GCSE Sociology Unit 1 i n detail Principal Examiner Janis Griffiths

1. GCSE SociologyUnit 1 in detailPrincipal ExaminerJanis Griffiths

2. Question 1 • A few confusions with the choice of words, mostly fine • In another year, may well ask as a question... ‘Which term means ...’

3. Question 2 • Managed a) and b) • With c) answers not always developed to show meaning. ‘Explain ...’ indicates that development is required. • Answers to d) not always offering one thing and explanations not always social or developed. Usually found 1 mark.

4. Question 3 • Answers to a) and b) fine. • Answers to c) often biological in the ‘men are stronger and more fit’ despite the clue in the item. Was this actually read? • Question d) challenged because it required a focus on socialisation as applied to sport. New AO3 of context.

5. Question 3 continued • Many did not read the question; it was extension for the better candidates. • Appropriate plan • State method • Statement • Develop methodological point or contextualise to the scenario

6. Question 4 • Questions a) and b) offered limited challenge. • Large numbers of candidates vague on sanctions.

7. Question 4 continued • Answers to d) were either very good or weak. • We may offer cues in future exams. • Use of technical language sought and often found – though not always accurately • Same or very similar point was made twice and it was difficult to award for both answers

8. Question 4 (e) and (f) • These were differentiating questions. • (e) Many wrote perfectly sensible open questions – others were leading, double questions or closed questions. • Most were not sure of the purpose of a pilot study (f)even if they knew what it was

9. Question 5 • Poorly handled by many. • Often defined Agency in terms of ‘place where socialisation takes place’

10. Question 5 continued • (b) was deliberately challenging, and many found healthy eating, hard work or discipline for 1 mark. • The problem is that they were defined in terms of normal behaviour and not in terms of a value or principle underlying behaviour.

11. Question 5 (c) • The question required an explanation of the difference betweentwo forms of socialisation. • A clear statement of difference was therefore needed. • Many thought primary socialisation stopped at a precise age, and then secondary socialisation kicked in.

12. Question 5 (d) • Much confusion between how and why. • A simple answer explaining what schools may do, with examples: books, actions of teachers, rules, discipline would all have sufficed. • Many talked about how schools offered opportunities for children to talk to each other or looked at need to maintain order

13. Question 6 • Gender stereotypes identified • (b) limited answers repeating basic stuff about advertising • Some lack of clarity as to meaning of media • (e) not handled well. Often only one point or five. Repetitive and not concerned with process.

14. Options: Unit 1 Rule of thumb for marks for a C grade 6/10 6/10 12/20 In practice, C grades could be achieved with lower marks if section A was done well

15. Question 7 • Some good candidates ‘over-thought’ the answer and wrote a lot of theory which could not be credited • Some vagueness as to the meaning of cohabitation and in many cases, no attempt to define or explain. • Very few explained what the changes to divorce rates actually are – this is a good introductory paragraph as well. Otherwise, well rehearsed and clear answers.

16. Question 8 • Considerable lack of clarity on this – generally they were vague or out of date • This was often done well, though personal rather than thinking about social advantage of private education. • This was more challenging than intended – they struggled with ideas. Those who caught on that they could compare and contrast middle class with working class children did well. Rote learners died on their feet!

17. Question 9 • Some vagueness as to what the media actually are. Answers tend to be technical rather than talking about the medium • Generally handled really well • Mostly stereotyped and limited trek through a couple of media forms such as soap operas and magazines and rather dated. Limited reference to body image or changing stereotypes.

18. Question 10 • Usually fairly well handled – over reliance on football • Not badly done either, but personal rather than social • Again, getting over the reliance on football, not badly done. Tendency to focus on personal rather than social – noting to ‘get fit’ without mentioning that fitness is desirable in terms of body shape and image. Probably not attempted by many centres.

19. Option Questions (a) answers • Focus on description • May not always be a simple two part split.

20. Option Questions (b) answers • Lists will work here. • Explain the meaning of the term. • Make a point and offer development and/or an example

21. Option Questions (c) answers • This is an essay. • It needs standard, if short, essay structure. • There needs to be careful reading of questions, paying attention to how and why • It needs a little practice to get the good grades

22. Strategies • Learn the key terms • Keep answers in section A short and focused. • If there is confusion, go back later and check. • Develop, exemplify and explain points where necessary

23. For further information, please contact the subject officer at the WJEC Joanna Lewis 245 Western Avenue Cardiff CF5 2YX joanna.lewis@wjec.co.uk