KS4 Curriculum Overview: Sociology...

KS4 Curriculum Overview: Sociology GCSE

Core aims of the subject at Key Stage 4 – Sociology GCSE (2 years) To provide a broad and balanced curriculum, and learning experience, that develops a solid foundation of contextual knowledge and sociological skills that are applicable

to other subjects. Students will develop their knowledge and understanding of the sociology of families; the sociology of education; relevant areas of social theory and

methodology; the sociology of crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology.

Trips and visits

Assessment Internal form ative assessm ents

Students will be given a wide range of opportunities to apply their psychological knowledge, skills and concepts of the world through multiple choice, short answer and

extended writing questions. Over time, their performance will determine a grade based on the core principles of GCSE Sociology.

External summ ative assessm ents

There will be 2 examined assessments at the end of Year 11:

Paper 1: The sociology of families and education (1 hour 45 minutes, 50% of GCSE)

Paper 2: The sociology of crime and deviance and social stratification (1 hour 45 minutes, 50% of GCSE)

Homework Students are set homework once a fortnight to embed and master the learning undertaken in lessons through a variety of activities.

Clubs and/or intervention Knowledge recall quizzes are used to improve long-term memory of sociological concepts, theories and studies. Revision packs and guidance in addition to notes are

available in the run-up to internal assessments and exams. Repetition of work to ensure mastery of the PEEL/GRAVEDS/SCOPA structures are embedded throughout

the course.

Parental/Carer support Review students learning in folders in order to aid revision for knowledge recall quizzes; work through additional assessments given in class notes and text books;

encourage students to watch or read about the theories and concepts learned about on the course and apply this to their own context e.g. , GCSE Sociology BBC

Bitesize. Ongoing assessment revision and testing to assess students on the content included within their knowledge folder and assessment books to ensure long term

memory recall.

Helpful sources of information Details of the specification can be found at: http://www.aqa.org.uk/subjects/sociology/gcse/sociology-8192

SOW for text book support and guidance; AQA website.

Year 10 Overview – Sociology GCSE

2019-2020

Term Knowledge Assessment Connections to learning Connections to future

pathways

Autumn

1

The Sociology of the Fam ilies and Education (Paper 1) and relevant areas o f social theory and m ethodology

Students will be expected to draw on knowledge and understanding of the entire course of study to show a deeper understanding of these topics of the sociology of

families; the sociology of education and relevant areas of social theory and methodology.

➢ Theory and methods

debates within sociology

including conflict versus

consensus

• how sociological

knowledge and ideas

change over time and

how these ideas inform

our understanding of

the social world

• the contextualised

work (a sense of time

and place) of key

classical sociologists

Durkheim, Marx and

Weber referencing both

their view of the world

➢ Approach - Assessment to

contain skill application from

specification focused on exam-

based questions. These are

multiple choice questions

followed by a range of short and

extended responses.

➢ Purpose – to ensure all learners

are fully prepared for any

examination assessment within

family and methods sociology

that is likely to appear on the

exam paper for this topic.

➢ Homework within development

sociology will be set no more

➢ Learning skills

Topic knowledge, research,

communication, analysis, teamwork and

cross-cultural understanding.

➢ Knowledge

Demonstrate knowledge of sociological

ideas.


concepts and methods.

➢ Application

Apply knowledge and understanding

of sociological ideas.


of sociological concepts and methods

➢ Careers

Level 3

A level Sociology

Combinations:

English Literature English Language

Law.

BTEC Heath and Social Care Applied

Psychology Forensic Psychology

Government and Politics.

➢ Degrees

Sociology; Legal; social and welfare field;

business; HR and finance; childcare; health

and education; journalism; research; civil

service.

➢ Apprenticeships

http://www.aqa.org.uk/subjects/sociology/gcse/sociology-8192

and their contribution

to the

development of the

discipline

• different sociological

perspectives on social

structures, social

processes and social

issues, including those

informed by: feminism,

functionalism,

interactionism and

Marxism as specified in

the topics listed below

and key arguments

(identified through

reading and responding

to extracts from key

sociological texts.

• the interrelationship

between the core areas

of sociology

• how to use sociological

research methods as

outlined in the topics

and how they apply in

the specified contexts ie

families, education,

crime and deviance,

social stratification.

Teachers may

encourage their

students to undertake

small-scale research

projects in order to

develop their

understanding of the

practical difficulties

faced by the sociologists

working in the field

than once per week pending

homework requirements in

terms of individual learning

needs for exam preparation.

This will incorporate assessment

based learning in addition to

task based learning to ensure

understanding of topic material.

➢ Learners understanding will be

bench marked against

specification standards for all

areas within family sociology in

preparation for outcomes of

exam based assessment.

➢ Practical research

When carrying out practical research

activities, students will manage

associated risks and use information

and communication technology (ICT).

➢ Analysis and evaluation

Analyse sociological information,

ideas, processes and procedures.

Evaluate sociological information,

ideas, concepts and methodology.

Make judgements and draw

conclusions.

➢ Synoptic skills

Develop an understanding of the

interrelationships between the core

concepts and theories (Marxism,

Feminism and Functionalism) and the

key methodological components of

sociological research

➢ Prior learning KS3 history, learning

skills and revision techniques

Mathematical skills

RSE – 2c; 2d; 2f; 3 (criminal aspects);

HE - na

SMSC – 2a; 2c; 3c; 4;

Programmes in housing, human resources,

teaching and health and social care.

➢ Professions

Legal; social and welfare field; business; HR

and finance; childcare; health and

education; journalism; research; civil

service; NHS

➢ Future learning

Crime and deviance and Stratification

• key sociological terms

and concepts concerned

with social structures,

social processes and

social issues and the

explanation of social

phenomena including

society, socialisation,

norms, values, roles,

labelling, discrimination,

power and authority.

➢ Research methods

Understand objectives for

methods within the context

of sociological research;

• demonstrate an


process of research

design for a specific area

of research, including

practical difficulties and

ethical issues

• identify, describe and

explain various methods

and methodological

issues

• identify and explain the

advantages and

disadvantages, strengths

and weaknesses of a

particular method for a

specific area of research

• demonstrate an


relevance and

usefulness of various

primary and secondary

sources for a specific

area of research

• demonstrate the ability

to interpret data

presented in a variety of

forms.


Assess the usefulness of

different types of data,

including qualitative and

quantitative data, and official

and nonofficial statistics.

Describe and explain primary

and secondary sources of

data.

• Demonstrate the ability

to interpret data from

graphs, diagrams, charts

and tables to discern

patterns and trends in

statistical data.

➢ The sociology of families

• Identify, describe and

explain the functions of

families according to

sociological

perspectives. Students

should know the core

features of the theory,

supporting evidence,

key thinkers, and the

strengths/weakness of

each explanation of the

functions of family;

➢ Describe, compare and

contrast and evaluate a

variety of sociological

perspectives on the

functions of families.

• Students should know

the theoretical

explanations for family

functions (Marxism,

Functionalism,

Feminism, New Right),

including

strengths/weaknesses.

➢ Students should specifically

know functionalist views

from Murdock’s sexual,

reproductive, economic and

educational functions, and

Parsons functionalist

perspective on primary

socialisation and the

stabilisation of adult

personalities.

Autumn

2

The Sociology of the Fam ilies and Education (Paper 1) and relevant areas o f social theory and m ethodology




• Describe and explain the

processes involved in

research design, including

the establishment of

appropriate aims and

relevant hypotheses, the

use of pilot studies, the

selection of appropriate

sampling methods and the

analysis of data.







extended

responses.



➢ Learning skills




➢ Knowledge


ideas.



➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees

• Demonstrate the ability to

interpret data from graphs,

diagrams, charts and tables

to discern patterns and

trends in statistical data.

➢ The Sociology of Families


explain various family

forms. Students should

know the various family

forms, including; nuclear,

extended, reconstituted, l

one parent, single sex;

beanpole.

• Describe, compare, and

contrast the various family

forms. Students should

know the work of the

Rapoports on family

diversity.

• Evaluate theoretical

explanations of various

family forms in the UK and

globally. Students should

know how family forms

differ in the UK and within

a global context. Students

should know the

theoretical of explanations

for family forms (Marxism,

Functionalism, Feminism,

New Right), including



explain different views of

conjugal role relationships.

Students should know joint

and segregated conjugal

roles and the domestic


family and methods sociology

that is likely to appear on the

exam paper for this topic.





terms of individual learning needs

for exam preparation. This will

incorporate assessment based

learning in addition to task based

learning to ensure understanding

of topic material.




areas within family sociology in



➢ Application




of sociological concepts and

methods












conclusions.

➢ Synoptic skills







Prior learning KS3 history,learning skills

and revision techniques

Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;




service.

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning


division of labour in both

traditional and

contemporary families.

• Describe, compare, and

contrast different views of


Students should know

specifically the feminist

perspective of Oakley on

the idea of the conventional

family. Students should

know the issues that impact

on conjugal role

relationships within the

contemporary family,

including decision making,

money management, dual

career families, child rearing

and leisure activities.

• Evaluate different

theoretical views of


Students should know the

theoretical explanations for

conjugal role relationships

(Marxism, Functionalism,


including


Spring

1

The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodolog y



➢ The Sociology of Education

Implicit content

- debates within sociology


consensus


knowledge and ideas




the social world



and place) of key


Durkheim, Marx and

Weber referencing both

their view of the world

and their contribution

to the development of

the discipline



structures, social




functionalism,

interactionism and



and key arguments

(identified through



sociological texts.



of sociology







extended responses.




education sociology that is likely

to appear on the exam paper for

this topic.








based learning in addition to task

based learning to ensure





areas within education sociology

in preparation for outcomes of


➢ Learning skills




➢ Knowledge


ideas.



➢ Application

Apply knowledge and understanding of

sociological ideas.


sociological concepts and methods







Analyse sociological information, ideas,

processes and procedures.

Evaluate sociological information, ideas,

concepts and methodology.


conclusions.

➢ Synoptic skills







➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees




service.

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning



research methods as



the specified contexts ie

families, education,

crime and deviance,


Teachers may

encourage their




develop their



faced by the sociologists



and concepts

concerned with social

structures, social


issues and the


phenomena including





➢ Education Roles and

functions of education

Content

• Different views of the

role and functions of

education.

• The functionalist

perspective of

Durkheim on education

Prior learning KS3 history,learning skills

and revision techniques

Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;

as the transmission of

norms and values and

Parsons on achieved

status and the

operation of schools on

meritocratic principles.

➢ Students should be able to:



education including

serving the needs of the

economy, facilitating

social mobility and

fostering social

cohesion

• identify and describe a

variety of different

types of school

including primary and

secondary, state and

private

• describe alternative

forms of educational

provision including

home schooling and

deschooling

• describe, compare and

contrast a variety of

sociological

perspectives on these

issues (functionalist,

feminist and Marxist)

• describe the key ideas

of Durkheim on

education


of Parsons on

education.

➢ The relationship between

education and capitalism

Content


correspondence

principle on the

relationship between


as developed from a

Marxist perspective by

Bowles and Gintis.



of Bowles and Gintis on




alternative sociological

perspectives on the

correspondence

principle.

➢ Educational achievement

Content

• Factors affecting

educational

achievement. The work

of Halsey on class-based

inequalities and Ball on

parental choice and

competition between

schools.

➢ Processes within schools

Content

• Processes within

schools affecting

educational


of Ball on teacher

expectations and Willis

on the creation of

counter school cultures.



explain various

processes within

schools affecting

educational

achievement including,

streaming, setting,

mixed ability teaching,

labelling and the self

fulfilling prophecy



sociological


issues (interactionist,

functionalist, feminist

and Marxist)


of Ball on teacher

expectations


of Willis on the

creation of counter

school cultures


• Describe and explain

qualitative and

quantitative methods

(questionnaires,

interviews,

observations) and

assess the value,

application, and

strengths and

weaknesses of different

methods. Assess the

usefulness of a mixed

methods approach.






statistical data.

➢ The sociology of families


explain changing

relationships within

families and related

issues. Students

should know how


families have changed

over time, including

preindustrial,

industrial and

contemporary/modern

families; and Wilmott

and Young’s stages of

family, their concept

of the symmetrical

family and the

principle of stratified

diffusion.

• Describe, compare,

and contrast changing


families and related

issues. Students

should know

contemporary family

related issues,

including the quality of

parenting, the

relationships between

teenagers and adults,

care of the disabled/

elderly and arranged

marriage.



changing relationships

within families and

related issues.


the sociological

perspectives about

changing relationships

within families

(Marxism,

Functionalism,


including


Spring

2

The Sociology of the Fam ilies and Education (Paper 1) and relevant areas of social theory and m ethodology




Roles and functions of

education

Content





➢ Learning skills


communication, analysis, teamwork

and cross-cultural understanding.

➢ Knowledge

➢ Careers

Level 3

A level Sociology

Combinations:


Law.



education.


perspective of


as the transmission of

norms and values and

Parsons on achieved

status and the



➢ Students should be able

to:



education including

serving the needs of

the economy,

facilitating social

mobility and fostering

social cohesion



types of school



private



provision including

home schooling and

deschooling



sociological






extended

responses.






this topic.

















Demonstrate knowledge of

sociological ideas.


sociological concepts and methods.

➢ Application
















conclusions.

➢ Synoptic skills







Prior learning KS3 history,learning


Mathematical skills


HE - na




➢ Degrees




service.

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning



of Durkheim on

education


of Parsons on

education.



Content


correspondence

principle on the



as developed from a


Bowles and Gintis.








perspectives on the

correspondence

principle.


Content


educational

achievement.

• The work of Halsey on

class-based inequalities

and Ball on parental

choice and competition

between schools.

SMSC – 2a; 2c; 3c; 4;



explain various factors

affecting educational

achievement including

class, gender and

ethnicity



sociological





of Halsey on class-

based inequalities


of Ball on parental


between schools.


Content


schools affecting

educational


of Ball on teacher


on the creation of




explain various

processes

within schools affecting

educational


streaming, setting,


labelling and the self

fulfilling prophecy



sociological


issues (interactionist,


and Marxist)


of Ball on teacher

expectations


of Willis on the

creation of counter

school cultures.

Co


• Describe and explain

qualitative and

quantitative methods

(questionnaires,

interviews,

observations) and

assess the value,

application, and

strengths and

weaknesses of different

methods. Assess the

usefulness of a mixed

methods approach.






statistical data.

➢ The sociology of

families


explain criticisms of the

family in contemporary

society.

• Students should know

different criticisms of

families in

contemporary society,

including isolation and

unrealistic idealisation,

loss of traditional

functions, lack of

contact with wider

kinship networks, the

status and role of

women within families,

marital breakdown,

dysfunctional families.

➢ Describe, compare, and

contrast criticisms of

the family in

contemporary society.

Students should

specifically know the

work of Zaretsky on

developments in

families from a Marxist

perspective. Students

should specifically know

Delphy and Leonard’s

feminist critique of

families.

➢ Evaluate different

theoretical criticisms of

the family in

contemporary society.


the theoretical

criticisms of families,

(Marxism,

Functionalism,


including


Summer

1






education

Content



education.


perspective of Durkheim

on education as the

transmission of norms

and values and Parsons on

achieved status and the






education including









extended

responses.






this topic.







➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Application






When carrying out practical

research activities, students will

manage associated risks and use

information

➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees




service.

➢ Apprenticeships



➢ Professions

social mobility and

fostering social

cohesion



types of school



private



provision including

home schooling and

deschooling



sociological perspectives

on these issues

(functionalist, feminist

and Marxist)


of Durkheim on

education


of Parsons on

education.



Content


correspondence

principle on the



as developed from a


Bowles and Gintis.












and communication technology

(ICT).







conclusions.

➢ Synoptic skills







Prior learning KS3 history,learning


Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;




service; NHS

➢ Future learning








perspectives on the

correspondence

principle.


Content


educational




parental choice and

competition between

schools.






class, gender and

ethnicity




on these issues


and Marxist)



inequalities


of Ball on parental


between schools.


Content


schools affecting

educational


of Ball on teacher


on the creation of




explain various

processes

within schools affecting

educational achievement

including, streaming,

setting, mixed ability

teaching, labelling and

the self fulfilling

prophecy



sociological


issues

(interactionist,


and

Marxist)


of Ball on teacher

expectations


of Willis on the

creation of counter

school cultures.

Conte

➢ Identify, describe and

explain changes in the

pattern of divorce in

Britain since 1945 and the

consequences of divorce

for family members and

structures. Students

should know the pattern

of divorce in Britain since

1945 using relevant

statistical data and the

reasons for the rise in

divorce since 1945,

including changes in the

law, changes in social

attitudes and values,

secularisation, changes in

the status of women in

society

➢ Describe, compare, and

contrast changes in the

pattern of divorce in

Britain since 1945 and the




should know the


for family members

(husband and wife,

children and extended

family) and the increase in

the numbers of lone

parent families.



divorce and the




should know the


on issues of divorce and

its consequences

(Marxism, Functionalism,


including


Summer

2






education

Content



education.


perspective of Durkheim

on education as the

transmission of norms

and values and Parsons on

achieved status and the








followed by a range of short

and extended

responses.

➢ Purpose –

To ensure all learners are fully

prepared for any examination

assessment within education

sociology that is likely to appear

on the exam paper for this topic.

➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Application





➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees


business; HR and finance; childcare;

health and education; journalism;

research; civil service.




education including



social mobility and

fostering social cohesion


variety of different types

of school including

primary and secondary,

state and private

• describe alternative forms

of educational provision

including home schooling

and deschooling




on these issues

(functionalist, feminist and

Marxist)

• describe the key ideas of



Parsons on education.



Content


correspondence principle

on the relationship

between education and

capitalism as developed

from a Marxist

perspective by Bowles

and Gintis.

Homework within development

sociology will be set no more than

once per week pending

homework requirements in terms

of individual learning needs for

exam preparation.






bench marked against specification

standards for all areas within

education sociology in preparation

for outcomes of exam based

assessment.












conclusions.

➢ Synoptic skills







➢ Prior learning KS3 history,learning


Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning




Bowles and Gintis on





perspectives on the

correspondence principle.


Content


educational

achievement. The work of

Halsey on class-based


parental choice and

competition between

schools.






class, gender and

ethnicity




on these issues


and Marxist)



inequalities


of Ball on parental


between schools.


Content


schools affecting

educational


of Ball on teacher


on the creation of




explain various

processes within

schools affecting

educational


streaming, setting,


labelling and the self-

fulfilling prophecy




on these issues

(interactionist,


and Marxist)


of Ball on teacher

expectations


of Willis on the creation

of counter school

cultures.

Co


• Practical issues in


that impact on research

methodology choices, to

include;

• Time and Money

• Requirements of

Funding Bodies

• Personal skills and

characteristics

• Subject matter

• Research opportunity

➢ Ethical issues in sociological

research as outlined by the

British Sociological Association

to include;

• Informed Consent

• Confidentiality and

Privacy

• Effects on Research

participants

• Vulnerable groups

• Convert Research

➢ Theoretical issues in

sociological research to

include;

• Validity

• Reliability

• Representativeness

Methodological Perspective

to include;

• Positivism

• Interpretivism

Theoretical Perspective to

include;

• Micro and Macro

approaches

• Structural and

Individualism.

Year 11 Overview

2019-2020

Term Knowledge Assessment Connections to learning Connections to future

pathways

Autumn

1

The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas o f socia l theory and m ethodology


crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology.

➢ The Sociology of Crime and

Deviance

Implicit content



consensus


knowledge and ideas



our understanding of the

social world

• the contextualised work

(a sense of time and

place) of key classical






followed by a range of short

and extended responses.

➢ Purpose –

to ensure all learners are fully


assessment within crime

sociology that is likely to

appear on the exam paper for

this topic.

➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Application



➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees




service.

sociologists Durkheim,

Marx and Weber

referencing both their

view of the world and

their contribution to the

development of the

discipline



structures, social




functionalism,

interactionism and



and key arguments

(identified through

reading and responding to

extracts from key

sociological texts.



of sociology


research methods as

outlined in the topics and

how they apply in the

specified contexts ie

families, education, crime

and deviance, social

stratification. Teachers

may encourage their




develop their


practical difficulties faced

➢ Homework within

development sociology will be

set no more than once per

week pending homework

requirements in terms of

individual learning needs for

exam preparation. This will


learning in addition to task


understanding of topic

material.




areas within crime sociology in





methods


When carrying out practical

research activities, students will

manage associated risks and use

information


(ICT).







conclusions.

➢ Synoptic skills







➢ Prior learning Sociology of family,

sociology or education, research

methodology, learning skills and

revision techniques

Mathematical skills


HE – na

SMSC – 2a; 2c; 3c; 4;

➢ Apprenticeships

Programmes in housing, human

resources, teaching and health and social

care.

➢ Professions

Legal; social and welfare field; business;

HR and finance; childcare; health and


service; NHS

➢ Future learning

A level Sociology, Politics, Law, History,

Economics

by the sociologists








phenomena including






Deviance Social construction

of crime and deviance

Content

The social construction of

concepts of crime and

deviance and explanations of

crime and deviance.

• The work of Merton on

the causes of crime from

a functionalist perspective

and Becker from an

interactionist perspective.



explain various

sociological

explanations of crime

and deviance including

anomie, labelling,

structural theories,

subcultural theories and

interactionist theory

• explain the social

construction of


deviance



sociological

perspectives on the

social construction of

crime and deviance

(interactionist,


and Marxist)


of Merton on the

causes of crime


of Becker on the causes

of crime.

➢ Social control

Content

Formal and informal methods

of social control.

• The work of Heidensohn

on female conformity in

male dominated

patriarchal societies.



explain formal and

informal methods of

social control including

unwritten rules and

sanctions



sociological


control (interactionist,


and Marxist)


of Heidensohn on

female conformity.

➢ Criminal and deviant

behaviour

Content


criminal and deviant

behaviour and ways in

which criminal and

deviant behaviour have

generated public

debate.

• The work of Albert

Cohen on delinquent

subcultures and Carlen

on women, crime and

poverty.



explain factors affecting


behaviour including

social class, gender,

ethnicity and age

• identify and describe

various public debates

over criminal and

deviant behaviour

including concerns over

violent crime,

sentencing, the

treatment of young

offenders, the prison

system and media

coverage of crime



sociological

perspectives on factors

affecting criminal and

deviant behaviour

(interactionist,


and Marxist)


of Albert Cohen on

delinquent subcultures


of Carlen on women,

crime and poverty.

➢ Data on crime

Content

The usefulness of the main

sources of data on crime, the

collection of official data on

crime, patterns and trends in

crime figures and the ‘dark

figure’.


• identify and describe the

main sources of data

on crime

• describe the pattern and

trends in crime figures

using relevant statistical

data

• explain the ‘dark figure’ of

crime (unreported

and unrecorded crime)




on the use of data on

crime (functionalist,

feminist and Marxist).


Embedding methodological

skills within the context of

sociological research;

• demonstrate an


process of research




ethical issues



and methodological issues


advantages and


and weaknesses of a



• demonstrate an


relevance and usefulness

of various primary and

secondary sources for a


• demonstrate the ability to

interpret data presented

in a variety of forms.

➢ Sociology of Social

Stratification different views

of the functionalist theory of




the functionalist theory of



explain the work of Davis

and Moore on social

stratification from a

functionalist perspective.


explain the functionalist

theory of stratification

(effective role allocation

and performance linked

to the promise of

rewards).

• Describe, compare and

contrast alternative

perspectives on

functionalist theory

(feminist and Marxist).


theoretical views, to

include the work of Davis

and Moore and

alternative perspectives

on functionalist theory

(feminist and Marxist).


Stratification different views

of socio-economic class.



socio-economic class.


explain socio-economic

class divisions in society.


explain the key ideas of

Marx on socio-economic

class.



Weber on socio-

economic class.




on socio-economic class


Marxist).



include the work of Marx

and Weber on

socioeconomic class and a


perspectives on socio-

economic class


Marxist).

Autumn

2

The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodology


crime and deviance; the sociology of social stratification and relevant areas of social theory and methodology


Deviance

Social construction of crime

and deviance

Content

The social construction of


deviance and explanations of

crime and deviance.

• The work of Merton on

the causes of crime from







extended

responses.

➢ Purpose –

➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees

a functionalist perspective

and Becker from an

interactionist perspective.



explain various

sociological explanations


including anomie, labelling,

structural theories,

subcultural theories and

interactionist theory

• explain the social

construction of concepts





on the social construction


(interactionist,

functionalist, feminist and

Marxist)


Merton on the causes of

crime


Becker on the causes of

crime.

➢ Social control

Content

Formal and informal methods

of social control.

• The work of Heidensohn

on female conformity in

male dominated

patriarchal societies.



assessment within crime



➢ Homework

Within development sociology

will be set no more than once

per week pending homework







of topic material.




areas within crime sociology in



➢ Application

Apply knowledge and

understanding of sociological ideas.

Apply knowledge and

understanding of sociological

concepts and methods












conclusions.

➢ Synoptic skills










revision techniques

Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;




service.

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning


Economics



explain formal and

informal methods of

social control including

unwritten rules and

sanctions




on social control

(interactionist,


Marxist)


Heidensohn on female

conformity.

➢ Criminal and deviant

behaviour

Content

Factors affecting criminal and

deviant behaviour and ways in

which criminal and deviant

behaviour have generated

public debate.

• The work of Albert

Cohen on delinquent

subcultures and Carlen

on women, crime and

poverty.





behaviour including social

class, gender, ethnicity

and age

• identify and describe

various public debates

over criminal and deviant

behaviour including

concerns over violent

crime, sentencing, the

treatment of young

offenders, the prison

system and media

coverage of crime




on factors affecting


behaviour (interactionist,


Marxist)


Albert Cohen on

delinquent subcultures


Carlen on women, crime

and poverty.

➢ Data on crime

Content

The usefulness of the main

sources of data on crime, the

collection of official data on

crime, patterns and trends in

crime figures and the ‘dark

figure’.


• identify and describe the

main sources of data on

crime

• describe the pattern and

trends in crime figures

using relevant statistical

data

• explain the ‘dark figure’ of

crime (unreported and

unrecorded crime)




on the use of data on

crime (functionalist,






• demonstrate an


process of research




ethical issues



and methodological issues


advantages and


and weaknesses of a



• demonstrate an






• demonstrate the ability to

interpret data presented

in a variety of forms.

➢ Factors affecting life

chances



life chances including

social class, gender, race

and ethnicity, sexuality,

age, disability, religion and

belief.




on life chances


Marxist).



include the key ideas of

Devine on the idea of the

affluent worker and a


perspectives on life

chances (functionalist,



Stratification different

interpretations of poverty

as a social issue.


explain different

interpretations of poverty

as a social issue including,

the culture of poverty,

material deprivation, the

way in which

governments have

attempted to alleviate

poverty and

unemployment, the

impact of globalisation.

➢ Describe, compare and



on poverty (functionalist,




Townsend on relative

deprivation.



Murray on the underclass

including links to New

Right theories.



include the work of

Townsend on relative

deprivation and Murray

on the underclass and a


perspectives on poverty


Marxist).

Spring

1




➢ The Sociology of Social

Stratification

Implicit content



consensus


knowledge and ideas




social world





Marx and Weber




development of the

discipline



structures, social




functionalism,

interactionism and








extended

responses.




stratification and methods
















areas within stratification

➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Application
















conclusions.

➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees




service.

➢ Apprenticeships



➢ Professions




service; NHS

➢ Future learning


Economics


and key arguments

(identified through



sociological texts.



of sociology


research methods as







may encourage their




develop their



by the sociologists








phenomena including






sociology in preparation for

outcomes of exam based

assessment.

➢ Synoptic skills










revision techniques

Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;




• demonstrate an


process of research




ethical issues



and methodological

issues


advantages and


and weaknesses of a



• demonstrate an







to interpret data


forms.


Stratification different forms

of power and authority.


explain different forms of

power and authority

including traditional,

charismatic, rational-legal,

formal and informal

sources of power.




on power and authority


and Marxist)



Weber on power and

authority.



include the work of

Weber on power and

authority and a variety of


on power and authority


and Marxist).

Spring

2

The Sociology of the Crim e and Deviance and Socia l Stratification (Paper 2) and relevant areas of socia l theory and m ethodolo gy




Stratification

Implicit content



consensus







extended

➢ Learning skills




➢ Knowledge

➢ Careers

Level 3

A level Sociology

Combinations:


Law.


knowledge and ideas




social world





Marx and Weber




development of the

discipline



structures, social




functionalism,

interactionism and



and key arguments

(identified through



sociological texts.



of sociology


research methods as





responses.

➢ Purpose –



assessment within stratification

and methods sociology that is

likely to appear on the exam

paper for this topic.

➢ Homework










of topic material.







assessment.


sociological ideas.



➢ Application





methods






(ICT).







conclusions.

➢ Synoptic skills










revision techniques

Mathematical skills




➢ Degrees




service.

➢ Apprenticeships



➢ Professions


and finance; childcare; health and education;

journalism; research; civil service; NHS

➢ Future learning


Economics



may encourage their




develop their



by the sociologists








phenomena including









• demonstrate an


process of research




ethical issues



and methodological

issues


advantages and


HE - na

SMSC – 2a; 2c; 3c; 4;


and weaknesses of a



• demonstrate an







to interpret data


forms.


Stratification different

factors affecting power

relationships.


explain different factors

affecting power

relationships including

social class, gender,

sexuality, race, age,

disability, religion and

beliefs.




on power relationships


Marxist).



Walby on patriarchy.



include the work of

Walby on patriarchy and

a variety of sociological

perspectives on power

relationships


Marxist).

Summer

1





Stratification

Implicit content



consensus


knowledge and ideas




the social world



and place) of key


Durkheim, Marx and

Weber referencing







extended

responses.

➢ Purpose –



assessment within stratification

and methods sociology that is

likely to appear on the exam

paper for this topic.

➢ Homework

➢ Learning skills




➢ Knowledge


sociological ideas.



➢ Application


sociological ideas.


sociological concepts and methods


➢ Careers

Level 3

A level Sociology

Combinations:


Law.




➢ Degrees




service.

➢ Apprenticeships

both their view of the

world and their

contribution to the

development of the

discipline



structures, social




functionalism,

interactionism and



and key arguments

(identified through



sociological texts.



of sociology


research methods as



the specified contexts

ie families, education,

crime and deviance,


Teachers may

encourage their




develop their



faced by the










of topic material.







assessment.











conclusions.

➢ Synoptic skills










revision techniques

Mathematical skills


HE - na

SMSC – 2a; 2c; 3c; 4;



➢ Professions




service; NHS

➢ Future learning


Economics

sociologists working in

the field


and concepts

concerned with social

structures, social


issues and the


phenomena including









• demonstrate an


process of research

design for a specific

area of research,

including practical

difficulties and ethical

issues


explain various

methods and

methodological issues


advantages and


and weaknesses of a



• demonstrate an


relevance and

usefulness of various

primary and secondary

sources for a specific

area of research


to interpret data

presented in a variety

of forms.

➢ Revision

➢ Paper 1

The sociology of families

The Sociology of education

Relevant areas of social

theory and methodology

➢ Paper 2

The sociology of crime and

deviance

The sociology of social

stratification

Relevant areas of social

theory and methodology

See above criteria

➢

➢ Careers

See above criteria

➢ Future learning

See above criteria

2

KS4 Curriculum Overview: Sociology...

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Transcript of KS4 Curriculum Overview: Sociology...