Paper 1

Students are expected to be familiar with sociological explanations of the following content:

• the role and functions of the education system, including its relationship to the economy and to class structure
• differential educational achievement of social groups by social class, gender and ethnicity in contemporary society
• relationships and processes within schools, with particular reference to teacher/pupil relationships, pupil identities and subcultures, the hidden curriculum, and the organisation of teaching and learning
• the significance of educational policies, including policies of selection, marketisation and privatisation, and policies to achieve greater equality of opportunity or outcome, for an understanding of the structure, role, impact and experience of and access to education; the impact of globalisation on educational policy.
• Students must be able to apply sociological research methods to the study of education.

Students must examine the following areas:

• quantitative and qualitative methods of research; research design
• sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics
• the distinction between primary and secondary data, and between quantitative and qualitative data
• the relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’
• the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research
• consensus, conflict, structural and social action theories
• the concepts of modernity and post-modernity in relation to sociological theory
• the nature of science and the extent to which Sociology can be regarded as scientific
• the relationship between theory and methods
• debates about subjectivity, objectivity and value freedom
• the relationship between Sociology and social policy.

Paper 2

Students are expected to be familiar with sociological explanations of the following content:

• the relationship of the family to the social structure and social change, with particular reference to the economy and to state policies
• changing patterns of marriage, cohabitation, separation, divorce, childbearing and the life course, including the sociology of personal life, and the diversity of contemporary family and household structures
• gender roles, domestic labour and power relationships within the family in contemporary society
• the nature of childhood, and changes in the status of children in the family and society
• demographic trends in the United Kingdom since 1900: birth rates, death rates, family size, life expectancy, ageing population, and migration and globalisation.

Students are expected to be familiar with sociological explanations of the following content:

• the new media and their significance for an understanding of the role of the media in contemporary society
• the relationship between ownership and control of the media
• the media, globalisation and popular culture
• the processes of selection and presentation of the content of the news
• media representations of age, social class, ethnicity, gender, sexuality and disability
• the relationship between the media, their content and presentation, and audiences.

Paper 3

Students are expected to be familiar with sociological explanations of the following content:

• crime, deviance, social order and social control
• the social distribution of crime and deviance by ethnicity, gender and social class, including recent patterns and trends in crime
• globalisation and crime in contemporary society; the media and crime; green crime; human rights and state crimes
• crime control, surveillance, prevention and punishment, victims, and the role of the criminal justice system and other agencies.

Students must examine the following areas:

• quantitative and qualitative methods of research; research design
• sources of data, including questionnaires, interviews, participant and non-participant observation, experiments, documents and official statistics
• the distinction between primary and secondary data, and between quantitative and qualitative data
• the relationship between positivism, interpretivism and sociological methods; the nature of ‘social facts’
• the theoretical, practical and ethical considerations influencing choice of topic, choice of method(s) and the conduct of research
• consensus, conflict, structural and social action theories
• the concepts of modernity and post-modernity in relation to sociological theory
• the nature of science and the extent to which Sociology can be regarded as scientific
• the relationship between theory and methods
• debates about subjectivity, objectivity and value freedom
• the relationship between Sociology and social policy.

Teaching and Learning Approaches

Explanations

High-quality explanations go beyond simply delivering content; they incorporate subject-specific vocabulary, clear examples, and real-life applications that connect sociological concepts to students’ own experiences and the wider world. Teachers break complex ideas into smaller steps and use analogies, case studies, and visual aids to make abstract concepts accessible. Understanding is continuously checked through formative assessment methods, such as mini-quizzes, class discussions, or questioning, to ensure all students grasp the content before progressing to new topics.

Questioning

Effective questioning strategies are designed to engage all learners and develop higher-order thinking. Teachers use retrieval practice to reinforce prior learning and craft questions aligned with specific assessment objectives, such as AO1 (knowledge), AO2 (application), and AO3 (evaluation). Techniques such as think–pair–share, cold-calling, and bouncing questions around the classroom encourage participation and peer learning. Questioning is differentiated to meet diverse learning needs, ensuring that students of varying abilities, including those with SEND, can respond, reflect, and succeed.

Modelling

Teachers model academic skills by breaking down assessment questions with students, helping them understand exactly what each question is asking. They demonstrate how to identify key command words, link questions to assessment objectives, and structure responses effectively. Scaffolds, such as sentence starters, writing frames, and step-by-step guides, are used to support students in applying these strategies independently. This approach helps pupils build confidence, develop exam technique, and gradually take ownership of producing high-quality, well-structured answers.

Challenge

All students are expected to meet the learning outcomes outlined in the scheme of learning, but tasks are adapted to ensure appropriate challenge for every learner. Pupils with SEND are supported through adaptations in line with their pupil passports, while the most able are extended with opportunities such as wider reading, critical discussions, and targeted questioning.

Marking and Feedback

Marking and feedback are structured to support continuous improvement. Students complete two summative assessments per half term, which are carefully marked with detailed, constructive feedback highlighting strengths, areas for development, and clear next steps. Therapy work is given to allow students to consolidate learning and address gaps. Additionally, two pre-public examinations per year in Years 12 and 13 mimic real exam conditions, preparing students for formal assessment. Homework is routinely checked, with two pieces per half term formally marked.

Teaching for Long-Term Memory

Teaching for long-term memory involves logically sequencing topics so that students build knowledge progressively and see connections across the course. Core sociological perspectives and A02 research are embedded throughout multiple topics, allowing students to consistently practice applying evidence and theory across different areas of the curriculum. Frequent retrieval of topics through both formative and summative assessments reinforces understanding and helps prepare students to confidently tackle questions under real exam conditions.

Homework

Homework is purposeful, substantial, and designed to support both learning and assessment readiness. Weekly tasks often include exam-style questions, research tasks, or reading articles on current social issues, accompanied by questions that encourage critical thinking and application of sociological concepts. Homework provides opportunities for independent practice, promotes time-management skills, and allows students to apply theory to real-world examples, ensuring learning continues beyond the classroom.

Assessment

Every three weeks, students’ complete assessments that mirror exam conditions, with personalised feedback and therapy sessions provided to address misconceptions and strengthen skills. Assessments cover knowledge, application, and evaluation, reflecting the demands of formal exams while enabling teachers to identify areas for intervention promptly.

Reading and Literacy

Reading and literacy are embedded across the curriculum to develop critical thinking, oracy, and subject-specific understanding. Students are encouraged to read a variety of texts, including recommended books, newspapers, journals, and online articles, to stay informed about current social issues. Oracy is promoted through student-led presentations and class discussions, reinforcing the use of academic language. Literacy development includes effectively using subject-specific vocabulary in both spoken and written work, ensuring students can communicate sociological ideas clearly and confidently.

KS5 Overview

Year 12

Key Sociological perspectives	Outline: The Functionalist perspective. The Marxist perspective. The Feminist perspective. The New Right perspective. The Postmodernism perspective. The Micro vs Macro debate, the consensus vs Conflict debate. Types of data: Primary, secondary, qualitative, quantitative Practical, ethical and theoretical considerations of research within Sociology Exam technique to succeed in Sociology
Education - paper one	Outline, Apply and Evaluate: The role of education - Functionalism, Marxism, New Right, Feminism, Interactionism and Postmodernism Gender and educational achievement Ethnicity and educational achievement Social class and educational achievement Social policy and education
Methods in context - paper one	Outline, Apply and Evaluate: Types of data - Qualitative, quantitative, primary, secondary Factors influencing the choice of research method - practical, ethical and theoretical Sociological theory and methodological approaches - Positivism and Interpretivism The research process and sampling - Random, stratified, systematic, quota Researching in education - Teachers, pupils, classrooms, schools and parents Lab experiments, Field experiments, the comparative method Introduce M.I.C exam questions and technique Questionnaires - Structured questionnaires, unstructured questionnaires Interviews - structured interviews, unstructured interviews, semi-structured interviews and focus groups Observations - Participant and non-participant observations Secondary sources - Official statistics, documents, content analysis
Theory and Methods - paper one	Outline, Apply and Evaluate: Value-free and objectivity Sociology as a Science
Mass Media - Paper two	Outline, Apply and Evaluate: Representations of social groups – gender, sexuality, age, class, disability and ethnicity Ownership and control of the media - Manipulative, hegemonic and Pluralist approach Features of media ownership Selection and presentation of the news Media effects and violence in the media New media and globalisation
Families and Households - Paper two	Outline, Apply and Evaluate: The role of the family - Functionalism, Marxism, Feminism, New Right, Personal life perspective Gender roles, the domestic division of labour and power relationships Childhood Demographic trends - Birth rate, fertility rate, death rate

Year 13

Families and Households - Paper two	Outline, Apply and Evaluate: Demographic trends - Life expectancy, migration Family patterns - marriage, divorce and cohabitation Family diversity Family policy
Crime and deviance - Paper three	Outline, Apply and Evaluate: Theories of crime and deviance Gender and crime Ethnicity and crime Social class and crime Globalisation and crime The media and crime Crime prevention and control How crime is measured
Theory and methods - Paper three	Outline, Apply and Evaluate: Consensus. Conflict and social action theories Modernity and postmodernity Sociology as a Science Research methods Value freedom and objectivity Theoretical views of social policy