There are two broad theoretical approaches to research with Sociology known as Positivism and Interpretivism. Students will have learnt about these approaches throughout the course but will focus on issues of validity, reliability, representativeness, practicality and ethics that are essential for Sociologists to consider when conducting research. Students will become skilled at evaluating the research process and highlighting both strengths and limitations of a variety of examples of Sociological studies.
What is Sociology? Students will consider this question and familiarise themselves with important key terms that will run through the course, including norms, values and social control. Students will be introduced to the both conflict and consensus theories and learn about key elements of Marxism, Feminism, Functionalism, Interactionism, Postmodernism and New Right approaches. We will also learn about the importance of Sociological research and this unit includes an introduction to the research process.
As students consider different sociological perspectives, they will broaden their horizons and learn to debate using evidence.
Although Sociologists may not agree on issues, they take time to critique each other with respect and the BSA offer a set of ethical guidelines that acknowledge respect for others.
Students will look in detail at institutions such as the family, the media, religion and the education system. They will consider their structure, in whose interests they operate and the effect that they have on individuals and society as a whole. Students will learn about the following identities: Social class, gender, ethnicity, age, national identity, sexual identity and disability. For each, they will consider how it is a social construction and how it has changed over time.
Students may reflect on parts of their own identity, understanding that they are unique and improving self-esteem.
Through studying parts of our identity, students will develop understanding and respect for people’s differences and learn that these can be celebrated
The period of ‘youth’ is beginning earlier and earlier in the contemporary UK. Students will look at how the concept of ‘youth’ has changed over time and learn about the emergence of spectacular youth subcultures including Skinheads and Punks. We will apply sociological theory to attempt to explain the growth of subcultures such as these. Young people are often linked to deviance so we will consider this link and explain the existence of deviant youth subcultures, including gangs. Students will learn about the role of the mass media in portraying youth deviance.
Students will have the opportunity to reflect on their status as a ‘young’ person and evaluate the kind of individual they would like to be. They will acknowledge the choice that they are privileged to have in the contemporary UK.
When learning about the labelling process, students will understand that interactions we have with each other can have a direct influence on how we act and perceive ourselves. This will promote a culture of understanding and respect.
Students will study the following: the role and functions of the education system, including its relationship to the economy and to class structure (functionalism, Marxism, the New Right and postmodernism); differential educational achievement of social groups by social class, gender and ethnicity in contemporary society; relationships and processes within schools, such as 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; and the impact of globalisation on educational policy.
Students may take the opportunity to reflect on the education that they have experienced and think about how they would like to progress in order to take advantage of opportunities that they have and fulfil their career goals.
When studying inequalities both in the contemporary UK and globally, students will reflect on the need for promoting equality of opportunity in education. This will nurture a culture of caring for others and the opportunities that they have/
Students will study the following: the role and functions of the education system, including its relationship to the economy and to class structure (functionalism, Marxism, the New Right and postmodernism); differential educational achievement of social groups by social class, gender and ethnicity in contemporary society; relationships and processes within schools, such as 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; and the impact of globalisation on educational policy.
The period of ‘youth’ is beginning earlier and earlier in the contemporary UK. Students will look at how the concept of ‘youth’ has changed over time and learn about the emergence of spectacular youth subcultures including Skinheads and Punks. We will apply sociological theory to attempt to explain the growth of subcultures such as these. Young people are often linked to deviance so we will consider this link and explain the existence of deviant youth subcultures, including gangs. Students will learn about the role of the mass media in portraying youth deviance.
Students will consider the role of education from a Marxist, Functionalist, Social Democratic, New Right, Liberal and Feminist perspective. They explore about how education is linked to the economy and consider in detail the reasons for differential educational achievement, with reference to social class, gender and ethnicity. We learn about education in a global context, making comparisons across the globe of how education is provided. Finally, students will learn about key educational policies introduced by the government and the effectiveness of these in creating equality of opportunity and improving standards in education.
Students may take the opportunity to reflect on the education that they have experienced and think about how they would like to progress in order to take advantage of opportunities that they have and fulfil their career goals. When studying globalisation and the digital world, students will take note of how they should be safe online. They are reminded of the use of CEOP to report any concerns that they have whilst online.
When studying inequalities both in the contemporary UK and globally, students will reflect on the need for promoting equality of opportunity in education. This will nurture a culture of caring for others and the opportunities that they have. We take time to consider inequalities in access to the digital world and also refer to examples of communities that are now using global links to draw attention to their needs, for example, the Awa tribe in the Amazon who are fighting for their land. Students may consider supporting organisations such as Survival International.
The period of ‘youth’ is beginning earlier and earlier in the contemporary UK. Students will look at how the concept of ‘youth’ has changed over time and learn about the emergence of spectacular youth subcultures including Skinheads and Punks. We will apply sociological theory to attempt to explain the growth of subcultures such as these. Young people are often linked to deviance so we will consider this link and explain the existence of deviant youth subcultures, including gangs. Students will learn about the role of the mass media in portraying youth deviance.
Students will be following a scheme of learning based on their needs identified from exams and assessments throughout the year.