Statement of Intent

The purpose of Sociology is to give students a background to social factors affecting behaviour.  They will become critical thinkers regarding whether different groups in society have equal life chances, using statistics and studies to support their views.  Students will become global citizens by looking at differing cultures in terms of family structure and childhood, as well as globalisation in general. Sociology will also equip students for adult life - being able to make judgements about the value of information presented.  Students will also be able to approach debate with respect, learning that society inherently advantages some groups over others.

Curriculum Map 

Sociology Roadmap_





Prior knowledge

Year 12





Autumn 1







Different family types

Introduction to perspectives

Changing family patterns

Marriage, divorce, cohabitation


Class differences in educational achievement – cultural and material deprivation (external) vs internal factors (labelling, streaming, self fulfilling prophecy)


Interpreting statistics

Historical research

How to write PEAE paragraphs

How to use studies to critically evaluate theories

How to answer the short mark questions

How to structure 20 mark questions

Reading and interpreting graphs and charts




Basic knowledge of the education system

Autumn 2








Childhood – historical and global

Gender roles in the family



Ethnic differences in achievement – external vs internal factors

Gender differences in educational achievement

10 mark questions – how to do the analysis part

How to answer “change” questions

How to use statistics to come up with conclusions

How to structure 30 mark questions

Knowledge from geography about child poverty cross culturally



Knowledge from RS re: Islam traditions and how they can impact on family life

Spring 1





Modernism vs postmodernism

Families and Social Policy


Theorists perspectives on education

Educational policies and inequality

How to embed theory into answers to locate the argument in context

How to use the item effectively

Knowledge from Autumn term re: what postmodernism is


What Functionalism, Marxism and Feminism are from the family topic in the Autumn term

What is policy? (from term 1 family topic)

Spring 2

Research Methods

How to choose a research method – factors affecting choice (ethics, practical, theoretical)

How to research in education



Further support for hitting the higher marks – top band essays

How to design your own study in Sociology

How to answer the Methods in Context Question

Knowledge from first term re: positivism and interpretivism and how they see society

Studies from the education topic (e.g. Rosenthal and Jacobson) to apply to research methods

Basic knowledge of experimental design from GCSE science

Knowledge of closed/open questions

Summer 1

Research Methods

How to design an interview

Different types of observation

Secondary sources of research (e.g. journals, prior research etc)


Methodological critique

Application of ethics


Relative importance of different secondary sources, from History


Summer 2

Intro to Beliefs






Intro to Crime

Research into a cult/sect

What is the purpose of religion?

Functionalist beliefs re: religion

Marxist beliefs re: religion



Basic stats on crime re: different groups

Definitions of crime

Basic perspectives’ views of crime – Functionalist, Strain and subcultural theories

Research skills – being critical re: sources

How to “recycle” evaluation where appropriate

Identifying ideogical bias


General knowledge e.g. what’s been on the news

Knowledge of Functionalism and Marxism from term 1

Year 13





Autumn 1







Religion causing social change


The revitalisation of religion – NRMs and New Age


Marxist views on crime

Power and Crime

Realism – Left and Right

Gender and Crime

Ethnicity and Crime

Extraction – how to read high level information and take the important bits from it


Basic knowledge on secularisation from family topic

Knowledge on labelling theory from education topic


Autumn 2









Religion around the world – how is it linked to development?


Cults, sects, denominations, churches

Ideology, science and religion


Crime and the media – criminals and victims

Globalisation and crime – green crime, state crime, human rights

Improving writing – how to embed more sociological knowledge

Papers 1, 2 and 3 knowledge and structure

Exam timings

Knowledge of world religions from RS

Knowledge of individualist and collectivist countries from Geography and some basic knowledge of developing countries

Green crime has a link to geography

Spring 1

Beliefs revision



Crime revision



Research Methods

Revision of beliefs – mindmaps and knowledge


Revision of crime – mindmaps and knowledge


Recap year 1 research methods

Qualitative vs quantitative methods

Is Sociology a science?

Should sociology be value free

Planning in the exam

Chain of events and how to map one for 10 markers (recap)

How to revise Sociology effectively


Revision skills from GCSE

Analysis questions from year 1

Recap year 1 methods

Science GCSE – what makes something a science?

Different perspectives from year 1

Spring 2

Research Methods





Action theories

Globalisation, modernity and postmodernity

Sociology and Social Policy

Critical thinking

Balancing essays – pros vs cons

Exam skills recap



Recap perspectives from year 1

Recap postmodernity from family topic and religion topic

Recap social policy from education and family

Summer 1



All content

All exam skills

Recap everything

By studying A level Sociology,

Students will have:

  •  the ability to argue both for and against a theory
  • the ability to use evidence to support and refute theories
  • the ability to evaluate the methodologies of studies
  • An understanding of how stratified groups in society have different experiences
  • Knowledge of a range of different sociological perspectives


By studying this subject students will:

  • Be able to write evaluative answers to questions
  • develop an understanding of how different perspectives can explain the same phenomenon
  • develop an awareness of how society is socially constructed
  • develop evaluative skills and the ability to be critical of evidence
  • improve literacy skills
  • improve independent learning and research skills

Career Opportunities


Head of Faculty

Mrs D. Coote