AQA 2022/ AS SOCIOLOGY 7191/1 Paper 1 Education with Methods in Context Mark scheme June 2022 Version: 1.0 Final Mark Scheme MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 2

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AS SOCIOLOGY 7191/1 Paper 1 Education with Methods in Context Mark scheme June 2022 Version: 1.0 Final Mark Scheme MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 2 Mark schemes are pr... epared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation events which all associates participate in and is the scheme which was used by them in this examination. The standardisation process ensures that the mark scheme covers the students’ responses to questions and that every associate understands and applies it in the same correct way. As preparation for standardisation each associate analyses a number of students’ scripts. Alternative answers not already covered by the mark scheme are discussed and legislated for. If, after the standardisation process, associates encounter unusual answers which have not been raised they are required to refer these to the Lead Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this mark scheme are available from aqa.org.uk Copyright information AQA retains the copyright on all its publications. However, registered schools/colleges for AQA are permitted to copy material from this booklet for their own internal use, with the following important exception: AQA cannot give permission to schools/colleges to photocopy any material that is acknowledged to a third party even for internal use within the centre. Copyright © 2022 AQA and its licensors. All rights reserved. MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as instructed) to show the qualities that are being looked for. You can then apply the mark scheme. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks. MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 4 Qu Marking guidance Total marks 01 Define the term ‘comprehensive school’. Two marks for two accurate statements about comprehensive schools. Such as: non-selective schools, accepting students within a catchment area. One mark for one accurate statement about comprehensive schools. No marks for no/an unsatisfactory definition. 2 Qu Marking guidance Total marks 02 Using one example, briefly explain how schools can be seen to prepare pupils for the world of work. Two marks for a clearly explained example or one mark for a partially explained example. Answers may include: • School discipline codes (1 mark); mirror the discipline codes of the workplace which focus on attendance, time keeping and obedience (+1 mark). • Schools are based on competition (1 mark); competition for jobs, promotion, contracts - is a major feature of the world of work (+1 mark). • Many activities in schools are repetitive and tedious (1 mark); this prepares pupils for the alienation of the workplace (+1 mark). Other relevant material should be credited. No marks for no relevant points. 2 MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 5 Qu Marking guidance Total marks 03 Outline three criticisms that can be made of teacher labelling as an explanation of differences in pupil achievement. Two marks for each of three appropriate criticisms that can be made of teacher labelling clearly outlined or one mark for appropriate criticisms partially outlined. Answers may include: • Too deterministic (1 mark); pupils are able to reject or not be influenced by labels (+1 mark). • Innate ability (1 mark); functionalists claim schools are meritocratic, achievement is not dependent on labelling, but student ability (+1 mark). • Cultural factors (1 mark); cultural deprivation theorists view the influence of the home as being more important than the impact of labelling on achievement (+1 mark). • Modern teacher training (1 mark); teachers are now trained to be aware of and to avoid labelling and stereotyping pupils (+1 mark). • Reproduction of the workforce (1 mark); Marxists state that capitalism’s need to reproduce the next generation of workers dictates the success or failure of pupils, not labelling (+1 mark). • Material factors (1 mark); recent research reveals that material factors such as diet may play a more significant part in explaining achievement than labelling (+1 mark). Other relevant material should be credited. No marks for no relevant points. 6 MARK SCHEME – AS SOCIOLOGY – 7191/1 – JUNE 2022 6 04 Outline and explain two ways in which changes in the labour market may influence the educational achievement of girls and boys. 10 Marks Level descriptors 8–10 Answers in this band will show very good knowledge and understanding of two ways in which changes in the labour market may influence the educational achievement of girls and/ or boys. There will be two applications of relevant material, eg the increase in the number of women at all levels in the workplace may have given girls more role models to aspire to and so may serve as motivation to do well in education; the decline of manual jobs may contribute to a crisis of masculinity and so increase a reliance on “laddish” antischool subcultures in school amongst boys so leading to underachievement. There will be appropriate analysis, eg the reasoned conclusion that changes in the gendered division of labour may explain improvements in attainment of girls in school and boys’ underachievement at school. 4–7 Answers in this band will show a reasonable to good knowledge and understanding of one or two ways in which changes in the labour market may influence the educational achievement of either girls or boys. There will be one or two applications of relevant material, eg jobs traditionally performed by women increasingly require degree qualifications – eg teaching and nursing and how this could affect pupils differently. There will be some basic analysis. 1–3 Answers in this band will show limited knowledge and little or no understanding of the question or the material. There will be limited focus on the question, eg there may be some drift into a discussion of educational achievement across different social groups. There will be little or no analysis. 0 No relevant points. Indicative content Answers may include the following and/or other relevant points: • anti/pro–school subcultures • changes in employment/ equality legislation • gender gaps in achievement between g [Show More]

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