Sociology
Statement of Intent
The purpose of Sociology is to give students a background to social factors affecting behaviour. They will become critical thinkers regarding whether different groups in society have equal life chances, using statistics and studies to support their views. Students will become global citizens by looking at differing cultures in terms of family structure and childhood, as well as globalisation in general. Sociology will also equip students for adult life - being able to make judgements about the value of information presented. Students will also be able to approach debate with respect, learning that society inherently advantages some groups over others.
Curriculum Map
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Topic |
Knowledge |
Skills |
Prior knowledge |
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Year 12 |
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Autumn 1 |
Family
Education |
Different family types Introduction to perspectives Changing family patterns Marriage, divorce, cohabitation
Class differences in educational achievement – cultural and material deprivation (external) vs internal factors (labelling, streaming, self fulfilling prophecy)
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Interpreting statistics Historical research How to write PEAE paragraphs How to use studies to critically evaluate theories How to answer the short mark questions How to structure 20 mark questions |
Reading and interpreting graphs and charts
Basic knowledge of the education system |
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Autumn 2 |
Family
Education
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Childhood – historical and global Gender roles in the family Demography
Ethnic differences in achievement – external vs internal factors Gender differences in educational achievement |
10 mark questions – how to do the analysis part How to answer “change” questions How to use statistics to come up with conclusions How to structure 30 mark questions |
Knowledge from geography about child poverty cross culturally
Knowledge from RS re: Islam traditions and how they can impact on family life |
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Spring 1 |
Family
Education |
Modernism vs postmodernism Families and Social Policy
Theorists perspectives on education Educational policies and inequality |
How to embed theory into answers to locate the argument in context How to use the item effectively |
Knowledge from Autumn term re: what postmodernism is
What Functionalism, Marxism and Feminism are from the family topic in the Autumn term What is policy? (from term 1 family topic) |
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Spring 2 |
Research Methods |
How to choose a research method – factors affecting choice (ethics, practical, theoretical) How to research in education Experiments Questionnaires |
Further support for hitting the higher marks – top band essays How to design your own study in Sociology How to answer the Methods in Context Question |
Knowledge from first term re: positivism and interpretivism and how they see society Studies from the education topic (e.g. Rosenthal and Jacobson) to apply to research methods Basic knowledge of experimental design from GCSE science Knowledge of closed/open questions |
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Summer 1 |
Research Methods |
How to design an interview Different types of observation Secondary sources of research (e.g. journals, prior research etc)
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Methodological critique Application of ethics
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Relative importance of different secondary sources, from History
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Summer 2 |
Intro to Beliefs
Intro to Crime |
Research into a cult/sect What is the purpose of religion? Functionalist beliefs re: religion Marxist beliefs re: religion
Basic stats on crime re: different groups Definitions of crime Basic perspectives’ views of crime – Functionalist, Strain and subcultural theories |
Research skills – being critical re: sources How to “recycle” evaluation where appropriate Identifying ideogical bias
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General knowledge e.g. what’s been on the news Knowledge of Functionalism and Marxism from term 1 |
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Year 13 |
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Autumn 1 |
Beliefs
Crime |
Religion causing social change Secularisation The revitalisation of religion – NRMs and New Age
Marxist views on crime Power and Crime Realism – Left and Right Gender and Crime Ethnicity and Crime |
Extraction – how to read high level information and take the important bits from it
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Basic knowledge on secularisation from family topic Knowledge on labelling theory from education topic
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Autumn 2 |
Beliefs
Crime |
Religion around the world – how is it linked to development? Fundamentalism Cults, sects, denominations, churches Ideology, science and religion
Crime and the media – criminals and victims Globalisation and crime – green crime, state crime, human rights |
Improving writing – how to embed more sociological knowledge Papers 1, 2 and 3 knowledge and structure Exam timings |
Knowledge of world religions from RS Knowledge of individualist and collectivist countries from Geography and some basic knowledge of developing countries Green crime has a link to geography |
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Spring 1 |
Beliefs revision
Crime revision
Research Methods |
Revision of beliefs – mindmaps and knowledge
Revision of crime – mindmaps and knowledge
Recap year 1 research methods Qualitative vs quantitative methods Is Sociology a science? Should sociology be value free |
Planning in the exam Chain of events and how to map one for 10 markers (recap) How to revise Sociology effectively
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Revision skills from GCSE Analysis questions from year 1 Recap year 1 methods Science GCSE – what makes something a science? Different perspectives from year 1 |
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Spring 2 |
Research Methods
Revision |
Marxism Feminism Action theories Globalisation, modernity and postmodernity Sociology and Social Policy |
Critical thinking Balancing essays – pros vs cons Exam skills recap
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Recap perspectives from year 1 Recap postmodernity from family topic and religion topic Recap social policy from education and family |
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Summer 1 |
Revision
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All content |
All exam skills |
Recap everything |
By studying A level Sociology,
Students will have:
- the ability to argue both for and against a theory
- the ability to use evidence to support and refute theories
- the ability to evaluate the methodologies of studies
- An understanding of how stratified groups in society have different experiences
- Knowledge of a range of different sociological perspectives
By studying this subject students will:
- Be able to write evaluative answers to questions
- develop an understanding of how different perspectives can explain the same phenomenon
- develop an awareness of how society is socially constructed
- develop evaluative skills and the ability to be critical of evidence
- improve literacy skills
- improve independent learning and research skills
Career Opportunities
Head of Faculty
