9699/32/M/J/16

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## Section A: Education

Answer **either** Question 1 **or** Question 2.

**1 (a)** Explain how the rich and powerful are able to control what is defined as educational
knowledge. [9]

[0–4] At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. An attempt to define what is meant by
educational knowledge, with no further development, would be worth up to 2 marks. A few
simple points about how the rich and powerful are able to control what is defined as
educational knowledge in a society would fit the upper part of the band.

[5–9] At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of one or two ways in
which the rich and powerful are able to control what is defined as educational knowledge
would be worth up to 7 marks. To go higher, the accounts would have to be more detailed
and/or cover a wider range of points.

**(b)** ‘Ethnicity has little influence on educational achievement.’ Assess this claim. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about ethnicity, with no links
to educational achievement, would be worth up to 3 marks. An account of factors influencing
educational achievement, with little or no direct reference to ethnicity, would fit the higher
part of the band.

[7–11]
Answers at this level will provide a sound account of the relationship between ethnicity and
educational achievement. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A few accurate but underdeveloped
points about how ethnicity may influence educational achievement would be worth up to 9
marks. To go higher, the explanations offered will be more detailed and/or a wider range of
relevant points will be covered.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of the relationship between
ethnicity and educational achievement. There will also be an assessment of the view on
which the question is based. Lower in the band, the assessment is likely to be based on
juxtaposition of different accounts of the factors that influence educational achievement,
including reference to ethnicity. To go higher, the assessment must be directly focused on
the claim that ethnicity has little influence on educational achievement.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

**2 (a)** Explain the Marxist idea that there is correspondence between the way schools are
organised and the workplace. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few points about the way schools are
organised, without reference to the capitalist workplace, would be worth up to 2 marks. A
simple account of one or two ways in which there may be a correspondence between
schools and the capitalist workplace, would trigger the higher part of the band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of possible links
between the way schools are organised and the capitalist workplace would be worth up to 7
marks. To go higher, the account must be more detailed and/or cover a wider range of
points. The work of Bowles and Gintis may feature, though this is not essential to gain high
marks。

**(b)** ‘Social class rather than gender is the main influence on pupil attitudes to education.’
Assess this view. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about pupil attitudes to
education, with no further links to the question, would be worth up to 3 marks. A few simple
points about how social class may affect educational outcomes, with no particular reference
to pupil attitudes, would fit the higher part of the band.

[7–11]
Answers at this level will provide a sound account of how social class may influence pupil
attitudes to education. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. An accurate but underdeveloped account
of two or three ways in which social class may impact on pupil attitudes to education would
be worth up to 9 marks. To go higher, the account must cover a wider range of points and/or
include some consideration of how both class and gender influence pupil attitudes.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of how social class may
influence pupil attitudes to education. There will also be an assessment of the view on which
the question is based. Lower in the band the assessment may be confined to a juxtaposition
of points about the respective influences of class and gender on pupil attitudes. To go higher,
the answer will include an explicit assessment of the idea that social class rather than gender
is the main influence on pupil attitudes.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

## Section B: Global Development

Answer **either** Question 3 **or** Question 4.

**3 (a)** Explain the main factors influencing the birth rate in developing countries. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. An attempt to define the term ‘birth rate’, with
no further development, would be worth up to 2 marks. A simple account of a few factors that
influence the birth rate in developing countries would trigger the top half of the band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of two or three factors
influencing the birth rate in developing countries would be worth up to 7 marks. To go higher,
the explanations offered will be more detailed and/or cover a wider range of points.

**(b)**Assess the extent to which education programmes help to improve the health of
people in developing countries. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. Some general observations about health issues
affecting populations in developing countries, would be worth up to 3 marks. A few points
about the nature of health education programmes in developing countries, with no further
links to the question, would be fit the top half of the band.

[7–11]
Answers at this level will provide a sound account of how education programmes help to
improve the health of people in developing countries.There will be some use of relevant
sociological sources, such as concepts, theories and explanations. Answers will cover a
range of points and show a sound understanding of the issues raised by the question. An
accurate but underdeveloped account of two or three ways in which education programmes
may be used to address health issues in developing countries would be worth up to 9 marks.
To go higher, the account will be more detailed and/or cover a wider range of points.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of how education
programmes help to improve the health of people in developing countries. There will also be
an assessment of the view on which the question is based. Lower in the band, the
assessment may be delivered through juxtaposition of different perspectives on how to
improve health in developing countries, including reference to education programmes. To go
higher, there must be an explicit analysis of the extent to which education programmes
specifically can help to improve the health of people in developing countries.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

**4 (a)** Explain why western models of development may be inappropriate for many
developing countries. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A basic attempt to explain what is meant by
development would be worth up to 2 marks. A few observations about western models of
development, with no further links to the question, would fit the higher part of the band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of one or two reasons
why western models of development may be inappropriate for many developing countries
would be worth up to 7 marks. To go higher, the account must be more detailed and/or cover
a wider range of explanations.

**(b)** ‘Corruption among elite groups is the main obstacle to development in many
countries.’ Assess this view. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about the nature of
corruption in developing countries would be worth up to 3 marks. A simple account of one or
two ways in which elite groups may be involved in corruption in developing countries would fit
the higher part of the band.
[7–11]
Answers at this level will provide a sound account of how corruption among elite groups may
impact on development. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. An accurate but underdeveloped account
of two or three ways in which corruption among elite groups may be an obstacle to
development would be worth up to 9 marks. To go higher, the explanations offered must be
more detailed and/or cover a wider range of points.
There is no requirement for assessment at this level although it may be present.
[12–16]
Answers that fit this band will demonstrate a good understanding of how corruption among
elite groups may impact on development. There will also be an assessment of the view on
which the question is based. Lower in the band, the assessment may rely on juxtaposition of
different views about obstacles to development, including references to elite corruption. To
go higher, the assessment will provide an explicit analysis of whether corruption among elite
groups is the main obstacle to development in many countries.
Answers at this level must achieve three things: –
First, there will be good sociological knowledge and understanding.
Second, the material used will be interpreted accurately and applied effectively to answering
the question.
Third, there must also be some evidence of assessment.

## Section C: Media

Answer **either** Question 5 **or** Question 6.

**5 (a)** Explain the role of the media in creating folk devils. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few general observations about the role of
the media, with no particular reference to the creation of folk devils, would be worth up to 2
marks. An attempt to define what is meant by folk devils, with no further development, would
trigger the higher part of the band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of how the media help
to create folk devils would be worth up to 7 marks. To go higher, the account will be more
developed; for example, points will be supported by references to relevant studies, such as
Cohen’s work, and may include examples of where the media has created folk devils.

**(b)** ‘The internet has weakened the power of the traditional media.’ Assess this claim. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about the power of the
media, with no particular reference to the internet, would be worth up to 3 marks. A simple
account of one or two ways in which the internet has impacted on the traditional media would
fit the higher part of the band.

[7–11]
Answers at this level will provide a sound account of how the internet may have impacted on
the traditional media. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. An accurate but underdeveloped account
of two or three ways in which the internet may have undermined the power of the traditional
media would be worth up to 9 marks. To go higher, the account offered will be more detailed
and/or cover a wider range of points.
There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of how the internet may
have impacted on the traditional media. There will also be an assessment of the view on
which the question is based. Lower in the band, the assessment may be limited to a few
basic points for or against the idea that the internet has undermined the power of the
traditional media. To go higher, the analysis will be more sustained and highlight some of the
nuances in the debate about the extent to which the internet has undermined the power of
the traditional media.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

**6 (a)** Explain how young people may be stereotyped by the media. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. An attempt to explain what is meant by
stereotyping, with no further development in relation to the question, would be worth up to 2
marks. A simple account of one or two ways in which the media may create stereotypes of
particular groups (not necessarily focused on young people), would fit the higher part of the
band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of one or two ways in
which the media may create stereotypes of young people would be worth up to 7 marks. To
go higher, the account will be more detailed and/or cover a wider range of points.

**(b)** Assess the hypodermic syringe model of media influence. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about media influence, with
no clear links to the hypodermic syringe model, would be worth up to 3 marks. A simple
attempt to explain the hypodermic syringe model, with no further links to the question, would
fit the higher part of the band.

[7–11]
Answers at this level will provide a sound account of the hypodermic syringe model of media
influence. There will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. An accurate but underdeveloped account
of how the hypodermic syringe model has been used to explain media influence would be
worth up to 9 marks. To go higher, the account will include reference to one or more other
models of media influence.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of the hypodermic syringe
model of media influence. There will also be an assessment of the view on which the
question is based. Lower in the band, the assessment may be based on contrasts between
the hypodermic syringe model and other theories of media influence, such as the uses and
gratification model and the cultural effects theory. To go higher, there will be an explicit
analysis of the value of the hypodermic syringe model in explaining media influence.
Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

## Section D: Religion

Answer **either** Question 7 **or** Question 8.

**7 (a)** Explain how religion can bring about social change. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few general observations about the role of
religion in society, with no clear reference to social change, would be worth up to 2 marks. A
simple account of how religion can bring about social change would fit the higher part of the
band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of how religion can
bring about social change would be worth up to 7 marks. To go higher, the account would
need to be more detailed, with good use of references to relevant thinkers and concepts.

**(b)** ‘The growth of new religious movements is a response to the decline in traditional
religion.’ Assess this view. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about the nature of
traditional religious authority (churches, for example), would be worth up to 3 marks. An
explanation of what is meant by new religious movements, with no further development,
would fit the higher part of the band.

[7–11]
Answers at this level will provide a sound account of how the decline in traditional religious
authority may have contributed to the growth of new religious movements. There will be
some use of relevant sociological sources, such as concepts, theories and explanations.
Answers will cover a range of points and show a sound understanding of the issues raised by
the question. An accurate but underdeveloped account of one or two reasons why the
decline in traditional religious authority might have led to the growth of new religious
movements would fit the lower part of the band. To go higher, the account must be more
detailed and/or cover a wider range of points about the possible links between the growth of
new religious movements and the decline in traditional religious authority.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of how the decline in
traditional religious authority may have contributed to the growth of new religious
movements. There will also be an assessment of the view on which the question is based.
Lower in the band, the assessment may be based on a simple juxtaposition of different
explanations for the growth of new religious movements, including the idea that the growth is
linked to the decline in traditional religious authority. Higher in the band, there will be an
explicit analysis of the extent to which the growth of new religious movements can be
explained in terms of the decline in traditional religious authority.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

**8 (a)**Explain how religious rituals contribute to social solidarity. [9]

[0–4]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. An attempt to explain what is meant by social
solidarity, with no other links to the question, would be worth up to 2 marks. A simple account
of one or two ways in which religious rituals contribute to social solidarity would trigger the
top part of the band.

[5–9]
At this level, there will be some use of relevant sociological sources, such as concepts,
theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. A sound account of two or three ways in
which religious rituals contribute to social solidarity would be worth up to 7 marks. To go
higher, the explanations offered would have to be more detailed and/or there would be
coverage of a wider range of points about the links between religious rituals and social
solidarity.

**(b)** ‘Religion serves the interests of the rich and powerful.’ Assess this view. [16]

[0–6]
At this level, there may be little or no reference to relevant sociological sources. Answers
may rely on general knowledge and/or personal observation. Explanations will be brief and
cover only a narrow range of relevant points. A few observations about the role of religion in
general, with no particular reference to the interests of the rich and powerful, would be worth
up to 3 marks. A simple account of one or two ways in which religion may serve the interests
of the rich and powerful would trigger the top half of the band.

[7–11]
Answers at this level will provide a sound account of how religion may serve the interests of
the rich and powerful. There will be some use of relevant sociological sources, such as
concepts, theories and explanations. Answers will cover a range of points and show a sound
understanding of the issues raised by the question. An accurate but underdeveloped account
of two or three ways in which religion may serve the interests of the rich and powerful would
be worth up to 9 marks. To go higher, the account will be more detailed (for example,
perhaps showing a good grasp of the Marxist theory of religion) and/or cover a wider range
of relevant points.

There is no requirement for assessment at this level although it may be present.

[12–16]
Answers that fit this band will demonstrate a good understanding of how religion may serve
the interests of the rich and powerful. There will also be an assessment of the view on which
the question is based. Lower in the band, the assessment is likely to be based on a
juxtaposition of different theories of religion, including the Marxist theory. To go higher,
answers will include an explicit assessment of whether religion serves the interests of the
rich and powerful.

Answers at this level must achieve three things: –

First, there will be good sociological knowledge and understanding.

Second, the material used will be interpreted accurately and applied effectively to answering
the question.

Third, there must also be some evidence of assessment.

## Useful information (Hints)

**Question 1(a)**

**Question 1(b)**

**Question 2(a)**

**Question 2(b)**

**Question 3(a)**

**Question 3(b)**

**Question 4(a)**

**Question 4(b)**

**Question 5(a)**

**Question 5(b)**

**Question 6(a)**

**Question 6(b)**

**Question 7(a)**

**Question 7(b)**

**Question 8(a)**

**Question 8(b)**