Cambridge IGCSE Sociology

Cambridge IGCSE®

Sociology

0495

Paper 2

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Contents

Introduction ........................................................................................................................ 2

Assessment at a glance .................................................................................................... 3

Paper 2 ................................................................................................................................ 4

Section A: The Family .......................................................................................................... 4

Section B: Education.......................................................................................................... 29

Section C: Crime, deviance and social control ................................................................... 49

Section D: Media ............................................................................................................... 72

Introduction

2 Cambridge IGCSE Sociology 0495

Introduction

The main aim of this booklet is to exemplify standards for those teaching Cambridge IGCSE Sociology (0495), and to show how different levels of candidates’ performance (high, middle and low) relate to the subject’s curriculum and assessment objectives. As far as possible we have shown a high, middle and low response to each question. In this booklet candidate responses have been chosen to exemplify a range of answers. Each response is accompanied by a brief commentary explaining the strengths and weaknesses of the answers. For ease of reference the following format for each component has been adopted:

Each question is followed by an extract of the mark scheme used by examiners. This, in turn, is followed by examples of marked candidate responses, each with an examiner comment on performance. Comments are given to indicate where and why marks were awarded, and how additional marks could have been obtained. In this way, it is possible to understand what candidates have done to gain their marks and what they still have to do to improve their marks. Past papers, Examiner Reports and other teacher support materials are available on Teacher Support at https://teachers.cie.org.uk

Question

Mark scheme

Example candidate response

Examiner comment

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Assessment at a glance

Cambridge IGCSE Sociology 0495 3

Assessment at a glance

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Section A: The Family

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Mark scheme

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Mark scheme, continued

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Question 1(a)

Example candidate response – high

Examiner comment – high The candidate scores full marks as they have a clear definition of the term, referring to both the growth of cities and a high proportion of the population living in these cities. Candidates could also have looked at the movement from rural to urban areas as a typical correct point. Mark awarded = 2/2

Example candidate response – middle

Examiner comment – middle The candidate is awarded one mark for the idea about an increased proportion of people living in urban areas, the second mark was not awarded as the candidate has repeated the term ‘urban’ from the question. The final part of the answer doesn’t help to answer the question so has not been awarded any marks. Mark awarded = 1/2

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Question 1(b)


Examiner comment – high The candidate correctly identifies two population trends (birth and death rate) and describes these clearly in relation to family changes. A number of candidates did not focus on the key word ‘demographic’ in the question and thus identified trends that were not to do with the population and these could not be credited. This is a good example of a candidate who has focused specifically on the demands of the question set. Mark awarded = 4/4


Examiner comment – middle Most of the answer does not focus on demographic trends and therefore cannot be rewarded. However, at the end of the answer there is an identification of the ageing population for which one mark is awarded. Mark awarded = 1/4

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Example candidate response – low

Examiner comment – low This answer fails to score any marks as none of the points made are explicitly about demographic trends. This was seen in a number of answers and it is therefore imperative that all terms and points in the specification are covered in order to ensure that candidates can access all questions set. Mark awarded = 0/4

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Question 1(c)


Examiner comment – high There are three distinct points made here by the candidate, all of which are relevant and all of which are explained. This is what candidates should aim to achieve to score highly in the part (c) questions. There is also a good use of concepts in this answer (i.e. symmetry, conjugal roles) which allows the candidate to reach maximum marks in this question. Mark awarded = 6/6

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Examiner comment – middle There is one developed point seen here about gender equality and several listed points (cohabiting, divorce, etc.) that are not developed in relation to urbanisation. Some crossover with the idea of modernisation means the answer is quite confused in places. It is crucial that the focus of candidates’ answers remain firmly rooted on what the question is asking. Mark awarded = 4/6

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Examiner comment – low This answer has two ideas that can be credited although both are undeveloped: higher expectations regarding standard of living in the city and more stress for the breadwinner. The third idea is not relevant to the question so cannot be credited. This exemplifies a typical Band 1 answer that would need to be a lot clearer, more specific and better engaged with the question to score higher marks. Mark awarded = 2/6

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Question 1(d)


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Example candidate response – high, continued

Examiner comment – high Seven marks were awarded for this answer due to the range of points made, all of which (apart from the non-credited agriculture points) are relevant. Development of the ideas is clear and effective and a few sociological terms have been used, although more of these would have needed to be applied to reach full marks. The candidate could also have considered the falling birth rate in relation to the concept of an ageing population. Clarity in places could also have been improved. Mark awarded = 7/8

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Example candidate response – middle, continued

Examiner comment – middle The candidate refers to both higher life expectancy and the falling birth rate in the response, meaning the range is good. Life expectancy and ideas about care and welfare are explained and developed, although the point about the lower birth rate is not developed. Only a few concepts are used hence mid-range of Band 2. There would need to be development of at least three points and conceptual engagement to reach Band 3. Mark awarded = 5/8

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Example candidate response – low, continued

Examiner comment – low This response falls into the bottom band of the mark scheme as the points made are under-developed and are not explained. There is also a lack of engagement with sociological terms and concepts. However, there are some relevant points made here to reward. Mark awarded = 3/8

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Question 1(e)


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Examiner comment – high A very wide ranging and detailed response with seven discreet ideas; four ideas are for the claim and three against so this is a well-balanced answer. All but one of the points is well developed. All points are fully focussed on the question and relevant to the debate. The answer is sociological and conceptual and uses plenty of evidence throughout to back up the points made. It also has a strong conclusion so is thus able to gain full marks. Mark awarded = 15/15

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Examiner comment – middle The candidate wastes time at the beginning of the answer by describing how things were in the past in relation to family roles. Best practice is to avoid this and to get straight into the debate. There is a good range of points made here but only three are developed. More development of the points made would be required to reach the top mark band, but good use of concepts throughout the answer helps it to reach the higher end of the mark band below. A conclusion is also included (best practice) which helps to consolidate the discussion. Mark awarded = 11/15

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Examiner comment – low This response is very narrow with one idea which is that peer groups and schools now perform the roles that families used to. There is weak reference to evaluation as the answer implicitly states that families do still socialise children. Sociological ideas are seen, but it totally lacks the range needed for an extended essay. Candidates need to remember that this is a discursive question and thereby an extended/developed response that looks at both sides of the debate is required. Mark awarded = 4/15

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Section B: Education

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Mark scheme

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Question 2(a)


Examiner comment – high Two marks are awarded for the clear definition of both ‘single’ and ‘sex’, and the examples given here really help the candidate to exemplify what they mean and are to be encouraged. Mark awarded = 2/2


Examiner comment – middle One mark for stating that only members of one sex attend, but this answer cannot get a higher mark as it has not defined the word ‘sex’ from the question and instead simply repeats this. Mark awarded = 1/2

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Question 2(b)


Examiner comment – high Four marks are awarded as, firstly, single sex classes are explained in relation to boys’ achievement, and then counselling and sport are also considered. A well-focused and clear response. Mark awarded = 4/4


Examiner comment – middle Two ideas are identified here: positive discrimination is well developed with an example although the point about labelling is not developed clearly enough to be awarded a mark regarding boys’ achievement, therefore the mark is kept at three. Mark awarded = 3/4

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Examiner comment – low Only one mark is awarded as the only creditable part is “boys being given attention”, the rest of the answer is unclear. Mark awarded = 1/4

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Question 2(c)


Examiner comment – high This is a very clear response that illustrates the differences between formal and informal education throughout the answer, and by using a range of different and accurate ideas and examples. Mark awarded = 6/6

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Examiner comment – middle There are three points made (classrooms, syllabus and link to type of society) with some but not full development of all three. The points needed more unpacking and explaining in order to score higher within the band. Mark awarded = 4/6

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Examiner comment – low This answer is an example of the candidate just defining the two terms in the question rather than exploring the differences between them. However, there is good reference to the hidden curriculum and some examples have been given so this answer is able to reach the top of the bottom band. Mark awarded = 3/6

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Question 2(d)


Examiner comment – high There are a good range of points in this answer, with many using concepts, and the answer is focused well on the question throughout. However, the answer isn’t developed fully enough to reach the top of the band. Mark awarded = 7/8

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Examiner comment – middle There are three points made with lots of examples to clarify understanding and some concepts, although better use could have been made of these concepts. The answer becomes a little repetitive and isn’t always well explained so a middle Band 2 mark is awarded. Mark awarded = 5/8


Examiner comment – low Two ideas have been attempted here: different norms and values and different careers. The answer lacks development and sociological evidence. There is limited focus on the question regarding subject choice which reduces the amount of marks that can be awarded. Mark awarded = 2/8

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Question 2(e)


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Examiner comment – high This answer is very wide-ranging with discreet points for both sides of the debate with consistent use of sociological evidence/ideas. Theoretical engagement is strong throughout and really lifts the quality of the response. All ideas are well developed and all refer to specific types of schools in relation to life chances rather than talking simply in generic terms. All points are fully focussed on the question and are clearly relevant. There is a clear conclusion that again relates closely to the question set. Mark awarded = 15/15

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Examiner comment – middle The main debate discussed here is elitist schools versus socialisation. The answer is relatively short and so would be improved from greater range and development. It uses a little sociological evidence but this could also be improved. Referring to specific types of schools and linking them either negatively or positively to life chances would also have been beneficial. This all keeps the answer at the bottom of Band 3. It does make a debate that is relevant and appropriate which are credited with marks. Mark awarded = 9/15

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Examiner comment – low Although containing some relevant ideas of why the type of school attended does affect life chances, the answer is mostly undeveloped and is all one-sided. Candidates need to remember that this is an extended and evaluative question that requires a debate to be formulated. The answer becomes almost list like, most of the answers are generally common sense and not engaging sociologically, and it also lacks coherence in parts. Mark awarded = 4/15

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Section C: Crime, deviance and social control

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Mark scheme

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Question 3(a)


Examiner comment – high The answer clearly links the key term of ‘deterrent’ to its main aim of stopping crime and then exemplifies this with clear reference to prisons, and so is awarded both marks. Mark awarded = 2/2


Examiner comment – middle One mark can be awarded for the reference to “prevent” but the rest of the answer is confused and does not define the key term clearly enough. Mark awarded = 1/2


Examiner comment – low No marks can be awarded as there is nothing relevant to credit in the candidate’s answer. Mark awarded = 0/2

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Question 3(b)


Examiner comment – high Two clear alternatives to prison are identified and described here - fines and capital punishment - and both are well developed. A very clear answer that scores full marks. Mark awarded = 4/4

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Examiner comment – middle In this answer, ‘make laws harder’ and ‘socialisation’ are the two best points as both accurately identified ideas but neither have been developed by the candidate. This is a good example of how important it is for the candidate to clearly label and signal their answers. Mark awarded = 2/4


Examiner comment – low ‘Detention’ and ‘delinquency prison’ cannot be credited as these are types of prison and the question states “apart from prison”. The candidate needed to provide alternatives to prison to be credited, such as community service or fines. Mark awarded = 0/4

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Question 3(c)


Examiner comment – high A very wide-ranging and sociological answer that does more than enough for full marks. The self-report study reference is made explicitly in comparison to victim surveys and so is creditable. Lots of different ideas are included that enable the candidate to show off their knowledge of this method of measuring crime. Mark awarded = 6/6

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Examiner comment – middle A definition of a victim survey is given but there is also an inaccuracy regarding committing crime so a confused start. The candidate then goes on to talk about researcher skill and makes a good point about victim surveys being useful for uncovering the dark figure of crime. A clear Band 2 response which scores at the bottom of the band due to inaccuracy and because not all of the points are explained. Mark awarded = 4/6

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Examiner comment – low The answer recognises that the method investigates victims possibly through a questionnaire. It is also related to revealing the dark figure of crime. However, there is a lack of clarity running through the response and the range of points made is limited and not good, which keeps its mark in Band 1. Mark awarded = 2/6

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Question 3(d)


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Examiner comment – high A very wide ranging answer here to define the dark figure of crime - points include the victim being embarrassed, the trivial nature of some crimes, the feeling that the police cannot do anything about it, the victim being related to the criminal, police deciding on recording practices (and a study to substantiate), white collar crimes, lack of recording of crimes committed by those in high status positions and Marxist theory also well applied. Enough ideas are developed and are sociological in nature to gain full marks Mark awarded = 8/8

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Examiner comment – middle Only 2 points are made here meaning the candidate will not be able to score into Band 3 as the answer lacks range. This response, however, is well developed and sociological in focus, referring to the chivalry thesis/folk devils and police targeting. Top of Band 2 is as high as it can go. Candidates are thus well advised to ensure that in the part (d) questions they have a sufficient range of developed points in their answers to enable them to access the top mark band. Mark awarded = 6/8

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Examiner comment – low One implicit point seen here with some development - racism causes the dark figure of crime - this is then partially developed. The second point is not creditable “women not given as much time” as this refers to prison sentencing and so will still be in the official figures so can’t be linked accurately to the dark figure of crime. The candidate is not clear enough on exactly what this dark figure is to go to top of band and also lacks range. Mark awarded = 2/8

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Question 3(e)


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Examiner comment – high Very well focussed on the question and wide ranging in terms of the response. The answer covers both sides of the argument well with sociological concepts and evidence to support the debates and so lift the quality of the answer. The content thus meets the requirements for Band 4. However, it does not have a relevant conclusion and so is placed at the bottom of this band. Candidates are advised to remember the importance of forming a justified conclusion to clearly answer the question and sum up their main strands of argument. Mark awarded = 13/15

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Examiner comment – middle A best fit mark of 9 was awarded here. There isn’t explicit use of sociological terms and concepts but there are a wide range of points that are relevant on both sides of the debate. These aren’t well developed but are clearly better than a list. The candidate does form a brief conclusion which can also be rewarded. Mark awarded = 9/15

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Examiner comment – low There are two points that can be credited within the answer. One weak point about revenge and a final one about prison as a deterrent. The rest of the response is either not relevant or unclear. It is one sided and unfocused without engaging sociologically. A simplistic, common sense answer that was consequently placed into Band 1. Mark awarded = 3/15

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Section D: Media

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Mark scheme

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Question 4(a)


Examiner comment – high This is a good example of a candidate that clearly defines the term in the question by considering both the ‘secondary’ and the ‘socialisation’ element. There is useful reference to the “teaching of norms and values” and by “other than family” to justify the awarding of 2 marks. Mark awarded = 2/2


Examiner comment – middle This answer scores one mark as there is definite understanding shown of the second stage of socialisation but it does not achieve the second mark as there is no definition of ‘socialisation’ itself. Mark awarded = 1/2


Examiner comment – low There is no accurate definition or either socialisation or secondary therefore there is nothing in the answer that can be rewarded. This is all too vague and generic. Mark awarded = 0/2

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Question 4(b)


Examiner comment – high A very clear answer that describes two stereotypes of males, these being ‘breadwinner’ and ‘hero’. Both are well developed with examples and so score full marks. Mark awarded = 4/4


Examiner comment – middle The first point about being brave is very confused so only achieves one of the two marks available. The second point is fully rewarded, offering dominant and higher status as the identification with a follow on description. Mark awarded = 3/4

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Examiner comment – low The candidate has identified two accurate stereotypes of males but there is no description of these therefore marks can only be awarded for the identification of ‘stronger’ and ‘provider’/protector’. Mark awarded = 2/4

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Question 4(c)


Examiner comment – high The candidate offers three distinct points in this answer that are extremely well developed, all with examples. Sociological terms and concepts are applied throughout the answer to fully substantiate the points made, showing good engagement. Mark awarded = 6/6

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Examiner comment – middle A lot of different points are included in the answer that consider various representations of the working class but these aren’t explained so cannot get any higher in the band. There is also a lack of sociological/conceptual engagement which again limits the marks that can be awarded. Mark awarded = 4/6

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Examiner comment – low This is a very vague response which seems to infer that the candidate is unsure of what is meant by the working class. However, towards the end of the answer there is a comparison of the working class with other social classes referring to ‘relatively poor’ which can clearly be credited. The lack of range and accuracy here means this is a clear Band 1 limited answer. Mark awarded = 2/6

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Question 4(d)


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Examiner comment – high A wide range of relevant and accurate points are explained in the light of the influence of the media. These combine media effects theories with conceptual ideas i.e. stereotyping and are thus highly sociological in focus throughout. The points are all well exemplified and are developed fully. Mark awarded = 8/8

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Examiner comment – middle The candidate makes three points in the response but only one of these has any development and the quality of the points made are simplistic. The answer lacks a sociological focus but does have some range hence is just able to score into Band 2. Mark awarded = 4/8

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Examiner comment – low This is a short response but it has two listed ideas that can be rewarded. These are both simplistic and the second is common sense so it will score into Band 1. The last two points made by the candidate are not relevant to answering the question and so are not rewarded. Mark awarded = 2/8

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Question 4(e)


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Examiner comment – high An excellent example of how a candidate can use their wider sociological knowledge to specifically answer the question set in these discursive 15 markers. There are a wide range of points both for and against the question that are all really well developed. Examples are used well to substantiate the points made and the level of conceptual and sociological engagement is first rate. A conclusion is also provided to consolidate the key themes of the answer. The answer is well structured and coherent throughout. Excellent sociology seen here. Mark awarded = 15/15

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Examiner comment – middle There are three points made on both sides of the debate so the candidate has engaged well with the evaluation skill being tested in the question. The points for (referring to different age groups) are not developed very well, however. The points against are far better developed with some theory also used. The conclusion usefully summarises the key points of the debate and the candidates answer. Overall, there needed to be more conceptual engagement i.e. through discussion of the digital divide, new media, interactivity etc. in order to reach the top band of the mark scheme. Mark awarded = 10/15

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Examiner comment – low All the points made are describing the TV shows watched by particular age groups and therefore, despite there being separate points about these age groups, all of this is very narrow in focus and is largely common sense. There is no consideration by the candidate of anything other than age groups and media therefore the answer is also one sided. There is no use of, or engagement with, sociological terms and concepts thus this represents a limited answer. Mark awarded = 4/15

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Cambridge IGCSE Sociology

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