Key term
OCR A-Level Sociology H580
Introducing Socialisation, Culture and Identity
Topic overviewCulture, norms, values and cultural relativismSubculture, high culture and popular cultureGlobal and consumer culture, cultural diversity and hybridityPrimary and secondary socialisation, the family and peer groupMedia, religion, education and the workplace as agencies of socialisationLifelong socialisation and the nature/nurture debateSocial control, sanctions and formal agencies of controlInformal agencies and theories of social controlThe concept of identity, ethnicity and nationalityGender, class and sexual identityAge, disability, hybrid and intersecting identities
Families and RelationshipsComponent 01
Topic overviewFamily types and trends in marriage, divorce and cohabitationDemographic change, family diversity and newer family typesNuclear family ideology, functionalism and the New RightMarxist, feminist and postmodern views and the diversity debateConjugal roles and the domestic division of labourPower, the dark side of the family and theories of partner rolesThe child-centred family, views of childhood and its extensionParent-child power, grandparents in an ageing population and feminist views
Youth SubculturesComponent 01
Topic overviewFunctionalist and neo-Marxist views of youth cultureHebdige, feminist and postmodern views of youth subculturesClass, ethnic and hybrid subcultures and consensus versus conflictDelinquent, criminal, spectacular and anti-school subculturesGangs, newer deviant subcultures and patterns in youth offendingFunctionalist, New Right and Marxist explanations of youth devianceLabelling, identity, gender, ethnicity and moral panics in youth deviance
MediaComponent 01
Topic overviewRepresentations of ethnicity and nationality, symbolic annihilation and the male gazeRepresentations of gender, social class and young peopleRepresentations of older people and theories of media representationDirect and indirect media effects modelsActive audience models, deviance amplification and moral panics
Research Methods and Researching Social Inequalities
Topic overviewPositivism, quantitative data and interpretivismVerstehen, qualitative data and validityReliability, representativeness, generalisability and theoryResearch topics, aims, hypotheses and primary and secondary dataOperationalisation, pilot studies and respondent validationLongitudinal studies, interpreting data and social policySampling frames, sampling techniques and choosing a sampleAccess, gatekeepers and research ethicsQuestionnaires, structured interviews, statistics, content analysis and observationUnstructured interviews, ethnography and methodological pluralism
Understanding Social Inequalities
Globalisation and the Digital Social World
Crime and DevianceComponent 03
Topic overviewDefining crime and deviance, social control and relativitySocial construction of crime and police recorded crimeThe Crime Survey, victim surveys and self-report studiesCrime patterns by social class, gender and ageCrime patterns by ethnicity, crime trends and global organised crimeGlocal organised crime and green crimeFunctionalist, strain and subcultural theories of crimeMarxist, interactionist and left realist theories of crimeRight realism, New Right, feminism and explaining ethnic and age patternsLeft-wing crime reduction, social crime prevention and restorative justiceSituational crime prevention, zero tolerance and punitive justice
EducationComponent 03
Topic overviewFunctionalist, Marxist and liberal views of the role of educationSocial democratic, New Right and feminist views and vocational educationClass and ethnic patterns in educational attainmentGender patterns, global educational inequality and intersectionalityInside-school factors: labelling, setting, triage and institutional racismMaterial and cultural deprivation and cultural capitalExplaining gender and ethnic differences and theoretical views of achievementTypes of school and education policy since 1988Ideology, marketisation and equality of opportunity in education policy
Religion, Belief and FaithComponent 03
Topic overviewDefining religion, faith and belief, churches and denominationsSects, cults, new religious and new age movements and fundamentalismMeasuring religiosity and believing without belongingFunctionalist and Marxist views of the role of religionNeo-Marxist, Weberian, feminist, phenomenological and postmodern views of religionReligion, social change and whether religion is positive or negativeClass and gender patterns in religiosityWomen's changing religiosity and ethnic and age patternsAge cohorts, global religious trends and resurgenceDefining secularisation and evidence of religious declinePro- and anti-secularisation theoriesReligion and social policy, the golden age critique and global patterns
Education
Types of school and education policy since 1988
- 3 things to know
- Component 03
Overview
Recall questions on the types of institution in UK education, academies, free schools, selective and non-selective schooling, the Education Reform Act 1988, quasi-markets, league tables and inspection, New Labour policies against disadvantage, tuition fees, Coalition and Conservative reforms after 2010, and post-1988 vocational training.
What you need to know
Answer each one before you reveal it.
Your recallNot started
Key term
What is the overall direction of structural change in English schooling since 1988?
Key term
What is a quasi-market in education, and what was it meant to achieve?
Questions from this subtopic
Each one with the model answer underneath.
- 1
Name four distinct types of institution that make up educational provision in the UK.
Model answer
State-maintained schools, fee-paying independent schools, sixth-form and further education colleges, and universities are four; special schools and pupil referral units also form part of the picture.
- 2
What is an academy?
Model answer
An academy is a state-funded school in England that is independent of its local authority, funded directly by central government and run by an academy trust, with greater freedom over its curriculum, staffing and term dates.
- 3
What is a free school, and how does it differ from an academy?
Model answer
A free school is legally an academy but is set up from scratch by a group such as parents, teachers, a charity or a business in response to perceived local demand, rather than being an existing school that converted.
- 4
Distinguish selective from non-selective secondary provision in England.
Model answer
Selective grammar schools admit pupils by an entrance test at eleven and around 160 remain, alongside secondary moderns in the areas that kept selection, whereas comprehensive schools admit pupils of all abilities from their area.
- 5
Name three further kinds of school that add to the diversity of provision.
Model answer
Faith schools, university technical colleges and studio schools are three; specialist schools and city technology colleges were earlier additions of the same kind.
- 6
What is the overall direction of structural change in English schooling since 1988?
Model answer
Control has shifted steadily away from local authorities towards autonomous schools funded directly by central government, most of them now grouped into multi-academy trusts, alongside a wider variety of providers than before.
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