A-LEVEL SOCIOLOGY 7192/2

A-LEVEL SOCIOLOGY 7192/2 Paper 2 Topics in Sociology Mark scheme June 2024 Version: 1.0 Final *246A7192/2/MS* Mark schemes are prepared 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. No student should be disadvantaged on the basis of their gender identity and/or how they refer to the gender identity of others in their exam responses. A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in exam responses in line with existing mark scheme criteria. Further copies of this mark scheme are available from 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 © 2024 AQA and its licensors. All rights reserved. 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. Topic A1 Culture and Identity Qu Marking guidance Total marks 01 Outline and explain two reasons why gender may affect consumption choices. 10 Marks Level descriptors 8–10 Answers in this band will show very good knowledge and understanding of two reasons why gender affects consumption choices. There will be two applications of relevant material, eg gender role socialisation shapes different tastes in toys, fashion and activities for both males and females which impacts upon their consumption patterns; pressure from media images to conform to certain gender identities such as males seeking to appear more macho has created a market of products to help create these identities. There will be appropriate analysis, eg the extent to which gender affects consumption choices. 4–7 Answers in this band will show a reasonable to good knowledge and understanding of one or two reasons why gender affects consumption choices. There will be one or two applications of relevant material, eg lower pay of women restricts consumption. 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 drift into account of gender identities. There will be little or no analysis. 0 No relevant points. Indicative content Answers may include the following and/or other relevant points: • process of canalisation shaping desire for certain toys and interest in certain activities • women may have less free time due to their domestic role which reduces consumption choice • women’s consumption and leisure activities linked to their domestic role and often involve childcare obligations • lower pay of women restricts their disposable income, limiting access to leisure activities • social expectations about what sort of leisure activities are appropriate for males and females • patriarchal values of society mean that women are subject to higher levels of social control in public spaces affecting consumption patterns • media images pressuring men to appear more macho creates a market for fashion and weight loss products. Qu Marking guidance Total marks 02 Applying material from Item A, analyse two ways that popular culture may affect an individual’s sense of self. 10 Marks Level descriptors 8–10 Answers in this band will show good knowledge and understanding of relevant material on two ways that popular culture may affect an individual’s sense of self. There will be two developed applications of material from the item, eg as popular culture is easily accessible and enjoyed by many people, it enables individuals to see themselves as part of society and identify with others; popular culture inspires a rebellion against mainstream values, creating the development of youth subcultures and identities such as Punk. There will be appropriate analysis/evaluation of two ways that popular culture may affect an individual’s sense of self, eg the extent to which popular culture may affect an individual’s sense of self and/or the impact of other forms of culture on sense of self such as high culture or folk culture. 4–7 Answers in this band will show a basic to reasonable knowledge and understanding of one or two ways that popular culture may affect an individual’s sense of self. There will be some successful application of material from the item, eg by accessing popular culture individuals feel that they fit into society. There will be some analysis/evaluation. 1–3 Answers in this band will show limited knowledge and understanding of one or two ways that popular culture may affect an individual’s sense of self. There will be limited application of material from the item. Some material may be at a tangent to the question, eg there may be some drift into material on examples of popular culture, such as entertainment, fashion or leisure activities. There will be limited or no analysis/evaluation. 0 No relevant points.