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Scheme of Work GCSE Year 10 Sociology 2002-2003
OCR Syllabus Content: Knowledge and Understanding: Social structures and processes and sociological concepts and issues.
Skills: Organise, construct and present sociological information and argument and analyse, interpret and evaluate information and evidence/locate and select primary and secondary evidence.
GCSE SOCIOLOGY – OVERALL LEARNING AIMS
To promote an awareness of sociological approaches to the knowledge and understanding of human societies. To promote a critical understanding of social life, including the interdependence of individuals, groups, institutions and societies; the nature and significance of individual and social differences. To encourage an understanding of and an ability to use a variety of sociological methodology. To encourage students to make judgements about sociological issues based on a rational and critical consideration of information, argument and evidence. To provide pupils with opportunities to acquire knowledge and to develop skills which enable them to participate in society and play roles within communities.
Scheme of Work A2 Sociology 2002-2003
Throughout the course, two core themes need to be addressed relating to Socialisation, Culture and Identity; and Social Differentiation, Power and Stratification
Learning Aims: MODULE FOUR Religion
To examine different theories of religion. To explore and examine the role of religion as a conservative force and as an initiator of change. To encourage consideration of cults, sects, denominations and churches and their relationship to religious activity. To examine explanations of the relationship between religious beliefs, religious organisations and social groups. To highlight and examine different definitions and explanations of the nature and extent of secularisation.
Learning Aims: MODULE FIVE Theory and Method/CW
To introduce the different quantitative and qualitative methods and sources of data, including questionnaires, interviews, observation techniques and experiments, and documents and official statistics. To encourage the examination of and distinction between primary and secondary data, and between quantitative and qualitative data. To examine the relationship between positivism, interpretivism and sociological methods. To examine the theoretical, practical and ethical considerations influencing the choice of topic, choice of method (s) and the conduct of research. To explore the nature of social facts and the strengths and limitations of different sources of data and methods of research.
Learning Aims: MODULE SIX Crimes and Deviance
To examine the different explanations of crime, deviance, social order and social control. To explore and consider the relationship between deviance, power and social control. To examine the different explanations of the social distribution of crime and deviance by age, social class, ethnicity, gender and locality. To consider the social construction of, and societal reactions to, crime and deviance, including the role of the mass media. To examine the sociological issues arising from the study of suicide.
Scheme of Work AS Sociology 2003-2004
Throughout the course, two core themes need to be addressed relating to
Socialisation, Culture and Identity; and Social Differentiation, Power and Stratification
Learning Aims: MODULE ONE Families & Households
To introduce the different conceptions of the relationships of the family to the social structure, with particular reference to the economy and to state policies. To examine and explore the changes in family and household structure and their relationship to industrialisation and urbanisation. To introduce a historical framework within which a context can be used to examine the changing patterns of marriage, cohabitation, separation, divorce and child bearing and the diversity of contemporary family and household structure. To encourage consideration of the nature and extent of changes within the family, with reference to gender roles, domestic labour and power relationships, and to changes in the status of children and childhood.
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