Exam Assessment Objectives (AQA A Level Sociology): Revision Note

Here is an example of an AO1 exam question:

Q. Outline two factors external to schools that may affect social class differences in educational achievement.

[4 marks]

Model answer:

Identify the first factor:

• One factor is poor housing [1 mark]

Develop the point:

• Overcrowding in working-class homes may mean that there is no quiet place to study, which makes it harder to complete homework and revise [1 mark]

Identify the second factor:

• Another factor is the speech code used at home [1 mark]

Develop the point:

• Middle-class children are more likely to use the elaborated code, which is the code used by teachers, textbooks and exams, so they are at an advantage in school [1 mark]

Marking commentary:

This response receives full marks because it identifies two factors that are clearly external to schools ('poor housing' and 'the speech code used at home') and develops each one by explaining how it affects achievement. Each point is made in a sentence or two, as no credit is given for extra points or for evaluation.

Here is an example of AO2 in a 10-mark 'Analyse' question with an Item:

Item C

In the 1950s, most immigrants into the United Kingdom came from Commonwealth countries such as India and Jamaica. More recently, many immigrants have come from European Union countries such as Poland. Many immigrants are young adults seeking work.

These migration patterns have affected household structures.

Q. Applying material from Item C, analyse two ways in which migration patterns have affected household structures in the United Kingdom.

[10 marks]

Extract from a model answer (first paragraph):

One way migration patterns have affected household structures in the UK is by introducing extended-family household structures through Commonwealth migration. As Item C states, "in the 1950s, most immigrants into the United Kingdom came from Commonwealth countries such as India and Jamaica." Berthoud (2000) found that South Asian households in the UK are more likely than white British ones to be larger and to contain multiple generations under one roof. For example, an Indian-heritage household may include grandparents, parents, children and an unmarried adult son or daughter, all sharing meals, childcare and bills.

Marking commentary:

This extract shows effective application. The idea is taken from the Item and quoted ('As Item C states...'), but it is not simply repeated. It is developed using the student's own knowledge (Berthoud's findings) and a concrete example from contemporary UK society. The paragraph stays focused on household structures in the UK, which is the exact wording of the question.

Here is an example of AO3 from the second paragraph of the same model answer:

Extract from a model answer (second paragraph):

Another way is that recent EU migration of young adult workers has produced more multi-person and single-person households. Item C notes that "many immigrants are young adults seeking work." Many young migrants share a rented flat or house with other migrants to keep costs down while they save and send money home. Vertovec (2007) argues that migration has made the UK 'super-diverse', with migrants from many more countries, backgrounds and legal statuses than before. This contributes to a wider variety of household types, including shared households based on practical necessity and shared nationality rather than kinship. However, the change may not be permanent. Many EU migrants intend to return home eventually or to bring their families to the UK once they are settled. Thus, recent EU migration has multiplied small shared and single-person households in the UK, but these may be a transitional rather than a permanent feature.

Marking commentary:

This extract shows both AO3 skills. The analysis explains why these households form ('to keep costs down') and what makes them different ('based on practical necessity and shared nationality rather than kinship'). The evaluation is explicit ('However, the change may not be permanent') and is developed with a reason. The final sentence draws a conclusion about how far migration has changed household structures.

• Make your skills easy for the examiner to see by using phrases such as:

  • 'As the Item states...' for application

  • 'This means that...' or 'As a result...' for analysis

  • 'However...' or 'A limitation of this view is...' for evaluation

• Avoid evaluation that is simply added on, such as 'this is too deterministic'

  • Explain why the criticism applies and what it means for the view in the question