Gcse sociology unit 1 i n detail principal examiner janis griffiths
Sponsored Links
This presentation is the property of its rightful owner.
1 / 23

GCSE Sociology Unit 1 i n detail Principal Examiner Janis Griffiths PowerPoint PPT Presentation

  • Uploaded on
  • Presentation posted in: General

GCSE Sociology Unit 1 i n detail Principal Examiner Janis Griffiths. Question 1. A few confusions with the choice of words, mostly fine In another year, may well ask as a question... ‘Which term means ...’. Question 2. Managed a) and b)

Download Presentation

GCSE Sociology Unit 1 i n detail Principal Examiner Janis Griffiths

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript

GCSE SociologyUnit 1 in detailPrincipal ExaminerJanis Griffiths

Question 1

  • A few confusions with the choice of words, mostly fine

  • In another year, may well ask as a question... ‘Which term means ...’

Question 2

  • Managed a) and b)

  • With c) answers not always developed to show meaning. ‘Explain ...’ indicates that development is required.

  • Answers to d) not always offering one thing and explanations not always social or developed. Usually found 1 mark.

Question 3

  • Answers to a) and b) fine.

  • Answers to c) often biological in the ‘men are stronger and more fit’ despite the clue in the item. Was this actually read?

  • Question d) challenged because it required a focus on socialisation as applied to sport. New AO3 of context.

Question 3 continued

  • Many did not read the question; it was extension for the better candidates.

  • Appropriate plan

    • State method

    • Statement

    • Develop methodological point or contextualise to the scenario

Question 4

  • Questions a) and b) offered limited challenge.

  • Large numbers of candidates vague on sanctions.

Question 4 continued

  • Answers to d) were either very good or weak.

    • We may offer cues in future exams.

    • Use of technical language sought and often found – though not always accurately

    • Same or very similar point was made twice and it was difficult to award for both answers

Question 4 (e) and (f)

  • These were differentiating questions.

  • (e) Many wrote perfectly sensible open questions – others were leading, double questions or closed questions.

  • Most were not sure of the purpose of a pilot study (f)even if they knew what it was

Question 5

  • Poorly handled by many.

  • Often defined Agency in terms of ‘place where socialisation takes place’

Question 5 continued

  • (b) was deliberately challenging, and many found healthy eating, hard work or discipline for 1 mark.

  • The problem is that they were defined in terms of normal behaviour and not in terms of a value or principle underlying behaviour.

Question 5 (c)

  • The question required an explanation of the difference betweentwo forms of socialisation.

  • A clear statement of difference was therefore needed.

  • Many thought primary socialisation stopped at a precise age, and then secondary socialisation kicked in.

Question 5 (d)

  • Much confusion between how and why.

  • A simple answer explaining what schools may do, with examples: books, actions of teachers, rules, discipline would all have sufficed.

  • Many talked about how schools offered opportunities for children to talk to each other or looked at need to maintain order

Question 6

  • Gender stereotypes identified

  • (b) limited answers repeating basic stuff about advertising

  • Some lack of clarity as to meaning of media

  • (e) not handled well. Often only one point or five. Repetitive and not concerned with process.

Options: Unit 1

Rule of thumb for marks for a C grade




In practice, C grades could be achieved with lower marks if section A was done well

Question 7

  • Some good candidates ‘over-thought’ the answer and wrote a lot of theory which could not be credited

  • Some vagueness as to the meaning of cohabitation and in many cases, no attempt to define or explain.

  • Very few explained what the changes to divorce rates actually are – this is a good introductory paragraph as well. Otherwise, well rehearsed and clear answers.

Question 8

  • Considerable lack of clarity on this – generally they were vague or out of date

  • This was often done well, though personal rather than thinking about social advantage of private education.

  • This was more challenging than intended – they struggled with ideas. Those who caught on that they could compare and contrast middle class with working class children did well. Rote learners died on their feet!

Question 9

  • Some vagueness as to what the media actually are. Answers tend to be technical rather than talking about the medium

  • Generally handled really well

  • Mostly stereotyped and limited trek through a couple of media forms such as soap operas and magazines and rather dated. Limited reference to body image or changing stereotypes.

Question 10

  • Usually fairly well handled – over reliance on football

  • Not badly done either, but personal rather than social

  • Again, getting over the reliance on football, not badly done. Tendency to focus on personal rather than social – noting to ‘get fit’ without mentioning that fitness is desirable in terms of body shape and image.

    Probably not attempted by many centres.

Option Questions (a) answers

  • Focus on description

  • May not always be a simple two part split.

Option Questions (b) answers

  • Lists will work here.

  • Explain the meaning of the term.

  • Make a point and offer development and/or an example

Option Questions (c) answers

  • This is an essay.

  • It needs standard, if short, essay structure.

  • There needs to be careful reading of questions, paying attention to how and why

  • It needs a little practice to get the good grades


  • Learn the key terms

  • Keep answers in section A short and focused.

  • If there is confusion, go back later and check.

  • Develop, exemplify and explain points where necessary

For further information, please contact the subject officer at the WJEC

Joanna Lewis

245 Western Avenue



[email protected]

  • Login