Www.papacambridge.com PAST AICE EXAMS June 2015.

www.papacambridge.com PAST AICE EXAMS
June 2015

CHOOSE : either Question 1 or Question 2.
EDUCATION CHOOSE : either Question 1 or Question 2. 1 (a) Explain why females now achieve higher educational qualifications than males in many modern industrial societies. [9] (b) ‘The education system serves the interests of the ruling class.’ Assess this view. [16] 2 (a) Explain how pupil sub-cultures can affect the educational performance of working class boys. [9] (b) ‘Lack of cultural capital is the main reason why pupils from some minority ethnic groups underperform in the education system.’ Assess this view. [16]

Explain why females now achieve higher educational qualifications than males in many modern industrial societies. (9 marks) 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 gender inequality in education, with no direct links to the question would be worth 1 or 2 marks. An accurate account of one reason why females now achieve higher educational qualifications than males could gain up to a maximum of 4 marks. Likewise, an answer that covers a number of relevant points, but only in a skeletal fashion, would fit 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. Lower in the band, answers will provide a sound account of two or more reasons why females now achieve higher educational qualifications than males, but the account will lack detail and depth. Higher in the band, the explanation will be more substantial and perhaps cover a wider range of factors, possibly with some links to theory and/or relevant studies. Answers that merit the top part of the band may also cover both the reasons why female educational performance may have improved and also consider the possibility that the educational performance of boys from certain groups may have deteriorated.

‘The education system serves the interests of the ruling class
‘The education system serves the interests of the ruling class.’ Assess this view. [16 marks] [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. 0 – 3: A few simple points about the functions or role of education, with no direct links to the question, would fit the lower part of the band. 4 – 6: An answer that made some basic assertions about how the education system may serve the interests of the ruling class, with no wider analysis or assessment, would merit the upper part of the band. [7–11] Answers at this level will provide a sound sociological account of the ways in which the education system may serve the interests of the ruling class. Lower in the band (7–8 marks), the answer may be list-like and references to relevant concepts, theories and thinkers will be lacking. Higher in the band (9–11 marks), the answers will either provide a more substantial account of the links between the education system and the interests of the ruling class, or there will be an attempt to contrast the Marxist view of education with other theories of the role/function of education. An answer that does not include evaluation cannot score higher than 11 marks.

‘The education system serves the interests of the ruling class
‘The education system serves the interests of the ruling class.’ Assess this view. [16 marks] [12–16] Answers at this level will demonstrate a good understanding of the Marxist theory of education. There will be a clear explanation of how the education system may serve the interests of the ruling class. There will also be an attempt to assess the Marxist viewpoint. [12-13] - Lower in the band, the assessment may be limited to a basic juxtaposition of Marxist theory with other accounts of the role/function of education. [14 – 16] - To reach the top part of the band, however, the assessment must also include some relevant analysis that goes beyond the simple juxtaposition of contrasting theories. For example, candidates might refer to evidence suggesting that economic needs are not always well served by the education system. A good answer might also note that education may be a tool that is used by some people to challenge the status quo and the capitalist system. Candidates might also question the findings from research studies that broadly support the Marxist view of education, such as the work of Willis, Bowles and Gintis.

Explain how pupil sub-cultures can affect the educational performance of working class boys. [9 marks] [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 pupil sub-cultures with no links to educational performance would be worth 1 or 2 marks. Answers that provide a simple account of how pupil sub-cultures may affect educational performance, but with little or no reference to working class boys, would fit the higher part of the band. A simple account of this kind will cover only a limited range of relevant points and may be based largely on assertion, lacking clear links to appropriate sociological concepts and evidence. [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 may be confined to describing just one or two ways in which pupil sub-cultures may affect the educational performance of working class boys. -Better answers at this level will either cover a wider range of explanations or else provide a detailed account that focuses on just one or two key links between pupil sub-cultures and educational performance. Be wary of answers that describe different pupil sub-cultures, but fail to link the material well to the impact of subcultures on educational performance. Clear links to the educational performance of working class boys specifically are required in order to reach the top mark band.

'Lack of cultural capital is the main reason why pupils from some minority ethnic groups underperform in the education system.' Assess this view. (16 marks) [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 the educational performance of different social groups would fit the lower part of the band. An attempt to explain the concept of ‘cultural capital’, with no further links to the question, would merit a mark in the top half of the band. [7–11] Answers at this level will provide a sound sociological account of the relationship between cultural capital and educational achievement. A basic explanation of how educational performance generally may be influenced by cultural capital would be worth 7 or 8 marks. More marks would be justified were the discussion linked directly to the educational performance of minority ethnic groups. Answers at this level may be confined to an explanation of the links between cultural capital and educational performance, and therefore lack assessment. Reward candidates who are able to distinguish between different minority ethnic groups in ways that are relevant for answering the question.

'Lack of cultural capital is the main reason why pupils from some minority ethnic groups underperform in the education system.' Assess this view. (16 marks) [12–16] Answers that fit this band will demonstrate a good understanding of how cultural capital may play a role in explaining the educational performance of some minority ethnic groups. There will also be an assessment of the view on which the question is based. Lower in the band, the assessment may be presented through a simple account of some other factors, apart from cultural capital, that may affect educational performance. Better answers will go beyond this type of response to question directly the extent to which lack of cultural capital is the main reason why pupils from some minority ethnic groups underperform in the education system. For example, candidates may question whether possession of cultural capital alone would be sufficient to overcome the obstacles to educational success that pupils from some ethnic minority groups face. High-quality answers might also consider whether the concept of cultural capital is too abstract and divorced from the way that the education system actually operates; it might also be criticised as an outdated concept.

Section C: Media Answer either Question 5 or Question 6
Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain how the media have been affected by globalization. [9] (b) ‘There are no limits to the power of the media.’ Assess this view. [16] 6 (a) Explain the role of the media in agenda setting. [9] (b) ‘The media support the interests and values of the ruling class.’ Assess this view. [16]

Explain how the media have been affected by globalization. 9 marks
[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 globalization, with little or no reference to the media, would be worth 1 or 2 marks. Answers that rely on a few assertions about how the media have been affected by globalisation would fit the top of the band. References to appropriate sociological concepts, evidence and theories are likely to be scant at this level. [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 basic account of how the media have been affected by globalisation, with some links to appropriate sociological concepts and evidence, would trigger the lower part of the band. Better answers will provide a more detailed view of how globalisation has impacted on the media. The focus of a good answer is likely to be the various trends that have affected the organisation and presentation of the media in the wake of globalisation. This would include, for example, the emergence of global media corporations, cross-media ownership, the rise of the new media and the digital revolution, internationalisation of media content and new attempts to limit the powers of the media through censorship.

‘There are no limits to the power of the media. ’ Assess this view
[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 assertions about the role of the media, with little direct bearing on the question, would fit the lower half of the band. An answer that attempts to explain the power of the media in very simple terms, with limited sociological underpinning, would fit the higher part of the band. [7–11] Answers at this level will provide a sound sociological account of the power of the media. A basic sociological account of the power of the media would be worth 7 or 8 marks. A better answer would provide more detail about the nature of media power, helping to illustrate just how much power media organisations wield. However, at this level there may be little or no assessment of the view on which the question is based.

‘There are no limits to the power of the media. ’ Assess this view
[12–16] Answers at this level will provide a good account of the power of the media. The response will draw on references to appropriate sociological sources, such as concepts, theories and evidence from research studies. There will also be an assessment of the view that there are no limits to the power of the media. Lower in the band the assessment may be based on a juxtaposition of theories and/or evidence. For example, the Marxist theory of the media may be contrasted with the pluralist theory. Better answers at this level will also include some direct engagement with the issue raised by the question. This might focus on, for example, the debates about censorship and the scope for government control of media output. The assessment could also consider evidence about the extent to which audiences are directly affected by media messages.

Explain the role of the media in agenda setting. (9 marks)
[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 impact of television on viewers which are of broadly sociological relevance would be worth 1 or 2 marks. - A basic attempt to define the concept of agenda setting, with little further development, would merit a mark in the top half of the band. Likewise, an answer that discusses the role of the media in general, while also including some references to agenda setting, 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. - An answer that explains how the media contributes to agenda setting would fit the lower part of the band. - A better answer at this level would provide further development, such as through references to relevant studies of the media or by citing specific examples of agenda setting. High-quality answers to this question will provide a developed account of how the media contributes to the process of agenda setting.

‘The media support the interests and values of the ruling class’
‘The media support the interests and values of the ruling class’. 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 assertions about the power of the media, with little sociological foundation, would fit the lower half of the band. Answers that provide a simple account of how ruling class interests might be represented by the media would fit the top half of the band. [7–11] Answers at this level will provide a sound sociological account of the relationship between the media and the interests and values of the working class. A basic account of the Marxist theory of the media would be worth 7 to 9 marks. To go higher within this band the explanation would need to be more developed. This could be achieved by, for example, distinguishing between different strands of Marxist theory, or by good use of appropriate concepts such as hegemony and ISA, or by references to appropriate sociological studies of the media. There may be little or no evidence of assessment at this level.

‘The media support the interests and values of the ruling class’
‘The media support the interests and values of the ruling class’. Assess this view. [16] [12–16] Answers at this level will provide a good account of the Marxist theory of the media, explaining clearly how the media might represent the interests and values of the ruling class. Effective use will be made of appropriate sociological concepts, theories and evidence. There will also be an assessment of the extent to which the media represents ruling class interests and values. Lower in the band the assessment may be in the form of the juxtaposition of different theories of the media. To go higher, however, the assessment must also include a direct evaluation of the Marxist position. This could focus on particular case studies showing the role of the media in supporting or opposing ruling class interests. The discussion might also consider the power of the state and its role in regulating the media. The scope to undermine traditional media power through use of the new media could also provide a hook on which to hang a strong assessment of the issues raised by the question.

Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain why some sociologists view religion as a conservative force in society. [9] (b) ‘Power within religious organization's is increasingly held by women.’ Assess this view. [16] 8 (a) Explain how sociologists distinguish between cults, sects and churches. [9] (b) ‘It is a mistake to think that religion has become a less powerful force in society today.’ Assess this view. [16]

(a) Explain why some sociologists view religion as a conservative force in society. (9 marks)
[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 religion, with no direct links to the question set, would fit the lower half of the band. A simple account of how religion may act as a conservative force, with little sociological underpinning, would trigger the top part of the band. Likewise, a list-like response summarising the main functions of religion, would also be worth 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 sociological account of the view that religion acts as a conservative force would trigger the lower part of the band. To go higher, the account must be more detailed or wider-ranging in the different concepts and theories covered. Good answers will include references to relevant theories/theorists and may also refer to examples of where religion acts as a conservative force. Note though that examples are not essential in order to gain full marks for this question.

‘Power within religious organizations is increasingly held by women’
‘Power within religious organizations is increasingly held by women’. Assess this view. Worth: 16 marks - [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 assertions about the nature of organised religions, with no direct links to the question, would fit the lower part of the band. An outline of how power is distributed within organised religions, with only limited reference to the position of women, would merit a mark in the top half of the band. A basic account of the feminist view that organised religions are patriarchal, again with no clear references to the idea that woman may have acquired greater power recently, could also gain up to 4 marks. - [7–11] Answers at this level will address the claim that women have an increasingly powerful role within organised religions today. Lower in the band, the answer may be confined to a basic account of how men traditionally have monopolised power within organised religions, with a few limited references to how the situation may have changed in recent years. Better answers within this band will provide a more detailed explanation of the view that women now hold greater power within religious organisations. However, the discussion at this level may be one-sided and lacking an assessment of the view on which the question is based.

‘Power within religious organizations is increasingly held by women’
‘Power within religious organizations is increasingly held by women’. Assess this view. Worth: 16 marks [12–16] Answers at this level will demonstrate a good understanding of the evidence and arguments supporting the view that women now hold greater power within religious organisations. There will also be an assessment of the view that there has been a power shift in religious organisations towards women. Lower in the band, the assessment may consist of simply juxtaposing the view that religious organisations are patriarchal with some evidence and/or arguments that women now have greater power. Better answers will engage more directly with the debates and develop well-reasoned arguments for supporting a particular view about how far power has shifted towards women. High-quality answers may also show other elements of sophistication, such as distinguishing between the positions of women in different religions. References to relevant studies of women within religious organisations might also be used to good effect in high scoring answers.

Explain how sociologists distinguish between cults, sects and churches
[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 religious organizations, with no clear distinction between cults, sects and churches, would fit the lower part of the band. A simple attempt to define the concepts in the question, with no further development, 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. Answers at this level will distinguish clearly between cults, sects and churches. Lower in the band the distinctions made between the terms may be lacking in accuracy and/or clarity to some extent. Better answers will demonstrate a deeper understanding of how these three types of religious entity are distinguishable from each other.

‘It is a mistake to think that religion has become a less powerful force 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 simple points about the role of religion, with no direct links to the question, would be worth up to 3 marks. A simple attempt to explain the secularisation thesis, with no further development, would merit the higher part of the band. A few assertions about the power of religion in the modern world, with little use of sociological concepts and theories, could gain up to 6 marks. [7–11] Answers at this level will demonstrate a sound understanding of the secularisation thesis. There will also be an attempt to explain why the claim that religion has become a less powerful force is mistaken. Lower in the band the answer may focus overwhelmingly on describing the secularisation thesis. Better answers at this level may start to examine critically some of the claims on which the secularisation thesis is based. However, there need be no assessment of the view on which the question is based for answers that fit this band.

‘It is a mistake to think that religion has become a less powerful force in society today.’ Assess this view. [16] ome a less powerful force in society today.’ Assess this view. [16] [12–16] Answers at this level will demonstrate a good understanding of the secularisation thesis and some of the reasons why it may be mistaken to think that religion has become a less powerful influence in society in recent times. There will also be assessment of the view on which the question is based. Lower in the band, the assessment may be through the simple juxtaposition of the secularisation thesis with the ideas of thinkers who questioned the idea that religious influence has declined. Better answers at this level will offer a more direct analysis of the issues, examining critically the arguments of those who suggest that religion remains a very powerful force in society. Good answers may question what is meant by religion and how it can be distinguished from other belief systems today. Studies of religion may also be used to support key arguments in high quality answers.

Nov 2015

EDUCATION CHOOSE : either Question 1 or Question 2.
Section A: Education Answer either Question 1 or Question 2. 1 (a) Explain how the educational achievement of middle class pupils may be influenced by cultural capital. [9] (b) ‘Education systems are part of the ideological state apparatus’. Assess this view. [16] 2 (a) Explain how educational outcomes can be shaped by the pupil-teacher relationship. [9] (b) ‘The gendered curriculum is the main obstacle to females achieving educational success.’ Assess this view. [16]

Explain how the educational achievement of middle class pupils may be influenced by cultural capital (9 marks) 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 assertions about the factors that influence educational achievement, with no direct links to the question, would fit the lower part of the band. An answer that demonstrates some understanding of the concept of cultural capital, but with little further development in relation to the middle class specifically, could gain 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. Lower in the band answers will provide a basic explanation of the part that cultural capital may play in influencing the educational achievement of middle class pupils. Higher in the band the explanation will be more detailed and cover a wider range of relevant sociological material. Good answers might include references to, for example, Bourdieu and possibly also to empirical research inspired by the concept of cultural capital, e.g. Ball, Bowe and Gewirtz.

‘Education systems are part of the ideological state apparatus’
‘Education systems are part of the ideological state apparatus’. Assess this view.[16 marks] [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. An answer based on a few observations about the role of education in general would be worth up to 3 marks. Answers that explain what is meant by the ideological state apparatus, but with little or no connection to the role of education systems specifically, could gain up to 6 marks. [7–11] Answers at this level will provide a basic explanation of how education systems may be part of the ideological state apparatus. Lower in the band the explanation may lack reference to relevant sociological concepts, theories and thinkers. Better answers within this band will draw directly on the Marxist analysis of education, possibly referring directly to the work of thinkers such as Althusser and Bowles and Gintis. However, there may be little or no assessment at this level. [12–16] Answers that fit this band will demonstrate a good understanding of the idea that education systems are part of the ideological state apparatus. 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 theories of education, such as the Marxist and functionalist views. Higher in the band the assessment will be more explicit and may include a critical analysis of the extent to which education systems serve ideological functions. Use of relevant studies of schooling may also be a feature of high quality answers.

Explain how educational outcomes can be shaped by the pupil-teacher relationship. (9 marks)arks]
[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 assertions about educational performance in general, with no links to teacher/pupil interaction, would fit the lower part of the band. A simple account of one way in which the teacher and pupil relationship may influence educational outcomes, would trigger the higher part of the band. A simple account may be based on assertion primarily, with only very limited references to appropriate sociological concepts and theories. [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. Answers that provide a basic account of how the pupil and teacher relationship may influence educational performance would fit the lower part of the band. A basic account of this kind will lack detail and may be confined to a narrow range of points. Higher in the band the answer will be more developed and may include reference to relevant studies and/or cover a wider range of links between classroom interaction and educational performance. Good answers may also be distinguished by use of relevant links to the interactionist perspective.

‘The gendered curriculum is the main obstacle to females achieving educational success.’ Assess this view. (16 marks) [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 observations about inequality in education with no direct links to gender would be worth up to 3 marks. An accurate account of what is meant by the gendered curriculum, with no further links to the question, could gain up to a maximum of 6 marks. [7–11] Answers at this level will provide a sound account of the gendered curriculum and its relationship to female educational success. Lower in the band, answers will explain the relationship between the gendered curriculum and obstacles to the educational success of females, but the account will lack detail and depth. Higher in the band the relevant links between the gendered curriculum and the educational performance of females will be explained with greater development; for example, good answers might include references to appropriate studies and theorists, such as Lobban, Best, Abraham, Stanworth and Spender.

‘The gendered curriculum is the main obstacle to females achieving educational success.’ Assess this view. (16 marks) [12–16] Answers that fit this band will demonstrate a good understanding of how the gendered curriculum might adversely affect the educational opportunities of female pupils. Other obstacles to the educational success of females might be discussed. There will also be an assessment of the view on which the question is based. Lower in the band the assessment may rely on a simple juxtaposition of different theories of education, such as the feminist and the functionalist views. To reach the top part of the band the assessment must also include a more direct engagement with the debates about gender and educational achievement. Good answers may discuss the extent to which the gendered curriculum impacts upon the educational performance of females and males. There is also scope to question the coherence of the concept of the gendered curriculum. Likewise, evidence about the relative performance of female and male pupils today might also be used to question how far the curriculum contains a bias in favour of male pupils.

Section C: Media Answer either Question 5 or Question 6
Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain why news reports may contain bias. [9] (b) ‘Government censorship is the main factor shaping the content of the media.’ Assess this view. [16] 6 (a) Explain the cultural effects theory of how human behaviour may be influenced by the media. [9] (b) ‘The media are effective in representing the interests of all groups in society.’ Assess this view. [16]

Explain why news reports may contain bias. 9 marks
[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 news reporting, with no direct links to bias in the media, would be worth up to 3 marks. Answers that make a few simple points about bias in news reporting, with little or no reference to appropriate sociological concepts and ideas, could gain up to 4 marks. Likewise, a list-like summary of some reasons why news reports may contain bias would also be worth 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 basic account of a few reasons why news reports may contain bias would trigger the lower part of the band. Better answers will provide a more detailed account and/or cover a wider range of relevant content, including possibly references to concepts such as agenda setting, sensationalism, and selective reporting. Good answers may also include references to wider theories of the media, such as the Marxist account of the influences on news reporting. Studies, such as those by the Glasgow Media Group, may also be included in well constructed answers.

‘Government censorship is the main factor shaping the content of the media.’ 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 simple points about the power of the media in general would fit the lower part of the band. Answers that define what censorship involves and/or where it might be deployed, without further links to the question, could gain up to 6 marks. [7–11] Answers at this level will provide a basic account of the role of censorship in regulating the media. Lower in the band the main thrust of the answer may be to explain how censorship is used to control the media. Better answers will explain more fully why censorship may be ineffective in controlling the content of the media. This might include, for example, references to the multi-global nature of media organisations today and the power of the media to deflect attempts at government control. At this level there may be little or no assessment of the view on which the question is based.

‘Government censorship is the main factor shaping the content of the media.’ Assess this view. [16]
[12–16] Answers at this level will provide a good account of the role of government censorship in shaping the content of the 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 the juxtaposition of different theories of media, such as the pluralist and Marxist views. Better answers at this level will include some direct engagement with the issues raised by the question. This might be based on, for example, an analysis of the extent to which the power of the media extends beyond national boundaries today and is therefore outside of the control of particular national governments. Good answers might also refer to the power of the new media to transcend national boundaries and to provide new ways of frustrating efforts at censorship. Use of case studies to illustrate the scope of censorship may be another feature of high quality

Explain the cultural effects theory of how human behaviour may be influenced by the media (9 marks)
[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 how the media may influence human behaviour, with no direct links to the cultural effects theory, would fit the lower part of the band. Answers that offer a simple account of the cultural effects theory, with no further development, could gain up to 4 marks. A simple account will lack detail and references to appropriate sociological concepts and ideas will be missing. [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. Answers at this level will provide a sound sociological account of the cultural effects theory. Lower in the band the explanation may lack some accuracy and/or contextualisation. Better answers will use relevant concepts and ideas accurately and the distinctiveness of the cultural effects theory of media influence will be conveyed clearly. High-quality answers may refer briefly to other models of media influence, such as the hypodermic syringe model, in order to clarify the distinct features of the cultural effects theory.

‘The media are effective in representing the interests of all groups in society.’ 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 the role of the media, with only loose links to the question, could score up to 3 marks. A basic attempt to explain the different groups whose interests may be represented by the media, with no further development, could gain up to 6 marks. A few assertions about whose interests the media represents could also trigger the top part of the band. [7–11] Answers at this level will provide a basic sociological account of at least one theory of the media. The relevant theories include the pluralist, feminist, Marxist and postmodernist theories. Lower in the band the answer may be limited to explaining just one theory or several theories may be explained in a rather list-like way. Better answers at this level will explain two or more relevant theories in reasonable detail. References to relevant research studies would be one way of adding appropriate detail to the answer. There may be little or no evidence of assessment in answers that fit this band.

‘The media are effective in representing the interests of all groups in society.’ Assess this view. [16] [12–16] Answers at this level will provide a good account of two or more theories of the media. Conclusions will be drawn from these theories about the interests that the media represents. 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 few basic points about the limitations of some or all of the theories under discussion. Better answers will provide a more sustained assessment, demonstrating subtlety in the analysis and reaching clear conclusions about the extent to which the media represents some interests more than others.

Answer either Question 7 or Question 8.
Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain the attractions of new religious movements for disadvantaged groups. [9] (b) ‘The decline in religious belief in modern industrial societies is due primarily to the growth in a scientific way of thinking’. Assess this view. [16] 8 (a) Explain the difficulties in researching the extent to which people hold religious beliefs. [9] (b) ‘Religion is a form of ideology that supports the interests of the ruling class’. Assess this view. [16]

Explain the attractions of new religious movements for disadvantaged groups. (9 marks)
[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 new religious movements, with no direct links to the question, would fit the lower half of the band. Answers that offer a simple account of why the membership of new religious movements is often drawn from socially disadvantaged groups would trigger the upper part of the band. A simple account may be based mainly on assertion and lack reference to appropriate sociological concepts and analysis. [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 sociological account of one or two reasons why new religious movements may be attractive to the socially disadvantaged would be worth up to 7 marks. To go higher the account must be more detailed or wider-ranging in the points covered. Reasons why the socially disadvantaged may be attracted to join new religious movements include: • Established religions have associations with the middle and upper classes and so are less attractive to the socially disadvantaged. • The belief systems of new religious movements may better reflect the interests and perspectives of the disadvantaged. • New religious movements may provide support systems that are effective in helping the disadvantaged. • New religious movements may be more radical and are often founded on opposition to the status quo

‘The decline in religious belief in modern industrial societies is due primarily to the growth in a scientific way of thinking’. Assess this view. Worth: 16 marks [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 assertions about the nature or role of religion, without direct links to the question, would fit the lower part of the band. A simple outline of the secularisation thesis, which is not well linked to the wording of the question, would merit a mark in the top half of the band. [7–11] Answers at this level will consider some of the reasons for the decline in religious belief, giving particular emphasis to the influence of science. Lower in the band the answer may be unduly weighted towards explaining the secularisation thesis, with only weak links to the issue of how a scientific way of thinking may have contributed to the decline in religious influence. Better answers at this level will explain clearly why the growth in a scientific way of thinking may have contributed to the decline in religious belief. Other factors that may have contributed to the decline might be considered in good answers, though within this band there is no requirement to provide an assessment of the view on which the question is based.

‘The decline in religious belief in modern industrial societies is due primarily to the growth in a scientific way of thinking’. Assess this view. Worth: 16 marks [12–16] Answers at this level will demonstrate a good understanding of the view that the growth of a scientific way of thinking may have contributed to the decline in religious belief. Other factors that might have led to the decline will be considered and there will also be an assessment of the view on which the question is based. Lower in the band, the assessment may consist of simply describing the different arguments for and against the view that the growth of science has been the main factor behind the decline in religious influence in society. Better answers will engage more directly with the debates and develop well-reasoned arguments for supporting a particular view about the influence of science on religious belief. High-quality answers may also show other elements of sophistication, such as questioning the extent to which a scientific way of understanding is incompatible with religious belief and/or discussing whether there actually has been a decline in religious belief in modern industrial societies.

Explain the difficulties in researching the extent to which people hold religious beliefs [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 nature of religious belief, with little or no reference to the difficulties of measuring religiosity, would fit the lower part of the band. Answers that provide a simple account of one or two difficulties in measuring the extent of religious belief would trigger the upper part of the band. A simple account is likely to be based mainly on assertion and lack references to appropriate sociological concepts and analysis. Likewise, a list-like summary of a few difficulties in measuring the extent of religious belief 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 basic sociological account of a few reasons why it may be difficult to measure the extent of religious belief would be worth up to 7 marks. To go higher the answer must show a stronger understanding of the methodological difficulties in measuring religious belief. The required level of sophistication is likely to be conveyed through the use of appropriate concepts and/or references to studies and research evidence. Good answers may also discuss different ways of operationalising the concept religious belief. Difficulties in assessing the extent of religious belief include: • Problems of definition. • Lack of reliability of comparative statistics from earlier periods. • Different criteria are used to record membership of religious organisations. • Church attendance is not necessarily an indication of religiosity. • People may conceal the truth about their religious practice and sentiments. • Difficulty in operationalising the concept of religious belief for the purposes of sociological investigation.

‘Religion is a form of ideology that supports the interests of the ruling class’. Assess this view. (16 marks) [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 assertions about the nature of religion, with no direct links to the wording of the question, would be worth up to 3 marks. Answers that offer a simple account of the functions/roles of religion in general, with no clear emphasis on issues of ideology and ruling class interests, could score up to 6 marks. [7–11] Answers at this level will provide a sound account of the relationship between religion and ruling class ideology. Answers that provide a basic account of the Marxist theory of religion, with no further development, could gain up to 9 marks. To go higher the explanation of how religion may serve the interests of the ruling class needs to be explored in greater detail, possibly with references to different Marxist theorists and/or good use of relevant concepts such as ‘false consciousness’, ideological state apparatus, hegemony, ‘opium of the people’, etc. Answers within this band may be entirely descriptive, with no attempt to assess the view on which the question is based.

‘Religion is a form of ideology that supports the interests of the ruling class’. Assess this view. (16 marks)me a less powerful force in society today.’ Assess this view. [16] [12–16] Answers at this level will provide a good account of the ways in which religion may serve the interests of the ruling class. Other perspective on the social significance of religion may be considered alongside the Marxist perspective. There will also be an attempt to assess the view on which the question is based. Lower in the band the assessment may be through the simple juxtaposition of the Marxist perspective with one or more contrasting views of religion. Higher in the band the assessment will be explicit and clear conclusions will be reached about the extent to which religion is an ideology that serves the interests of the ruling class. Good use of different strands of Marxist thinking may be a feature of answers that merit the top part of the band. Candidates might also accept the ideological nature of religion but question whose interests it serves and whether religious organisations have as much influence over the working class as the view expressed in the question assumes.

Nov 2016

EDUCATION Section A: Education Answer either Question 1 or Question 2. 1 (a) Explain how the educational achievement of middle class pupils may be influenced by cultural capital. [9] (b) ‘Education systems are part of the ideological state apparatus’. Assess this view. [16] 2. (a) Explain how educational outcomes can be shaped by the pupil-teacher relationship. [9] (b) ‘The gendered curriculum is the main obstacle to females achieving educational success.’

Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain how access to the new media may enable people to challenge government authority. [9] (b) ‘The media is an instrument of state ideological control.’ Assess this view. [16] 6 (a) Explain how news presentation may be influenced by the decisions of editors and journalists. [9] (b) Assess the view that the role of the media today is best understood through reference to postmodernist theories. [16]

Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain the links between social deprivation and the growth of new religious movements. [9] (b) ‘Religion is essential for social order.’ Assess this view. [16] 8 (a) Explain how sociologists define religion. [9] (b) ‘The significance of religion in people’s lives is changing.’ Assess this view. [16]

EDUCATION Answer either Question 1 or Question 2. 1 (a) Explain the functionalist theory of the relationship between education and social mobility. [9] (b) ‘Cultural deprivation is the main cause of educational underachievement.’ Assess this view. [16] 2 (a) Explain why some minority ethnic groups have low levels of educational achievement. [9] (b) ‘The school curriculum is shaped by the powerful groups in society.’ Assess this view. [16]

Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain how the media may contribute to deviance amplification. [9] (b) ‘The power of the media to shape the way people think has been exaggerated.’ Assess this view. [16] 6 (a) Explain the role of the media in shaping the identities of young people. [9] (b) ‘It is mistaken to think that society has been radically changed by the growth of the new media.’ Assess this view. [16]

Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain the idea that people are consumers who ‘shop for spirituality’ today. [9] (b) ‘Fundamentalist religions are popular today because they provide a sense of order and stability in a world that has become unstable and confusing.’ Assess this view. [16] 8 (a) Explain the role of religion in promoting social solidarity. [9] (b) Assess the view that people are becoming more spiritual in modern industrial societies. [16]

EDUCATION Answer either Question 1 or Question 2. 1. (a)Explain the functionalist theory of the relationship between education and social mobility. [9] (b) ‘Cultural deprivation is the main cause of educational underachievement.’ Assess this view. [16] 2 (a) Explain why some minority ethnic groups have low levels of educational achievement. [9] b) ‘The school curriculum is shaped by the powerful groups in society.’ Assess this view. [16]

Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain how the media may contribute to deviance amplification. [9] (b) ‘The power of the media to shape the way people think has been exaggerated.’ Assess this view. [16] 6 (a) Explain the role of the media in shaping the identities of young people. [9] (b) ‘It is mistaken to think that society has been radically changed by the growth of the new media.’ Assess this view. [16]

Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain the idea that people are consumers who ‘shop for spirituality’ today. [9] (b) ‘Fundamentalist religions are popular today because they provide a sense of order and stability in a world that has become unstable and confusing.’ Assess this view. [16] 8 (a) Explain the role of religion in promoting social solidarity. [9] (b) Assess the view that people are becoming more spiritual in modern industrial societies. [16]

EDUCATION Answer either Question 1 or Question 2. 1 (a) Explain how educational performance may be affected by the hidden curriculum. [9] (b) ‘The purpose of the education system is to control the working class.’ Assess this view. [16] 2 (a) Explain the factors influencing subject choices for girls in education. [9] (b) ‘Cultural capital is the main reason that middle class pupils succeed in education.’ Assess this view. [16]

Section C: Media Answer either Question 5 or Question 6. 5 (a) Explain how governments may seek to control the media. [9] (b) ‘The media shapes views about what is socially acceptable behaviour.’ Assess this view. [16] 6 (a) Explain the role of the media in gender socialisation. [9] (b) ‘Media content reflects the demands of the audience.’ Assess this view. [16]

Section D: Religion Answer either Question 7 or Question 8. 7 (a) Explain why levels of religious participation are higher among women than men in many societies. [9] (b) ‘Religious organisations remain as patriarchal as ever.’ Assess this view. [16] 8 (a) Explain the factors that lead to the growth of sects. [9] (b) ‘The growth of new religious movements shows that secularisation is not occurring.’ Assess this view. [16

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