Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Do you really want to delete this prezi?
Neither you, nor the coeditors you shared it with will be able to recover it again.
Make your likes visible on Facebook?
Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.
Key Assessment 2 SCLY1
Transcript of Key Assessment 2 SCLY1
always write an intro.
always write a conclusion you cannot get an A without one.
try to write 4-6 paragraphs.
each paragraph should have a Point...Evidence and Evaluation.
you only get marks for Sociologists....Key Terms and Theory
Do not shout (just doing P E) have a converastion
Examine the reasons for changing patterns of marriage and divorce over the last 50 years or so. [24 marks]
Examine different sociological views on changes in the experience of childhood in the past 50 years or so. (24 marks) june 12
Answers in this band will show sound, conceptually detailed knowledge and understanding of sociological material on the reasons for changes in the patterns of marriage and divorce over the past 50 years or so.
Concepts and issues such as the following may appear:
rise of feminism;
attitude to careers;
higher expectations of marriage;
the ideology of romantic love;
privatisation of nuclear families;
domestic division of labour;
variations in the patterns.
Analysis and evaluation may be developed, for instance
through discussing the importance of different factors or by locating the debate between different perspectives (eg New Right, functionalist, feminist, postmodernist, etc).
What did the Chief examiner say?
Concepts and issues such as the following may appear:
expansion of higher education;
the disappearance of childhood;
the commercialisation of childhood;
the impact of technology;
gender/class/ethnic/cross-cultural differences. Analysis and evaluation may be developed for instance by comparing the importance of particular changes or by locating the debate between different perspectives (eg ‘march of progress’ versus more critical perspectives).
What did the chief examiner say?
This question asked students to examine sociological views on the changes in the experience of childhood in the past 50 years or so. This proved to be quite difficult for a number of students, often because of a failure to read or understand the question; these students therefore failed to properly interpret the question. Many students wrote extensively about changes in childhood since the Middle Ages and struggled to apply this material successfully to the question. Many students have very hazy ideas about what might fall into the category of the last 50 years or so, with often long discussions of industrialisation and child labour as well as the introduction of compulsory schooling. Again, these responses found it difficult to apply their discussion to the specifics of the question. Most students had some concept of childhood as a social construction.
There were some good answers covering a range of different sociological views of how childhood has changed recently, the best often set within an analytic framework, for example, views for and against the view that childhood had improved in the last 50 years. Most students were able to outline a competent account of the rise of child-centredness; this was often contrasted with claims that childhood is becoming increasingly controlled. Effective responses were able to focus most of their answer on more recent changes and discussion of the extension of compulsory education, the impact of television and the Internet, and the rise of ‘toxic childhood’, was often done well. Such responses were also able to make more effective use of the same material as those less successful responses; eg linking age patriarchy to controls on children’s movement as a result of ‘stranger danger’. More sophisticated answers highlighted the range and variety of experiences between social classes, ethnicities and genders, and debated the kinds of changes that different groups have experienced.
Most students could provide evidence of sociological knowledge on changing patterns of marriage and divorce over the past 50 years or so. There were some excellent answers that discussed a number of changes to marriage and divorce patterns, and these were able to analyse successfully the reasons for such changes. The changing social position of women, secularisation and rising female expectations were linked effectively to both marriage and divorce, with factors such as the fear of divorce and legal reform also examined. The strongest answers employed a strong conceptual and empirical base (with the work of Sharpe on female aspirations, Giddens on confluent love and Fletcher on expectations all appearing), and had a detailed understanding of the nature of various divorce reforms.
Stronger answers were able to analyse reasons for changing patterns, whereas weaker responses tended just to list reasons with little elaboration or comment. Some students reinterpreted the question into one on the effects of changing patterns, and this led to some ill-focused material. Many students introduced theoretical perspectives such as Feminism, the New Right and Postmodernism, but often simply offered a juxtaposed commentary on the outcome of changing patterns rather than focusing on the reasons for the changes. Some weaker answers were confused about some of the concepts employed, for example citing ‘the decline of secularisation’ or ‘less stigma attached to marriage’. Similarly, details of divorce legislation were often unclear or inaccurate, with a significant minority of students claiming that before the 1960s women were unable to get divorced at all.