9699/31/M/J/16

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## Section A: Education

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

**1 (a)** Explain the functionalist theory of the relationship between education and the
economy? [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
functionalist theory of education, with no direct links to the economy, would fit the lower part
of the band. A basic attempt to explain some possible links between education and the
economy, with no reference to the functionalist theory, could also gain up to 2 marks. An
answer that demonstrates a simple understanding of the functionalist theory of the
relationship between education and the economy 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 the functionalist
theory of education, with some links to the economy would be worth up to 7 marks. To go
higher, the specific links that functionalists draw between education and the economy must
be explained more fully. This might include reference to the meritocracy thesis (for example,
through the work of Davis and Moore) and/or the ideas of system integration and functional
prerequisites with reference to the demands of the economy.

**(b)** ‘There is no evidence that educational achievement levels are the result of differences
in intelligence.’ 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 points about the influences on
educational achievement generally, with no reference to differences in intelligence, would be
worth up to 3 marks. To go higher within the band there must be some attempt to consider
the influence of intelligence on educational achievement, though the discussion at this level
will be simple and show only a rudimentary understanding of the relevant issues.

[7–11] Answers at this level will provide a sound account of debates about the role of intelligence in
influencing 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. An accurate but
underdeveloped account of how intelligence might influence educational achievement would
be worth up to 9 marks. To go higher there must be some consideration of the evidence for
and/or against the view that differences in intelligence influence educational achievement.
However, within this band there is no requirement for any assessment of the view on which
the question is based. Sociological accounts of the strengths and/or limitations of IQ tests
could form part of a sound response to this question.

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 debates about the role of
intelligence in influencing educational achievement. 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 juxtaposition of different explanations
of educational achievement, including those that rely on the influence of intelligence as a key
factor. Higher in the band the assessment will be more explicit and may include a critical
analysis of the idea that evidence exists, or can be collected, that supports the notion that
intelligence is a key variable influencing educational achievement. Use of references to
relevant studies and/or thinkers might be another feature of high quality answers.

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 how educational achievement may be affected by material deprivation. [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 points about educational
achievement, with no links to material deprivation, would be worth up to 2 marks. An attempt
to define ‘material deprivation, with no further development, would also fit the lower part of
the band. A few simple points about how educational achievement might be affected by low
income/poverty, 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. Lower in the band, answers will
accurately identify ways in which material deprivation can affect educational achievement.
Higher in the band, the range of relevant points covered will be greater and/or there will be
better use of concepts and references to thinkers/studies.

**(b)** ‘Interaction between teachers and pupils is the main factor explaining differences in
educational achievement between males and females.’ 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 differences in
educational achievement, with no references to gender, would fit the lower part of the band.
Likewise, some points about classroom interaction, with no other links to the question, would
also be worth up to 3 marks. A few simple examples of how interaction between teachers
and pupils might influence educational achievement would trigger the upper part of the band.
Alternatively, a few general observations about factors affecting the educational achievement
of males and females, with no reference to teacher and pupil interaction, would be worth up
to 6 marks.

[7–11] Answers at this level will provide a sound account of debates about the role of teacher and
pupil interaction in influencing 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. Lower
in the band, answers may focus more on classroom interaction and its effect on educational
achievement generally. To reach the top part of the band, however, the discussion of teacher
and pupil interaction must be clearly linked to issues of gender divisions in educational
achievement.

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 debates about the role of
teacher and pupil interaction in influencing the educational achievement of males and
females. 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 factors that
may influence the educational achievement of males and females. Higher in the band, the
assessment will be more explicit and may include an analysis of the strengths and
weaknesses of relevant interactionist accounts gender divisions in 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.

## Section B: Global Development

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

**3 (a)** Explain three ways of defining ‘development’. [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 process
of development, with only loose links to issues of defining ‘development’, would fit the lower
part of the band. A simple attempt to define ‘development’, possibly including some
omissions or inaccuracy, could score up to 4 marks.

[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 ways of defining
development would fit the lower part of the band. To go higher, three ways of defining
‘development’ must be explained in reasonable detail. This could include three different
economic definitions of development, though a good answer could equally be based on
contrasts between economic and non-economic (social, cultural, environmental) definitions.

**(b)**‘Rich countries prevent other countries from achieving economic development.’
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 simple points about economic
development, with no other links to the question, would be worth up to 3 marks. One or two
simple observations about the impact of rich nations on the economies of other countries,
would fit the higher part of the band.

[7–11] Answers at this level will provide a sound account of debates about the impact of rich
countries on the economic development of other 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 how rich countries may impede the
economic development of other countries, covering only a narrow range of points/theories,
would fit the lower part of the band. To go higher, the account must be more theoretical
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 debates about the
impact of rich countries on the economic development of other countries. 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 different theories of development, such as
the world systems view and modernisation theory. Higher in the band, the assessment will be
more explicit and there will be a direct analysis of the extent to which it is reasonable to claim
that rich countries impede the economic development of other 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 many aid programmes are unsuccessful. [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. Answers that are confined to an attempt to
define ‘aid’, or to describe different types of aid, would fit the lower part of the band. A simple
account of one or two reasons why many aid programmes are unsuccessful 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 up to three reasons
why aid programmes may fail, would fit the lower part of the band. To go higher, the range of
reasons offered would be wider and/or the explanations given would be more detailed.

**(b)** ‘Over-population is the main cause of poverty in developing 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 points about over-population, with no
reference to the causes of poverty, would be worth up to 3 marks. An attempt to explain the
causes of poverty, with little or no reference to over-population, would fit the upper part of the
band.

[7–11] Answers at this level will provide a sound account of debates about over-population and links
to the causes of poverty. 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 ways in which over-population may lead to poverty, would fit the lower part of
the band. To go higher, the discussion of the possible links between over-population and
poverty would be more developed and is likely to include sustained references to appropriate
theories and sociological arguments. There may be little or no attempt at assessment at this
level.

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 debates about the role of
intelligence in influencing educational achievement. 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
juxtaposition of different explanations of poverty, including those explanations that refer
directly to the impact of over-population. Higher in the band, the assessment will be more
direct and provide a sustained analysis of how far over-population is a factor in the poverty
experienced in many 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.

## Section C: Media

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

**5 (a)** Explain how the media help shape the social identities of young people. [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 simple points about the role of the media
in general, with no links to young people, would be worth up to 2 marks. A simple account of
one or two ways in which the media may shape the social identities of 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 two or three ways in
which the media may shape the social identities of young people 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)** ‘Watching violent films has little impact on human behaviour.’ 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 general points about how human
behaviour may be influenced by the media, with no reference to watching violent films, would
be worth up to 3 marks. A simple account of how watching violent films might influence
behaviour, lacking development and sociological insight, could gain up to 6 marks.

[7–11] Answers at this level will provide a sound account of debates about the role of violent films in
influencing human behaviour. 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 Lower in the band, answers may
be limited to an accurate but underdeveloped account of how, or why, watching violent films
might influence human behaviour. Better answers within this band will include references to
relevant studies and/or theories of media influence. There may be little or no attempt at
assessment at this level.

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 debates about the role of
violent films in influencing human behaviour. 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 the
juxtaposition of different studies and/or theories on the role of the media in influencing
behavior. To go higher, there must also be some explicit assessment of the claim that
watching violent films has little impact on human behavior.

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 the concept of hegemony in relation to 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. A few general points about the media, with no
direct reference to hegemony, would be worth up to 2 marks. A simple attempt to explain
what is meant by hegemony 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 what is meant by
hegemony in relation to the media would be worth up to 7 marks. To go higher, the account
will need to be more developed; for example, through references to relevant studies of the
media that have used the concept of hegemony, or by noting some nuances in the way
different thinkers use the concept of hegemony.

**(b)** ‘Owners have complete control over media content.’ 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 general points about media content, with
no reference to the power of owners, would be worth up to 3 marks. One or two simple points
about the power of owners in relation to the media would fit the higher part of the band.

[7–11] Answers at this level will provide a sound account of debates about the power of owners to
control media content. 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 owners may exercise control over media content, would be
worth up to 9 marks. To go higher, the discussion must cover a wider range of points and/or
provide more detailed explanations.

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 debates about the power
of owners to control media content. 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 accounts of who has the power to shape media content. To go
higher, the assessment will include an explicit analysis of the claim that owners have
complete control over media content.

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 the features of two types of sect. [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 simple attempt to define what is meant by a
sect would be worth up to 2 marks. A few simple points about one or two types of sect 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 attempt to distinguish two
different types of sect would be worth up to 7 marks. To go higher, the explanations offered
will be more detailed and/or a broader range of sects will be discussed.

**(b)** Assess feminist explanations of gender inequality in religion. [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 simple points about feminist theory, with
no clear links to religion, would be worth up to 3 marks. A few observations about gender
inequality in religion, with little or no reference to feminist theory, would fit the higher part of
the band。

[7–11] Answers at this level will provide a sound account of feminist explanations of gender
inequality in religion. 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 feminist explanation of gender inequality in religion would be worth up to 9 marks. To
go higher, the account of one feminist explanation will be more sophisticated, perhaps
including detailed references to theory and/or studies, or else a wider range of explanations
will be offered.

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 feminist explanations of
gender inequality in religion. 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
sociological accounts of the position of women in religion. To go higher, the assessment will
include some explicit analysis of the strengths and limitations of feminist explanations of
gender inequality in religion.

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 the difficulties that sociologists face in measuring religious belief. [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 observations about the nature of religious
beliefs, with no clear links to the issue of measurement, would be worth up to 2 marks. A
simple account of one or two difficulties in measuring religious belief 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
difficulties in measuring religious belief would be worth up to 7 marks. To go higher, a wider
range of difficulties will be addressed.

**(b)** ‘Religious thinking has little influence in society today.’ 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 religious
thinking, with no clear links to how religion may influence society today, would be worth up to
3 marks. A few simple points about the influence of religion today would trigger the top half of
the band.

[7–11] Answers at this level will provide a sound account of the influence that religious thinking has
in society today. 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 relevant points about the influence of religion in society today would be worth
up to 7 marks. To go higher, the account offered must 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 debates about the
influence of religion today. 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 points for and against the idea that religion has little influence in society today. To
go higher, there must be some explicit analysis of the strengths and/or limitations of the view
that religion has little influence today.

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)**