etc.): http://web.aqa.org.uk/qual/gce/science/sociology_a_materials.php?id=03&prev=03
For useful news and specific sections on education and the family guardian.co.uk The most recent government statistics can be found
here statistics.gov.uk/default.asp For the latest education policies education.gov.uk Recent research about poverty and inequality jfr.org.uk Recent education research www.suttontrust.com s-cool.co.uk/a-level/sociology – for revision. alevelsociology.co.uk – for revision. sociology.org.uk – sociology website designed for students at GCSE and A Level Sociology review (copies available in the library and through your teachers) There are a number of useful textbooks. The sociology department has a number of
books which you may use after school and during non-contact time.
Twitter feeds to follow:
@TheSocReview – Up to date contemporary and empirical evidence @rssellhaggar – Sociology teacher who posts lots of useful articles @SociologyinPics – What it says on the tin – cartoon pictures linked to sociology @BrowneKen – Publisher of sociology text books, tweets lots of useful articles @britsoci – The British Sociological Association – latest research @ons – Office of National Statistics @jrfemma – Joseph Rowntree Foundation, UK social research charity @theipaper – Quick accessible news @ippr – Institute for Public Policy Research @bbcquestiontime – weekly debates around current affairs @BBCnews – BBC news @SocMobAPPG – All part parliamentary group, investigating social mobility
Reading List
Sociology for AQA Volume 1 and 2: 2nd Year A Level by Ken Browne
AQA Sociology for A Level Book 1 and 2 by David Bown and Laura Pountney
AQA A Level Sociology Student Book 1 and 2: 4th Edition by Steve Chapman
Revision guides:
Succeed at A Level Sociology Book One by Robb Webb and Keith Trobe
Succeed at A Level Sociology Book Two by Robb Webb and Keith Trobe
Aiming High?
Sociology Themes and Perspectives by Michael Haralambos and Martin Holborn
Sociology by Anthony Giddens
“Dead White Men and Other Important People: Sociology’s Big Ideas” by Fevre and Bancroft
Other interest:
Chavs: The Demonization of the Working Class by Owen Jones (2010) The Establishment: And How They Get Away With It by Owen Jones (Paperback –
2015) Social Class in the 21st Century by Mike Savage (2015) The Sociology Book (Big Ideas) by Alexandra Beeden (2015) Freakonomics: A Rogue Economist Explores the Hidden Side of Everything by Steven
D. Levitt and Stephen J. Dubner (Paperback – 18 Jun 2007) Bad Science: Ben Goldacre
Topic specific reading and watching list:
Topic Books Films/TV
Education
To Miss with Love by Katharine Birbalsingh (2011)
Wasted: Why Education Isn’t Educating by Frank Furedi (2009)
Dangerous Minds Educating Cardiff/ Yorkshire/
Essex/ The East End
Family
They F*** You Up: How to Survive Family Life by Oliver James (2006)
Cherie Gets Married Back in Time for Dinner
Beliefs
The Cult Files: True Stories from the Extreme Edges of Religious Belief
Things Fall Apart Chinua Achebe The God Delusion Richard
Dawkins
Dogma
Crime and Deviance
The Corner: A Year in the Life of an Inner-city Neighbourhood
The Wire Quadrophrenia
David Simon In search of respect: selling crack
in El Barrio. Phillipe Bourgois
One flew over the cuckoo’s nest (labelling theory)
IAG links:
University Rankings for 2018 (Guardian University guide)
1. University of Cambridge2. University of Bath3. University of Sheffield4. University of Edinburgh5. University of Manchester6. University of Warwick7. Bournemouth University 8. Lancaster University 9. University of Leeds10. Brunel University of London
CareersSome common careers following a sociology degree:
Advice worker. Community development worker. Family support worker. Further education teacher. International aid/development worker. Social researcher. Social worker. Youth worker.
