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AQA GCSE 9-1 Sociology
Third Edition
Authors: Pauline Wilson, Allan Kidd, Simon Addison and Jon-Paul Craig
Fully matched to the AQA 9–1 GCSE Sociology specification, this third edition focuses on the knowledge and skills that students need to succeed in their exams.
Student Book
• Inspire students with modern sociology through case studies and up-to-date research and examples
• Build the key skills students need to succeed with a focus on research skills, theory and making connections between topics
• Prepare students for assessment with exam-style questions, sample answers and examiner commentary for every AQA topic
• Reduce your planning time – each double-page spread of the student book works as a lesson, including learning objectives, key terms, summary points and ‘check your understanding’ questions
Focus on Key Thinkers features cover the key sociological texts in the 2017 AQA specification and introduce key sociological perspectives
Focus on Theory sections put theories into context with activities to get students thinking about sociological methods and theories
Focus on Skills sections feature discussion and written activities to help students apply their knowledge in the exam and beyond the classroom
• Support your teaching with the accompanying Teacher Guide, including additional activities and exam-focused support for every chapter in the Student Book
• Deliver stimulating lessons with 15–20 activity ideas per AQA topic and further suggestions in the Scheme of Work
• Prepare your students for final assessment with exam practice activities for every AQA topic
• Cater for students of all abilities with differentiation suggestions and extension tasks for each activity
AQA GCSE 9–1 Sociology Revision & Practice
Unbeatable value – a revision guide, workbook and full practice paper in one book
• Revision guide – clear and concise coverage of every topic, now with interactive quizzes to test recall
• Workbook – topic-by-topic practice now with video solutions to build confidence
• Exam-style practice paper with answers, now updated to reflect the latest exam series and examiner reports
Now includes interactive recall quizzes and video solutions, accessed via QR codes
AQA GCSE 9-1 Workbooks
Unbeatable value – a workbook and full practice paper with answers in one book for £3.00
• All the practice you need with topic-by-topic questions, now with video solutions to build confidence
• Prepare for exams with different question styles
• Put what you have practised to the test with a full exam-style practice paper with answers included
Now includes video solutions, accessed via QR codes
AQA GCSE 9-1
Sociology
Revision Cards
• Revise key sociological terms and concepts
• Mix up the cards to test knowledge and understanding
• 200 cards with key concepts, definitions and contexts Don’t miss out on the best revision cards at the best price – only £6.50 for schools!
Student Support Materials for AQA A-level Sociology
Support your Sociology students with additional guidance and practice questions for key AQA topics
• Provide the essentials of each AQA topic and the practice and guidance needed for exam success
• Support students in planning and managing their revision with topic summaries, examiners’ tips and helpful key studies, tables and diagrams
• Help students achieve their best possible grade with complete practice exam papers, a breakdown of what each question is asking and sample responses at Grade C and Grade A with examiners’ comments
AQA A-level Sociology
Fourth Edition
Authors: Steve Chapman, Martin Holborn, Stephen Moore and Dave Aiken
Tried and trusted support to help your students master the knowledge, evaluation and analysis skills to excel in their studies.
• In-depth coverage of every topic in the AQA AS and A-level Sociology specifications, approved by AQA
• Develop strong research skills with practical tasks
• Up-to-date case studies and questions help students with application, analysis and evaluation
• Plenty of practice questions to help assess progress
FOCUS ON RESEARCH: CHAVS, CHARVERS AND TOWNIES
imposed on them by others from non-working-class backgrounds, and the middle-class students were keen to emphasise that they did not belong to these three groups. Indeed they looked down on what they saw as their immoral, anti-social behaviour and their poor taste. They saw them as arrogant, flashy, loud, uninterested in learning and lacking in self-control. While the middle-class students saw themselves as investing in their educational future, they saw the working-class pupils who were chavs, charvers or townies as lacking in the desire to succeed and therefore likely to fail.
Questions
1. Examine the subcultures (if there are any) in your own school or college. What are the similarities and differences compared to the subcultures found in this research?
Focus on Skills sections feature discussion and written activities to help students apply their knowledge in the exam and beyond the classroom
and Williams, 2009, p. 470). Most of these groups were predominantly middle-class, but those seen as chavs, charvers or townies were invariably working class. None of the working-class pupils gave themselves these labels – they were
Research by Mairtan Mac an Ghaill (1994) examined working-class students in a Midlands comprehensive. Because the school divided pupils into three sets, three distinct male, working-class peer groups developed rather than two: › In the lowest set the main subculture was that of the ‘macho lads’. They were academic failures who became hostile to the school, showed little interest in school work, and were usually from less skilled working-class backgrounds.
2. Evaluate whether the type of school used in the research (inner-city comprehensives) could explain the similarities and differences you discussed in answering question 1.
3. Identify the possible advantages and disadvantages of using interviews to study subcultures?
4. Suggest an alternative research method for this type of research and explain why it might be useful.
5. On the basis of this research, explain the view that it is not just teachers who can give pupils negative labels.
6. Applying this research, analyse how the labels attached to some working-class pupils might affect their educational progress.
› In the highest set, the predominant subculture was of the ‘academic achievers’. They were academic ‘successes’ usually from more skilled working-class backgrounds. They tried hard at school and were aiming to progress to higher levels of study. › The middle set was dominated by the ‘new enterprisers’. They had a positive attitude to school and school work, but they saw the vocational curriculum as a route to career success rather than academic subjects.
found that a group of black working-class girls who were labelled as likely failures responded by working harder to achieve success. Rather than a self-fulfilling prophecy taking place, they rebelled against the low expectations of their teachers.
UNDERSTAND THE CONCEPT
Most people feel that most of the time they can choose how they behave. However, sociologists tend to claim that, to some extent, social factors can explain behaviour. This suggests that people don’t have a free choice and that their behaviour is shaped by outside forces. Deterministic theories take this view to the extreme. They don’t acknowledge that individuals have any choice about how they behave instead arguing that circumstances shape what they do. For some, labelling is a deterministic theory which claims that people will always live up to a label imposed on them by other people. However, most labelling theorists recognise that sometimes individuals will refuse to live up to their labels. These labelling theorists do not therefore support a deterministic version of labelling theory.
› Some interactionists may have simplified models of pupil subcultures and do not identify the full range of responses to schools. By identifying just two or three subcultures, they ignore groups and
Key concepts defined clearly on each page
AQA A-level Sociology Themes and Perspectives
Authors: Michael Haralambos, Martin Holborn, Tim Davies and Pauline Wilson
Tailored to the 2015 AQA AS and A-level Sociology specifications, these accessible student books offer depth, detail and clarity with up-to-date coverage and in-depth exam support.
• Easy to navigate with a clear and accessible structure mapped to the AQA specification
• Engage students with the latest research, theoretical developments and contemporary issues
• Challenge students with depth and detail, as well as detailed evaluation and tasks tostudents aiming for the highest grades
• Complement your teaching with a range of activities, including images, viewpoints, data and research scenarios to prompt discussion
• Build the skills required for exam success with detailed exam practice for each topic and sample responses at different levels for each question type
• Includes a specially commissioned Then and Now feature: in their own words, the authors of ground-breaking sociological studies revisit and assess the relevance of their work to contemporary society
This is the ideal [resource] for skills-development, particularly application, analysis and evaluation which many texts fail to address. To call this a ‘Swiss army knife’ that covers all bases for the modern sociology classroom is an understatement.
Chris Deakin, Head of Sociology
How to be a Sociologist
An introduction to A-level Sociology
Authors: Dr Sarah Cant and Dr Jennifer Hardes
Equip your students with the skills to think like a sociologist with this short, up-to-date and accessible introduction to sociology at A-level and beyond.
• Give students a flavour of the key ideas they will encounter at A-level
• Spark you students’ sociological imagination with the latest thinking from expert authors
• Equip students with information about the career and higher education opportunities sociology can lead to
• Use throughout the A-level course or set as prior summer reading
• Beneficial aid at open evenings and sixth-form student recruitment assemblies
CONTENTS
Contemporary case studies highlight up-to-date research
Glossary explains and gives context to key terms
absolute poverty when a person’s household income is not enough to sustain a basic standard of living and meet essential human needs (food, shelter, clothing) agency the notion that individuals have the capacity to act freely, often contrasted with determinism and social structure alienation (Marx) a process in which someone becomes disconnected from their work and from other humans anomie an absence of shared norms or values (integration) and guidance (regulation) beliefs ideas about the world that people hold to be true, although they may not be based on evidence; beliefs lead us to take on certain values that are deemed socially important (see also values)
Blackfeminism feminism that focuses on the way that women’s subordination is rooted in racism and classism as well as sexism; it calls for an intersectional understanding of inequality and a recognition that women’s experiences are not homogeneous bourgeoisie (Marx) the social class that owns the means of production and so is made up of more powerful members of society
breachingexperiment (Garfinkel) an experiment that intentionally disrupts (breaches) social norms
bureaucracy (Weber) a hierarchical organisation that operates according to rational sets of rules and procedures
capital (Bourdieu) a set of skills and resources that take numerous forms; Bourdieu identifies five types of capital – cultural,
economic, physical, symbolic, and social – and it is the accumulation of different types of capital that constitutes someone’s social status
cultural capital knowledge, lifestyle choices, values, leisure activities and education
economic capital how much income and wealth someone has physical capital bodily dispositions and shape (including how attractive someone is deemed to be)
social capital a person’s social networks, relationships and who they know symbolic capital a person’s status and prestige capital (Marx) economic relations and wealth capitalism (Marx) a system defined by its economic relations of production, where goods and services are bought and sold for profit, and in which two distinct ‘classes’ emerge – those who own the goods and services (the bourgeoisie) and those who have to sell their labour to earn a living (the proletariat) causation the scientific belief that a variable (‘x’) directly impacts on, and changes, another variable (‘y’) cisnormativity the dominant social belief that a person’s gender corresponds with their biological sex at birth citizen a person who belongs to a community and has equal rights and duties under law class,social an individual’s economic position, and also their social status
Mary Wollstonecraft
Mary Wollstonecraft
How to be a Social Researcher
Using Sociological Studies
Authors: Dr Sarah Cant and Dr Jennifer Hardes Dvorak
Show students how to be a rigorous social researcher with this incisive and engaging guide to the most relevant, cutting edge and inclusive research methods.
• Examine each major sociological method in depth through classic and contemporary studies on crime, family life and education
• Can easily be used to supplement and enhance the current A-level specifications
• Provide valuable subject knowledge for non-specialist teachers of Sociology
• Help students add depth and nuance to their A-level studies, supplying them with the tools to succeed in their exams
Sociology Themes and Perspectives
Eighth Edition
Authors: Michael Haralambos and Martin Holborn
The 8th edition of the bestselling ‘Blue Bible’ of Sociology.
• Raise standards and engagement in sociology with in-depth coverage of every topic in an easy-to-follow and full colour format
• Develop understanding with informative, clear and concise explanations of all sociological concepts and theories
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