Sociology

 

Curriculum Map – GCSE Sociology (WJEC Eduqas)
Year 10 – Component 1: Understanding Social Processes
C1. What are the key sociological concepts? Key sociological concepts.
Debates over the acquisition of identity.
Nature versus nurture.
The process of socialisation.
Primary socialisation.
Secondary socialisation.
Feral children.
Gender role socialisation.
Class, ethnicity and national identity
Informal and formal social control.		 Reflecting on one’s identity and values.
Understanding how social life is ordered.
Recognising the importance of norms, rules and laws in maintaining social order.
Developing the skills of empathy in understanding other cultures and values.
Respecting cultural diversity.
Using the technical language of sociology with accuracy.
Understanding the process and importance of socialisation.
Recognising the importance of feral children as evidence for the arguments of sociology.
Reflecting on one’s socialisation and upbringing.
C1. What is family?  What is a family? 
Changing marriage patterns. 
Family diversity and different family forms.
Lone-parent families.
Growth in singlehood.
Divorce.
Social changes and family structures – is the family in decline? Is the nuclear family under threat? 
Social changes and family - changes in conjugal roles and the changing role of men. 
Changing roles of children/toxic childhood and the role of older people. 
Theories of the role of the family. 		 Recognising the range of social diversity in family forms.
Investigate social trends and patterns using statistical data.
Recognising the huge range of differences in family life.
Understanding the idea of social change in the society they live in.
Developing the skills of empathy in understanding other cultures and values.
Respecting cultural diversity.
Using the technical language of sociology with accuracy.
Using sociological theory as a means of interpreting social change.
Recognising the importance of theories in sociology.
Consider one’s views on the role of the family.
Engage in debate about different theoretical views.
Be critical of sociological ideas.
Apply theory to the contemporary UK.
Understand the society you live in.
C1. What is the point of school?  Social class and attainment.
Cultural deprivation, cultural capital and cultural factors.
Labelling and self-fulfilling prophecies. 
Ethnicity and educational achievement. 
Anti-school subcultures. 
Gender and educational achievement.
Different types of schools.
Theories of the role of education
Processes inside schools
Patterns of educational achievement
Factors affecting educational achievement 		 Reflecting on one’s own education and future.
Understanding how social life is ordered.
Recognising the importance of education as a means of socialisation and cultural transmission.
Understanding conflicting views of the society they live in.
Developing the skills of communication and debate.
Respecting conflicting points of view.
Developing the ability to understand abstract ideas about society.
Using the technical language of sociology with accuracy.
Recognising the importance of processes within schools to educational outcomes.
Understanding the different outcomes of education.
Understanding the power of socialisation to affect individuals and groups.
Recognising the continuing impact of disadvantage on educational attainment.
Using secondary data to investigate changes in patterns of educational attainment.
Developing the ability to understand statistical data.
Understanding how education has changed. 
Recognising the different outcomes of education. 
Using sociological ideas to understand the importance of different factors in
educational attainment.
C1. How do sociologists research?  Usefulness of different types of data.
Methods of research.
Sampling processes.
Practical issues affecting research.
Ethical issues affecting research.
Different types of data.
Questionnaires.
Interviews. 
Observation.
Ethics in research.
Planning research.
Mixed methods processes.
How to evaluate sociological research. 		 Reflecting on the importance and usefulness of social research.
Understanding the different types of research methods and data.
Recognising the different views on how to gain knowledge about society.
Gaining employability skills in the use of data.
Developing the ability to understand and be critical of all kinds of data.
Using the technical language of sociology with accuracy.
Reflecting on the importance and usefulness of different sampling techniques.
Understanding the different types of sampling techniques.
Gaining employability skills in the use of sampling techniques.
Recognising the need for all groups in society to be represented and considered.
Reflecting on the difficulties of carrying out social research.
Understanding the different practical problems.
Gaining employability skills in the practical application of research.
Recognising the limitations of social research.
Reflecting on the nature of research into human society.
Understanding the different ethical issues.
Gaining awareness of the need to respect all people.
Recognising the role of sociology as a driver of improvements in human life.
C2. How is society structured?  Social differentiation and stratification.
Theories of stratification. 
Power and authority. 
Different forms and sources of power and authority.
Factors which may influence access to life chances and power.
Class, life-chances and inequality.
Gender, life-chances and inequality.
Age and inequality. 
Ethnicity, life-chances and inequality. 
Social differences: disability and sexuality. 
Poverty as a social issue.
Social inclusion and exclusion.
Is Britain a meritocracy? 		 Reflecting on one’s own social position.
Understanding how social life is ordered.
Recognising the significance of inequality.
Understanding the different views of inequality.
Understanding abstract debates about the nature of society.
Developing the skills of communication and debate.
Developing the ability to understand statistical data.
Using the technical language of sociology with accuracy.
Reflecting on sources of power and authority.
Recognising the significance of authority.
Understanding the different views of the source of authority.
Reflecting on inequality in the contemporary UK.
Recognising the significance of social difference and its effect on life chances.
Understanding the different views of whether inequality is becoming a greater problem
Understanding notions of social justice.
Respect and awareness of diversity in the contemporary UK.
Reflecting on social difference in the contemporary UK.
Understanding the impact of legislation on life chances for different social groups.
Reflecting on the nature of poverty in the contemporary UK.
Understanding how poverty is classed and how this changes over time.
Recognising the significance of culture and its effect on poverty.
Understanding the different views of whether the poor are responsible for their own poverty, or whether government and society are to blame.
Respect and awareness of the lives of others in the contemporary UK.
Year 11 – Component 2: Understanding Social Structures
C2. Why do people commit crimes?  Social construction of crime and deviance.
Social control.
Anomie, subcultures and crime.
Marxism and crime. 
Interactionism and crime. 
Gender and crime. 
Ethnicity and crime. 
Patterns of criminal and deviant behaviour
Sociological theories of deviance and criminal behaviour
Sources of data on crime.
What are the causes of crime? 

Reflecting on the nature of right.
Understanding the way that what is classed as criminal or deviant changes over time.
Recognising the way that social norms change.
Understanding the idea of cultural relativism.
Respect and awareness of the rule of law.
Using the technical language of sociology with accuracy.
Reflecting on the nature of social order in the contemporary UK.
Understanding the way that different groups have different power over others.
Recognising the significance of sanctions in maintaining social order.
Understanding the different views on the role of agencies of social control.
Awareness of the rights of individuals within the rule of law.
Reflecting on the crime rate in the contemporary UK.
Understanding the way that the crime rate changes over time.
Recognising that crime is a concern in the UK.
Understanding the different views of whether society is in decline or improving.
Respect and awareness of the lives of others in the contemporary UK.
Developing the ability to understand statistical data.
Reflecting on the causes of crime in the contemporary UK.
Recognising the significance of sub-cultures and their effect on crime.
Understanding the different views of the causes of crime.
Gaining an insight into the work of criminologists.
Empathy for the views of others in society.
Developing the ability to understand sociological theories about crime.
Reflecting on the extent of crime in the contemporary UK.
Understanding the way that statistics are collected changes over time.
Recognising the political significance of crime rates.
Understanding the role of citizens in the reporting of crime.
Developing the ability to understand and be critical of statistical data.
C2. How do sociologists research?  The process of research design 
Interpreting data. 
Usefulness of different types of data.
Methods of research.
Sampling processes.
Practical issues affecting research.
Ethical issues affecting research.
Different types of data.
Questionnaires.
Interviews. 
Observation.
Ethics in research.
Planning research.
Mixed methods processes.
How to evaluate sociological research. 

Reflecting on the nature of research into human society.
Understanding the different issues affecting research design.
Recognising the different views on how to gain knowledge about society.
Gaining awareness of the need to respect all people.
Recognising the role of sociology as a driver of improvements in human life.
Developing the employability skill of carrying out research.
Using the technical language of sociology with accuracy.
Reflecting on the nature of research into human society.
Understanding the different types of data used in research.
ICT skills in developing their own data.
Gaining awareness of the need to consider bias and being critical of data.
Developing the employability skill of understanding quantitative data.
Revision and Exam  Component 1 – 50% (1hr 45mins)
Component 2 – 50% (1hr 45mins)		  

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 10 Component 1 – Understanding Social Processes: Key Concepts and Processes of Cultural Transmission

Intent “Sociology gives students a unique opportunity to explore and understand how society works by critically examining contemporary issues around the family, education, society and crime. It aims to create responsible citizens with a clear awareness of social issues such as inequality, prejudice and discrimination. It encourages students to be healthy and happy by developing their understanding of social issues that can apply in their own lives. Sociology helps to create students who are confident in developing and expressing their own informed opinions but are also respectful of the views and diversity of other cultures and communities”.

Year 10 Aut1

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Week 1

 

L1. KEY CONCEPTS AND PROCESSES OF CULTURAL TRANSMISSION

To learn definitions of key sociological concepts for test in week 2 (what they are and what they mean – AO1 and AO2)
  • Knowledge and understanding of key sociological concepts.
  • Citizenship: understanding and appreciation of different perspectives and cultures.

Week 2

 

L2. What is the nature versus nurture debate.

“What do the cases of feral children tell us about the nature/nurture debate? Do the two views have to be quite so polarised?”
  • Knowledge and understanding of nature versus nurture debate.
  • Critical thinking – do these positions need to be polarised?

Week 3

 

L3. What is socialisation and how is it transmitted?

“What positive and negative examples of socialisation can you find in the media?”
  • Knowledge and understanding of different forms of socialisation
  • Critical thinking – evaluate the views of Orbach, Furedi, Young and Hermes.

Week 4

 

L4. What is culture and cultural diversity? What are sub-cultures?

“Use your own knowledge and talk to older family members to produce a paragraph about British sub-cultures and how British culture has changed since the 1960s.”
  • Knowledge and understanding of cultural diversity plus examples.
  • Communication and collaboration – working with other family members.

Week 5

 

L5. What is meant by gender roles, gender identity and gender socialisation?

 

 

Research the `Let Toys be Toys` campaign. What do they believe and what are they trying to achieve? What successes have they had? What does this organisation tell us about gender socialisation?

 
  • Understanding assessment criteria and practise of the 4-mark question.
  • Growth mindset – researching a campaign to challenge gender stereotypes.

Week 6

 

L7. What is class, ethnic and national identity and how is it formed?

Revise Lessons 1-7 for assessment on key sociological concepts and processes of cultural transmission.

 

 
  • Knowledge and understanding of how families create identity.

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 10 Component 1 – Understanding Social Processes: Families

Year 10 Aut2

Subject Content

Homework and Assessments
  • Subject Skills and 21st Century Soft Skills

Week 1

L1. INTRODUCTION TO FAMILIES: key questions, theories and terms.

What purpose does the family serve? Can you imagine life without families? Does it maintain inequality?
  • Knowledge and understanding of key questions, theories and terms.
  • Critical thinking about the purpose of family.

Week 2

L2. What is family? The functionalist view (Parsons and Murdock) of the nuclear family.

What do you think are the strengths and weaknesses of G.P. Murdock’s view of the family?

  • Knowledge and understanding of the functionalist view of family. Critical thinking about this perspective.

Week 3

L3. Different types of family: extended, blended, lone-parent, cohabiting, same-sex.

Where can see examples of these different types of family in the mainstream media and entertainment industry?

  • K&U about different types of family
  • Growing our mindset about the diversity of family types to be found in society.

Week 4

L4. Changing marriage patterns: traditional marriages and what has changed c.1970-2020?

Why have marriage patterns changed since 1970?
  • K&U about traditional and changing patterns of marriage.
  • Critical thinking about why they have changed.

Week 5

L5. Family diversity. Analysing data to identify diversity in contemporary society. Examining competing sociological perspectives on family change.

Why has the position of women changed in contemporary society?

  • Analysis of data, evaluation of interpretations.
  • Critical thinking.

Week 6

L6. Divorce: why are divorce rates increasing? Legal changes, stigma, secularisation and expectations. Different sociological perspectives on divorce.

Evaluation of the strengths and weaknesses of the feminist and new right interpretations of divorce.

  • K&U of key statistics, analysis of data, evaluation of sociological interpretations.
  • Critical thinking of competing interpretations.

Spr 1 Wk1

L7. Lone-parent families and singlehood. Why are the number of lone-parents growing? Why are more people staying single?

Essay: `“Marriage is no longer important”. Discuss`.

  • K&U of sociological trends and analysis of why they are occurring.
  • Communication of competing arguments.
  • Creating an essay to communicate views.

Week 2

L8. Changes to family sizes. Why is the average British family getting smaller? Is the family in decline?

Is the nuclear family under threat?

  • K&U of the British family unit.
  • Critical thinking concerning different views of what is happening to the importance of family.

Week 3

L9. Changing family roles. How has the role of men changed? How have conjugal roles changed?

Have families become symmetrical?

  • K&U of changing family roles. Analysis and evaluation of different sociological interpretations.
  • Growing ones mindset about how roles have changed and the crisis of masculinity.

Week 4

L10. The changing role of children and the elderly. Evaluating Philippe Aries `century of the child` concept.

Discuss with your family what the advantages and disadvantages of an ageing population on the sandwich generation are likely to be?

  • Evaluation of a sociologist’s theory.
  • Critical thinking of demographic change and communication with family.

Week 5

L11. Functionalist and Marxist views of the family. Criticisms of these theories.

What criticisms can be made of the Marxist view of family?

  • K&U of different sociological perspectives of family.
  • Critical thinking evaluation of perspectives.

Week 6

L12. Feminist view of the family.

Revision of family unit for assessment in next lesson.

  • K&U of feminist perspective of family. Evaluation of this sociological perspective.
  • Growth mindset – mastering the 8 mark question.

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 10 Component 1 – Understanding Social Processes: Education

Year 10 Spr2

Subject Content

Homework and Assessments
  • Subject Skills and 21st Century Soft Skills

Week 1

L1. INTRODUCTION TO EDUCATION: What is the point of school? What are the key issues affecting education?

What changes would you make to improve this school?

  • Analysis of the government’s view of education.
  • Creativity – ideas to improve education.

Week 2

L2. Differences in attainment: what is the connection between social class and educational attainment?

Why are children on free school meals underperforming compared to their peers who are not in receipt of free school meals?

  • K&U of social class and how it is measured.
  • Critical thinking analysis of free school meals data.

Week 3

L3. How free is education? Material and cultural deprivation.

How do low incomes affect children’s attainment?

  • K&U of what parents have to pay/not pay for.
  • Critical thinking - analysis and evaluation of impact of low incomes on attainment.

Week 4

L4. Cultural capital and middle class advantage: social capital.

Do you agree that middle-class pupils have material and cultural advantages that explain their higher attainment at school? 

  • K&U of cultural and social capital.
  • Critical thinking regarding middle class advantages

Week 5

L5. The importance of schools: how do schools affect attainment?

What different explanations are given for anti-school subcultures?
  • K&U of impact of schools on attainment and labelling.
  • Critical thinking re. anti-school subcultures.

Week 6

L6. Different types of school: what advantages do private schools have?

Discuss the advantages and disadvantages of parents having a choice about schools.

 
  • K&U of the advantages of public schools.
  • Critical thinking about parental choice.

Sum 1 Week1

L7. Differences in attainment between ethnic groups and between boys and girls.

To what extent is the school curriculum white-centred? To what extent have schools been feminised?

 
  • K&U of patterns of achievement and analysis of reasons for differences in attainment.
  • Critical thinking of the school curriculum.

Week 2

L8. Different sociological views of education: functionalists, Marxists, feminists and the hidden curriculum.

 

 

 

Revision for test on the Education unit.

  • K&U of different sociological views of the curriculum.
  • Growth mindset – mastering the 15 mark question.

 

 

 

 

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 10 Component 2 – Understanding social structures: Social differentiation and stratification

Year 10 Sum 1

Subject Content

Homework and Assessments
  • Subject Skills and 21st Century Soft Skills

Week 3

L1. INTRODUCTION TO SOCIAL DIFFERENTIATION AND STRATIFICATION: inequality and life chances.

Is the UK a meritocracy?

  • K&U of inequality, social stratification and social mobility.
  • Critical thinking and evaluation of meritocracy.

Week 4

L2. Sociological perspectives on stratification (functionalists, Marxists and Feminists).

Complete a questionnaire to find out what people think of creating a more equal society OR interview someone who can remember the 1960s/70s.
  • K&U and analysis of sociological perspectives on stratification.
  • Communication, collaboration and creativity.

Week 5

L3. What is social differentiation and how does class affect life chances?

How can social differences affect people’s life chances? Is class still important?

  • K&U of class, identity, age and nationality. Analysis of how these differences can affect life chances.
  •  

Week 6

L4. What is power and authority and how does it impact on class and life chances?

Can we justify having a monarchy in the UK?

  • K&U of formal and informal sources of power and different types of authority.
  • Critical thinking regarding the monarchy.

Week 7

L5. How are gender roles changing and does it affect life chances?

Explain why the aims of the 1970 Equal Pay Act have not always been achieved.

  • K&U of gender roles in contemporary society and evaluation of its impact on life chances.
  • Critical thinking re. gender discrimination.

Sum2 Week 1

L6. How have men been affected by social change?

Create an Interview an older male relative to find out how masculinity and roles have changed.

  • K&U of the patriarchy and effects of changes on men in the UK.
  • Communication, collaboration and creativity.

Week 2

L7. How are the norms of different age groups changing and how do they affect life-chances?

What does the 2010 Equality Act say about ageism.

  • K&U of age as a social construction and ageism towards old and young people.
  • Citizenship – understanding of UK law re. age.

Week 3

L8. What are the issues of race and ethnicity and how does it affect life chances?

What are the initial findings of Baroness Casey’s report on discrimination in the Metropolitan Police?

  • K&U of representation of ethnic minorities and issues of institutional racism in the UK. Analysis of how immigration is presented in the media.
  • Critical thinking about racism in modern Britain.

Week 4

L9. How is disability viewed in society and how does it affect life chances?

Class talk from a British Paralympian to enable students to understand the ways in which disabled people face discrimination in the work place and society.

  • K&U of medical and social models, prejudice and discrimination affecting life-chances.
  • Critical thinking of how disability can impact on life chances.

Week 5

L10. How are attitudes to sexuality changing and how does it affect life chances?

Research the life story of Andreja Pejic, transgender cover star of Vogue magazine, to discover the challenges she faced.

  • K&U of language around sexual orientation and analysis of changing attitudes to sexuality in the UK.
  • Critical thinking about how sexuality affects life chances.

Week 6

L11. What is poverty and deprivation?

Research the work of the Newport Food Bank and the level of support they give the community. What proposals would you make in a letter to an MP
  • K&U of primary and secondary poverty, absolute and relative poverty. How do we measure deprivation, material and cultural.
  • Analysis of data focusing on deprivation.
  • Communication and collaboration.

Week 7

L12. What is social exclusion and why is it and poverty so hard to solve? Subcultures and globalisation.

Does globalisation explain why poverty and social exclusion so difficult to solve?

  • K&U of social exclusion and evaluation of attempts at social inclusion.
  • Critical thinking about the poverty trap.

 

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 11 Component 2 Understanding Social Structures – Crime and Deviance

Intent “Sociology gives students a unique opportunity to explore and understand how society works by critically examining contemporary issues around the family, education, society and crime. It aims to create responsible citizens with a clear awareness of social issues such as inequality, prejudice and discrimination. It encourages students to be healthy and happy by developing their understanding of social issues that can apply in their own lives. Sociology helps to create students who are confident in developing and expressing their own informed opinions but are also respectful of the views and diversity of other cultures and communities”.

Year 11 Aut1

Subject Content

Homework and Assessments

Subject Skills and 21st Century Soft Skills

Week 1

 

L1. What is crime and deviance? Key terms, key sociological interpretations.

Research how norms and laws are changing.

What is the difference between crime and deviance?
  • K&U of crime and deviance and analysis of sociological perspectives.
  • Critical thinking to analyse difference between crime and deviance.

Week 2

 

L2. Socially constructed concepts of crime and deviance: functionalist & Marxist perspectives.

Critically evaluate the strengths and weaknesses of the functionalist and Marxists views of crime and deviance.

  • K&U of crime as a social construction and functionalist and Marxist interpretations.
  • Critical thinking – evaluation of these views.

Week 3

 

L3. Social control of crime and deviance.

How do functionalists and Marxists explain social control?

  • K&U of formal and informal social control and which agencies keep order in society.
  • Critical thinking – analysis of these views.

Week 4

 

L4. Formal social control: police and courts.

To what extent is the lack of diversity within the UK judiciary problematic for society?

  • K&U of role of the police and judiciary.
  • Critical thinking – analysis of sociological perspectives on policing and the courts.

Week 5

 

L5. Patterns of crime in the UK: analysis and evaluation of crime statistics.

Explain why sociologists are cautious about the use of official statistics on crime. (8 marks)
  • K&U of patterns of crime and evaluation of sociological theories about causes of crime.
  • Critical thinking -analysis and evaluation of sociological theories against official statistics.

Week 6

L6a. Who are the victims of crime? Testing perceptions of crime against statistics and analysing patterns of crime.

Group work analysing crime data to determine links to age, ethnicity, gender, health and income.

  • K&U of the age-crime curve and how the data links to ethnicity, gender, health and income.
  • Analysis of utility and reliability of data.
  • Citizenship – thinking about the impact of crime on different groups.

Week 7

L6b. Group presentations on links between crime and age, ethnicity, gender, health and income.

Research information from the Office of National Statistics to determine patterns of crime in the UK in 2023.
  • Creativity – group presentations of official crime data.
  • Communication/growth-mindset – develop student confidence presenting analysis of data.
  • Citizenship – thinking about the impact of crime on different groups.

Aut 2 Week 1

L7a. What are the different sociological perspectives of crime?

Group work to create presentations on the different sociological perspectives of crime.

 
  • K&U of functionalist, structural, Marxist, subcultures, New Right, interactionist, Feminist.
  • Critical thinking – evaluation of these views.
  • Creativity – groups making presentations on these sociological perspectives.

Week 2

L7b. What are the different sociological perspectives of crime?

 

Which is the most convincing sociological theory for explaining the causes of crime?

  • K&U of functionalist, structural, Marxist, subcultures, New Right, interactionist, Feminist.
  • Critical thinking – evaluation of these views.
  • Creativity – groups making presentations on these sociological perspectives

Week 3

L8. Business and crime: capitalism, consumerism, white-collar crime.

 

Research an example of corporate crime and how it was dealt with e.g. 2015 Alton Towers rollercoaster accident.

  • K&U of corporate and white-collar crime.
  • Critical thinking – Marxist explanation of crime.

 

Week 4

L9. The media and crime: different sociological perspectives on impact of the media.

 

Evaluate the different sociological perspectives of the impact of the media.

  • K&U of different sociological perspectives on impact of the media.
  • Critical thinking – evaluation of different sociological theories on impact of media.

Week 5

L10. How does crime affect ethnic minorities? Systemic and institutional racism.

Research the murder of Stephen Lawrence and the Macpherson Report. What is institutional racism? What does Baroness Casey’s report tell us about progress made since 1999?

  • K&U of ethnicity and impact of crime on ethnic minorities.
  • Critical thinking – analysis and evaluation of theories about ethnicity and crime.

Week 6

L11. Why are crime statistics important?

 

How do different sociological theories enable us to challenge official crime statistics.

  • K&U of the importance of crime statistics and how they are collected. Appreciation of different sociological views on crime statistics.
  • Critical thinking – challenging official statistics.

Week 7

L12. Revision and preparation for Mock Exam.

Revision for Mock Exam.
  • Critical thinking, creativity, communication, growth-mindset, collaboration, citizenship

GCSE Sociology Curriculum Plan (WJEC Eduqas):  Year 11 Component 2 Understanding Social Structures – Sociological Enquiry & Research Methods

Year 11

Spr 1

Subject Content

Homework and Assessments
  • Subject Skills and 21st Century Soft Skills

Week 1

L1. Overview of sociological enquiry and research methods: key terms.

Write a definition of all the key words from this topic.
  • K&U of key terms, research methods and key questions for this topic.

Week 2

L2. Different types of research and data: questionnaires and interviews.

Create a questionnaire on a topic of your choice that could also be used for a structured interview in class.

 
  • K&U primary and secondary, quantitative and qualitative data, cross-sectional and longitudinal studies.
  • Critical thinking – evaluating relative value of different research techniques.

Week 3

L3. What are the different types of sociological observation? Overt, covert and participant observation.

What are the advantages and disadvantages of secondary data?

  • K&U of overt, covert and participant observation.
  • Critical thinking – evaluation of different types of observation.

Week 4

L4. What are ethics in sociological research? (consent, clarity, confidentiality, harm, anonymity)

Research a government or non-governmental agency that conducts research. How do sociologists establish an aim/hypothesis?
  • K&U of ethical consideration in sociological research.
  • Citizenship – respect and consideration of others.

Week 5

L5 How do sociologists choose a sampling technique? How do sociologists plan for successful research?

The usefulness of a piece of research is judged in terms of reliability, validity, representativeness and ethics: create a mindmap to demonstrate a definition and explanation of these four terms.
  • K&U of snowballing, quota sample, systemic sample, random sample, stratified random sample, convenience sample.
  • Creativity – creating definitions of key terms.

Week 6

L6. Consolidation and practise of work on sociological enquiry and research methods.

Revision and practise of past-paper questions from this topic.

  • K&U, critical thinking, collaboration, communication to address past-paper questions.

GCSE Sociology Curriculum Plan (WJEC Eduqas): Year 11 - Retrieval and Exam Preparation

Spr 2

Subject Content

Homework and Assessments
  • Subject Skills and 21st Century Soft Skills

Week 1

R1. Key sociological concepts: nature, nurture, socialisation, diversity, roles and identity.

Component 1 Past paper questions.
  • Knowledge of sociological concepts and key terms.
  • Understanding and explanation of key theories.
  • Analysis and evaluation of key factors and theories to create substantiated judgements.
  •  Critical thinking, creativity, communication, growth-mindset, collaboration, citizenship.

Week 2

R2. Family: different types, marriage patterns and divorce.

Component 1 Past paper questions.

Week 3

R3. Family: divorce, changing family size and roles.

Component 1 Past paper questions.

Week 4

R4. Family: different sociological perspectives.

Component 1 Past paper questions.

Week 5

R5. Education: differences in attainment, material and cultural deprivation, middle-class advantages.

Component 1 Past paper questions.

Week 6

R6. Education: importance of schools and different sociological perspectives.

Component 1 Past paper questions.

Sum 1

Week 1

R7. Social differentiation and stratification: sociological perspectives, differentiation, power and authority.

Component 2 Past paper questions.

Week 2

R8. Social differentiation and stratification: life chances and gender, age, ethnicity, disability, poverty and sexuality.

Component 2 Past paper questions.

Week 3

R9. Crime and deviance: social control and patterns of crime by different groups.

Component 2 Past paper questions.

Week 4

R10. Crime and deviance: different sociological perspectives on crime.

Component 2 Past paper questions.

Week 5

R11. Enquiry and research: different types of sociological research methods.

Component 2 Past paper questions.

Week 6

R12. Enquiry and research: ethical and practical considerations of research.

Component 2 Past paper questions.

For more information regarding the Sociology Curriculum please contact the Head of Department via our contact form