Professional Documents
Culture Documents
Syllabus: Cambridge IGCSE Sociology
Syllabus: Cambridge IGCSE Sociology
Cambridge IGCSE
Sociology
0495
For examination in June and November 2016
Cambridge Secondary 2
Changes to syllabus for 2016
This syllabus has been updated. Significant changes to the syllabus are indicated by black vertical
lines either side of the text.
Cambridge International Examinations retains the copyright on all its publications. Registered Centres are
permitted to copy material from this booklet for their own internal use. However, we cannot give permission
to Centres to photocopy any material that is acknowledged to a third party even for internal use within a
Centre.
1. Introduction .................................................................................................................... 2
1.1 Why choose Cambridge?
1.2 Why choose Cambridge IGCSE?
1.3 Why choose Cambridge IGCSE Sociology?
1.4 Cambridge ICE (International Certificate of Education)
1.5 How can I find out more?
2. Teacher support.............................................................................................................. 5
2.1 Support materials
2.2 Resource lists
2.3 Training
1. Introduction
Excellence in education
Our mission is to deliver world-class international education through the provision of high-quality curricula,
assessment and services.
More than 9000 schools are part of our Cambridge learning community. We support teachers in over 160
countries who offer their learners an international education based on our curricula and leading to our
qualifications. Every year, thousands of learners use Cambridge qualifications to gain places at universities
around the world.
Our syllabuses are reviewed and updated regularly so that they reflect the latest thinking of international
experts and practitioners and take account of the different national contexts in which they are taught.
Our systems for managing the provision of international qualifications and education programmes for
learners aged 5 to 19 are certified as meeting the internationally recognised standard for quality
management, ISO 9001:2008. Learn more at www.cie.org.uk/ISO9001
Our aim is to balance knowledge, understanding and skills in our programmes and qualifications to enable
candidates to become effective learners and to provide a solid foundation for their continuing educational
journey.
Through our professional development courses and our support materials for Cambridge IGCSEs, we
provide the tools to enable teachers to prepare learners to the best of their ability and work with us in the
pursuit of excellence in education.
Cambridge IGCSEs are considered to be an excellent preparation for Cambridge International AS and
A Levels, the Cambridge AICE (Advanced International Certificate of Education) Group Award,
Cambridge Pre-U, and other education programmes, such as the US Advanced Placement program
and the International Baccalaureate Diploma programme. Learn more about Cambridge IGCSEs at
www.cie.org.uk/cambridgesecondary2
an appreciation of the effects that choice of methodology can have on social science investigations
the ability to use sociological evidence and ideas to challenge their own beliefs and the beliefs of other
people about issues such as equality, education, the family and crime.
Prior learning
Candidates beginning this course are not expected to have studied Sociology previously.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in Cambridge IGCSE Sociology are well prepared to follow
courses leading to Cambridge International AS and A Level Sociology, or the equivalent.
The Cambridge ICE is awarded from examinations administered in the June and November series each year.
2. Teacher support
You can also go to our public website at www.cie.org.uk/igcse to download current and future syllabuses
together with specimen papers or past question papers and examiner reports from one series.
For teachers at registered Cambridge schools a range of additional support materials for specific
syllabuses is available from Teacher Support, our secure online support for Cambridge teachers. Go to
http://teachers.cie.org.uk (username and password required).
The resource lists can be filtered to show all resources or just those which are endorsed or recommended
by Cambridge. Resources endorsed by Cambridge go through a detailed quality assurance process and are
written to align closely with the Cambridge syllabus they support.
2.3 Training
We offer a range of support activities for teachers to ensure they have the relevant knowledge and skills to
deliver our qualifications. See www.cie.org.uk/events for further information.
Paper 1
Unit 2: Culture, identity What is the relationship between the individual and
and socialisation society?
How do we learn to be human?
Paper 2
Unit 6: Crime, deviance What are crime, deviance and social control?
and social control What are the patterns of crime?
What are the explanations of crime?
4. Assessment at a glance
Components Weighting
Candidates take:
Candidates answer one compulsory data response question and one optional
structured question from a choice of two.
80 marks
and:
70 marks
Availability
This syllabus is examined in the June examination series and in the November examination series.
Centres in the UK that receive government funding are advised to consult the Cambridge website
www.cie.org.uk for the latest information before beginning to teach this syllabus.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificate and Cambridge
O Level syllabuses are at the same level.
6. Syllabus content
The content is organised into seven study units, which explore the nature of social relationships, processes
and structures. The first unit provides a foundation for the other units of the syllabus by considering the
methods and procedures employed in sociological research. Promoting candidates understanding of
research methods and their limitations is a key component of the syllabus and this underpins each of the
other study units.
Teachers should emphasise how different levels of social life (macro and micro) are interconnected and
encourage candidates awareness of the interrelated nature of the social structure. Candidates will also be
expected to recognise the significance of class, gender, ethnic and age differences within societies. Cross-
cultural and historical comparisons, analysis and use of examples are encouraged.
The Cambridge IGCSE Sociology syllabus has been designed so that teachers in any society can
apply candidates own experiences, local case studies and sociological work relating to their own
way of life to an understanding of the central ideas and themes of sociology in modern industrial
societies.
Paper 1
Paper 1 comprises three units, all of which are fundamental to the study of sociology and provide a
foundation for studying the units in Paper 2. Candidates should study all three units in Paper 1.
Key terms:
Bias Interviewer effect Representativeness
Case study Laboratory experiments Respondent
Causation Longitudinal survey Response rate
Comparative study Macro/micro approaches Sampling methods/random/
Conflict Non-participant observation snowballing/quota/stratified
Consensus Objectivity Sampling frame
Content analysis Official/non-official statistics Secondary data
Correlation Open/closed/pre-coded Self-completion
Covert participant questions questionnaires
observation Overt participant Semi-structured interview
Ethical issues observation Social survey
Field experiments Perspectives Structuralism
Focus group Pilot study Structured interview
Generalisability Positivism Subjectivity
Group interview Postal questionnaires Survey population
Hawthorne/Observer Effect Primary data Telephone questionnaires
Historical documents Qualitative data/research Trend
Hypothesis Quantitative data/research Triangulation
Identity Questionnaires Unstructured interview
Interpretivism Reliability Validity
Interviewer bias
Key terms:
Adolescence Globalisation/global culture Secondary socialisation
Adulthood Hidden curriculum Social class
Age/age groups Imitation Social conformity
Agencies of socialisation Inadequate socialisation Social construction
Belief Law Social control/formal and
Child-centred Lifestyle informal
Childhood Manipulation/canalisation Social identity
Coercion Multicultural society Social institutions
Cultural relativism Nature/nurture Social interaction
Culture Norms/values Social order
Customs Ostracism Status (achieved/ascribed)
Diversity Peer group Stereotype
Elderly Peer pressure Sub-culture
Ethnic minority Primary socialisation Value consensus
Ethnicity/race Rewards/sanctions Youth sub-culture
Femininity/masculinity Role
Feral children Role conflict
Gender/sex Role modelling
(b) What are the main features of social inequality and how are these created?
Wealth and income: the evidence and reasons for the distribution of wealth and income in different
societies and the impact of welfare states and other government measures to reduce inequality,
including equal opportunities legislation. The problems of defining wealth and poverty. The causes of
poverty and the consequences of being rich or poor in a global context.
Ethnicity: examples of racial prejudice and discrimination in education, employment and housing.
Scapegoating and the consequences of racism for ethnic groups.
Gender: effect of gender on the life chances of males and females, with particular reference to
gender discrimination in employment. The changing role of women in modern industrial societies
and explanations of gender discrimination.
Social class: ways of defining and measuring social class. The changing nature and role of different
classes and class cultures. The nature, extent and significance of social mobility.
Key terms:
Absolute poverty Gendered division of labour Privileged groups
Achieved status Glass ceiling Professions/professional
Age/Ageism Immediate/deferred worker
Apartheid gratification Racism
Ascribed status Income Relative poverty
Blue collar worker/white Industrial societies Reserve army of labour
collar worker Institutional racism Scapegoating
Bourgeoisie Intergenerational social Skilled worker/unskilled
Capitalism mobility worker
Caste Intragenerational social Slavery
Civil rights/human rights mobility Social class
Closed society Life chances Social exclusion
Culture of poverty Lifestyle Social inequality
Cycle of poverty Market situation Social mobility
Dependency culture Marxism Social stratification
Disability Meritocracy Status
Discrimination Middle class Traditional societies
Distribution of wealth/ Minority ethnic groups Underclass
redistribution of wealth Minority groups Upper class
Domestic labour Occupational structure Vertical and horizontal
Elite Open society segregation
Embourgeoisement/ Patriarchy Wealth
proletarianisation Poverty line Welfare state
Equal opportunities Poverty trap Working class/new working
Fatalism Power class
Feminism Prejudice
Paper 2
Unit 4: Family
This unit offers candidates the opportunity to explore the sociology of the family, including definitions,
structure, variations and alternatives, and changing roles and relationships within the family.
(a) What are the different types of family?
The nuclear and extended family, reconstituted/step-family, single-parent family and same sex
family.
The influence of social stratification and ethnicity on family diversity.
The functions of the family and the loss of functions debate.
Alternatives to the family, including other types of households (e.g. one-person household, shared
household) and communes.
Cross-cultural comparisons and variations in marriage including monogamy, serial monogamy,
polygamy and polyandry. Alternatives to marriage, such as cohabitation and civil partnerships. Trends
in marriage and divorce.
Key terms:
Arranged marriage Empty-shell marriage One-parent/single-parent
Beanpole family Extended family family
Boomerang family Family diversity One-person household
Birth rate Family functions Patriarchy
Cereal packet family Family roles Polyandry
Child-centeredness Feminism Polygamy
Civil partnerships Fertility rate Polygyny
Cohabitation Gender Primary socialisation
Commune Gender equality Reconstituted family
Conjugal roles Household unit Secularisation
Dark side of the family Industrialisation Segregated conjugal roles
Death rate Joint conjugal roles Serial monogamy
Demographic trends Kinship Step-child
Divorce Marital breakdown Step-parent
Divorce rate Marriage Symmetrical family
Domestic division of labour Matriarchy Traditional conjugal roles
Domestic violence Matrifocal Traditional societies
Dual burden Modern industrial society Urbanisation
Dual worker families Monogamy
Dysfunctional family Nuclear family
Empty-nest families
Unit 5: Education
This unit considers the influence of education on the individual and on society. This includes the role of
education, the main changes in education, patterns of educational achievement.
(a) What is the function of education?
Informal and formal education.
Education as an agency of socialisation and social control.
The relationship between education and social mobility.
Different types of schools, including state, private, single-sex and faith schools.
Key terms:
Anti-school sub-culture Immediate/deferred Selective education
Comprehensive system gratification Self-fulfilling prophecy
Cultural capital Informal education Setting
Cultural deprivation Intelligence Single-sex schools
Culture of masculinity IQ tests Socialisation
Discrimination Labelling Social conformity
Educational achievement Life chances Social control
Educational inequality Material deprivation Social expectations
(based on class, gender and Meritocracy Social factors
ethnicity) Official curriculum Social mobility
Elaborated code Positive discrimination Social stratification
Ethnocentrism Post-compulsory education State schools
Equality of opportunity Private school Streaming
Faith schools Restricted code Vocationalism
Formal education Rewards
Functions of education Sanctions
Hidden curriculum School factors
Home factors Secondary socialisation
Key terms:
Agencies of social control Inadequate socialisation Relative deprivation
Anomie Informal social control Rewards
Community sentencing Internet crime Sanctions
Conformity Judicial system Self-report studies
Corporate crime Juvenile delinquency Socialisation
Crime Labelling Sociological explanation
Crime rates Law enforcement agencies Status frustration
Crime prevention Masculinity Stereotyping
Cybercrime Master status Stigma
Dark figure Material deprivation Sub-culture
Deterrent Moral panic Surveillance
Deviance Official crime statistics Targeting
Deviancy amplification Peer group Urban crime
Deviant career Penal system Victim surveys
Dominant values Policing White-collar crime
Exile/Ostracism Prison Youth culture/
Formal social control Rehabilitation Youth sub-culture
Unit 7: Media
This unit examines contemporary culture and communication through reference to the influence of the
media. Key areas include: the nature and content of the media, the influence of the media, development of
the new media.
(a) Who controls the media?
The various forms of the media, (e.g. television, radio, newspapers, books, films, Internet, including
social media).
Role of advertising.
Ownership and control of the media.
Freedom and censorship in the media.
Pluralist, Marxist and postmodernist perspectives on the nature and role of the media.
Patterns of media use, (e.g. by gender, age, social class and ethnicity).
Media representation of ethnicity, gender, age, class and disability.
Key terms:
Advertising Imitation Opinion polls
Agenda setting Indoctrination Pluralist
Audience selection Interactivity Postmodern/postmodernist
Bias Invisibility Propaganda
Broadcasting Labelling Public/private funding
Censorship Lifestyle Public service broadcasting
Citizen journalism Marxist Role models
Convergence Mass communication Scapegoats
Cultural effects approach Media content Sensationalism
Democracy Media culture Social control
Digital divide Media representation: Social media
Distortion ethnicity/gender/age/class/ Socialisation
Diversification disability Stereotyping (e.g. gender/
Dominant values Moral panic traditional)
Exaggeration Narrowcasting The press
Folk devils New media Traditional media
Gate-keeping News values Uses and gratification model
Globalisation Newsworthiness
Hypodermic-syringe model Norm-setting
7. Description of components
Paper 1 (2 hours)
Candidates will answer two questions from a choice of three: one compulsory data response question from
Section A and one optional structured question from either Section B or Section C. The duration of 2 hours
includes 15 minutes reading time.
The compulsory question in Section A will be based on source material. The question will carry 45 of the 80
marks for the paper. Candidates should spend approximately one hour answering this question. Section A
will test Syllabus Unit 1 (Theory and methods).
Sections B and C will consist of structured questions based on stimulus material. The stimulus will take the
form of a short quotation or statement. Section B will test Syllabus Unit 2 (Culture, identity and socialisation)
and Section C will test Unit 3 (Social inequality). Questions for Unit 2 and Unit 3 have five parts, focusing
on understanding, practical interpretation, enquiry and analytical skills. There will be one question related to
each of these units. Candidates are expected to have studied both units.
Each question will carry 35 of the 70 marks for the paper. Candidates should spend approximately 45
minutes answering each of the two questions.
Paper 2 will consist of structured questions based on stimulus material. The stimulus will take the form of
a short quotation or statement from a sociological source. Paper 2 will test Syllabus Unit 4 (Family), Unit 5
(Education), Unit 6 (Crime, deviance and social control) and Unit 7 (Media). Questions for Units 4 to 7 have
five parts, focusing on understanding, practical interpretation, enquiry and analytical skills. There will be one
question related to each of these units. Questions may also draw on knowledge from Unit 1.
8. Other information
The standard assessment arrangements may present unnecessary barriers for candidates with disabilities
or learning difficulties. Arrangements can be put in place for these candidates to enable them to access the
assessments and receive recognition of their attainment. Access arrangements will not be agreed if they
give candidates an unfair advantage over others or if they compromise the standards being assessed.
Candidates who are unable to access the assessment of any component may be eligible to receive an
award based on the parts of the assessment they have taken.
Information on access arrangements is found in the Cambridge Handbook which can be downloaded from
the website www.cie.org.uk/examsofficer
Language
This syllabus and the associated assessment materials are available in English only.
Entry codes
To maintain the security of our examinations, we produce question papers for different areas of the world,
known as administrative zones. Where the component entry code has two digits, the first digit is the
component number given in the syllabus. The second digit is the location code, specific to an administrative
zone. Information about entry codes can be found in the Cambridge Guide to Making Entries.
*4222458357*