Skills Exercises

Knowledge and understanding (AO1)

Cambridge International AS & A Level

Sociology 9699
For examination from 2021
© Cambridge University Press & Assessment 2022 v1
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Contents
Introduction ..................................................................................................................................... 4
Knowledge and understanding (AO1) ............................................................................................. 5
Exercise 1: Using sociological language ...................................................................................... 5
Exercise 2: How to use sociological knowledge ......................................................................... 14
Exercise 3: Sociological research .............................................................................................. 23
Skills Exercises

Introduction
Cambridge International AS & A Level Sociology attracts a variety of learners from many different
backgrounds. For some learners, Sociology is a new subject and an opportunity to explore an area of study
that interests them, while developing a set of transferable skills. Other learners have previously studied
Sociology and are looking to continue developing their knowledge of the subject. Either way, the study of
Sociology allows learners to experience the diverse and dynamic world within which individuals exist and gain
the knowledge needed to understand how society operates within real contexts, analyse alternative courses
of action and develop the ability to make justified recommendations.

Skills and why they are important?

Skills are the key to success. The performance of candidates in Cambridge International AS & A Level
Sociology exams have shown a range of areas where improvement would be helpful. These areas of
improvement tend to centre around the assessment objectives (AOs) of the course and we have addressed
these AOs in three Skills Exercises booklets.

• Skills Exercises – Knowledge and understanding (AO1)

• Skills Exercises – Interpretation and application (AO2)

• Skills Exercises – Analysis and evaluation (AO3)

The skills exercises in these booklets make use of examination questions and include activities and worksheets
to help skills development and incorporate suggested teaching approaches, such as group work, discussion,
structured support and writing in sequence. They do not attempt to cover all possible aspects of the
examinations, only those problem areas which have presented consistently over time.

How will these skills be developed?

The Skills Exercises booklets aim to help learners develop skills in:

• sociological language

• how to use sociological knowledge

• sociological research methods.

The skills exercises provide suggestions so you can have confidence that the materials you prepare and use
in the classroom are building skills and resilience in your learners. This document should be used alongside
the other teaching and learning resources provided on the School Support Hub

4
 Skills Exercises

Knowledge and understanding (AO1)

Knowledge and understanding are the skills of being able to use sociological material in exam answers.

To demonstrate knowledge and understanding you need to be able to use the following in your exam answers:

• sociological concepts, theories, evidence, views, research methods, arguments and debates

• the theoretical and practical considerations that influence the design and execution of sociological
research

• relevant sociological research findings.

Exercise 1: Using sociological language

Much of what you learn in sociology relates to everyday life. Since we are studying society and we are all
members of society, the material may seem familiar. What is important in answers in sociology exams is that
you show your sociological understanding of issues that may seem familiar.

One way to show your knowledge and understanding is being able to write sociologically. This involves using:

• Concepts – these are key sociological words

• Theories – perspectives or views of how society works

• Evidence – sociological studies or empirical evidence.

Using a combination of concepts, theories and evidence will help you to demonstrate your sociological
knowledge.

Activity 1: Understanding sociological perspectives

Cambridge International AS & A Level Sociology includes perspectives that learners need to know and
understand so they can interpret different views of society and use this knowledge as required in the
examination.

Sociological theories or perspectives are different ways of looking at society. Theories are also used to explain
different topics in sociology such as education, family or religion.

A key to showing knowledge and understanding in answers is being able to confidently use theories and
perspectives.

Give learners Worksheet 1: Understanding sociological perspectives and ask them to explain the
difference between the sociological statements.

Lead a group discussion explaining the differences.

5
Skills Exercises

Worksheet 1: Understanding sociological perspectives

Explain the difference between the following sociological statements. Which sociological perspective(s)
would the statement reflect?

1.

Statement 1 Statement 2
Society is united by value consensus Society is based on inequalities
What is the difference between Statement 1 and Statement 2?

2.

Statement 1 Statement 2
Social institutions regulate human behaviour Individuals can influence social rules through their
interaction
What is the difference between Statement 1 and Statement 2?

3.

Statement 1 Statement 2
Inequality in society is due to patriarchy Inequality in society is due to bourgeois ideology
What is the difference between Statement 1 and Statement 2?

4.

Statement 1 Statement 2
In modern societies identity is based on obligation In postmodern society identity is based on
and duty individualism
What is the difference between Statement 1 and Statement 2?

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 Skills Exercises

Worksheet 1 answers:
Explain the difference between the following sociological statements. Which sociological perspective(s)
would the statement reflect?

1.

Statement 1 Statement 2
Society is united by value consensus Society is based on inequalities
What is the difference between Statement 1 and Statement 2?
Statement 1 shows a functionalist view of society. This is a consensus view.

Statement 2 is a conflict view of society. This could be a Marxist or a feminist view.

2.

Statement 1 Statement 2
Social institutions regulate human behaviour Individuals can influence social rules through their
interaction
What is the difference between Statement 1 and Statement 2?
Statement 1 reflects a structuralist view of society.

Statement 2 reflects a social action view of society.

3.

Statement 1 Statement 2
Inequality in society is due to patriarchy Inequality in society is due to bourgeois ideology
What is the difference between Statement 1 and Statement 2?
Statement 1 links to a feminist view of society. Statement 2 links to a Marxist view of
society. Both views reflect conflicting views of society; the difference is the nature of the
conflict.

4.

Statement 1 Statement 2
In modern societies identity is based on obligation In postmodern society identity is based on
and duty individualism
What is the difference between Statement 1 and Statement 2?
These statements show differing views of identity in society. Statement 1 shows how in
modern society individuals were bound by obligation. Statement 2 reflects the postmodern
view that identity is now much more individualised.

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Skills Exercises

Activity 2: Key concepts

Give learners a list of key concepts.

Learners identify any words they would use if they were not studying sociology. This demonstrates the
importance of concepts in developing knowledge in sociology.

Learners give definitions/explanations of the key concepts and explain them in their own words.

Use the concepts in Worksheet 2: Key concepts or replace these with other lists depending on the topic area
you are studying.

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 Skills Exercises

Worksheet 2: Key concepts

For each key concept below, tick the box if this is a word or phrase that you would use outside of your sociology
class.
Give a definition/explanation of the word or phrase. Try to use your own words.

Key concept  Definition/explanation

Social solidarity

Specialised division of labour

Secondary socialisation

Particularistic standards

Universalistic standards

Ascribed status

Achieved status

Meritocracy/meritocratic

Value consensus

Equality of opportunity

Role allocation

Social stratification

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Skills Exercises

Worksheet 2 answers:
For each key concept below, tick the box if this is a word or phrase that you would use outside of your sociology
class.
Give a definition/explanation of the word or phrase. Try to use your own words.

Key concept  Definition/explanation

Members feel a commitment to society and a sense

Social solidarity of belonging. A feeling that the group is more
important than the individual.

In complex societies many different people are

Specialised division of labour
needed to make products.

Socialisation later in life such as in schools and at

Secondary socialisation
work.

Rules or standards that apply to a particular person

Particularistic standards
such as a child in the family.

Rules or standards that apply to everyone such as a

Universalistic standards
school or workplace rules.

Status that is fixed at birth. Being born into

Ascribed status
something, e.g. being a king.

Status that is earned such as getting grades through

Achieved status
hard work at school.

A system that is based on merit. Everyone is given

Meritocracy/meritocratic an equal opportunity to succeed. Success is based on
talent and hard work.

Agreement about the main values of society.

Value consensus

Everyone has an equal chance of success.

Equality of opportunity

Allocating people to roles based on their aptitudes

Role allocation
and abilities.

Society is layered and has a hierarchical structure.

Social stratification The most privileged are at the top and the least
privileged at the bottom.

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 Skills Exercises

Activity 3: Sociological evidence

Sociologists explain the world using their perspectives, but they also collect evidence to help to prove or
disprove their ideas about society. Knowledge of sociological evidence will support a point learners need to
make in an examination answer.

As well as knowing key concepts and perspectives, higher grades in sociology can be gained by being able to
use evidence from statistics and studies to support the point you make in your answers. This may be evidence
that proves a point and also evidence that might disagree with a point.

Learners should have access to a range of sociological evidence to support points made in exam answers.
Sociological evidence can be found in a good textbook or on the internet.

Provide pairs of learners with a different topic from the syllabus. For example, the AS Level subject content for
topics 6.1–6.4 has been split as seen on Worksheet 3: Sociological evidence.

Learners list every study or piece of empirical evidence they can find in their topic from the syllabus.

Learners then give a brief outline of the study or evidence and record it.

When completed, discuss and fill in any gaps so that learners have a complete evidence list.

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Skills Exercises

Worksheet 3: Sociological evidence

List every study or piece of empirical evidence you can find from your given sub-topic and provide a brief
outline.

A Level topic Sub-topics

6 Education and inequality 6.1 Intelligence and educational attainment

• The difficulties in defining intelligence.

• IQ tests and the extent to which they are

influenced by social factors.
• Intelligence as an influence on educational
attainment.
6.2 Social class and educational attainment
• The relationship between material factors
and educational attainment.
• Cultural explanations for patterns in social
class and educational attainment, including
parental attitudes, values, speech codes,
and cultural capital.

• In-school factors, including labelling, ability

grouping and pupil subcultures.

• Compensatory education programmes.

6.3 Ethnicity and education attainment

• Racism in schools.
• Cultural explanations for patterns in
ethnicity and educational attainment.

• Ethnicity and subcultures.

• The relationship between ethnicity, social

class, and gender.
6.4 Gender and educational attainment

• The relationship between gender

socialisation and educational attainment.
• Wider social changes and gendered
educational achievement, including
changing female expectations and the
crisis of masculinity.

• Gender and subcultures.

• Teacher expectations and gendered
behaviour in the classroom.

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 Skills Exercises

Worksheet 3 answers:
An example of answers to one subtopic may look like the table below.

Pairs of learners complete the evidence for their subtopic and then share with the rest of the class.

• Subtopic: The difficulties in defining intelligence

Study/evidence Summary

Defined intelligence – abstract reasoning ability.

Arthur Jensen (1973)
This idea may support the idea that education can be measured.

Multiple intelligences – these include: linguistic, logical and

mathematical, musical, spatial.
Howard Gardner (1999) Rather than intelligence being a singular entity, there are a
range of intelligences and individuals will have different
combinations of these.

Intelligence is ideological – it is used to reinforce power

Paul Henderson (1976) relations. Certain behaviours are seen as intelligent and these
are mostly middle class.

IQ tests can be used to measure intelligence. Being good at one

Peter Saunders (1996)
area of a test indicates ability in another area.

IQ tests culturally biased. Favour the middle class. Also, evidence

Otto Klineberg (1971) that Western IQ tests disadvantage non-Western people, so
ethnic disadvantage.

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Skills Exercises

Exercise 2: How to use sociological knowledge

The Cambridge International AS & A Level Sociology syllabus includes the theories that need to be known and
understood. The basic elements of each theory can be summarised so they can be easily recalled by learners.

Key concepts are important in being able to demonstrate sociological knowledge of theories.

Activity 1: Matching key concepts to theories

Give learners a list of key concepts and theories. Worksheet 4: Matching key concepts to theories can be
used or adapted to include key concepts and theories.

Lead a group discussion about how these theories can be compared and contrasted.

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 Skills Exercises

Worksheet 4: Matching key concepts to theories

Match these concepts to the correct theory/perspective (there are five concepts for each theory):

• value consensus • social solidarity

• social meanings • means of production
• bourgeoisie • risk society
• symbols • self-fulfilling prophecy
• social integration • relativism
• individualism • collective consciousness
• proletariat • new social movements
• biological analogy • social class inequality
• labelling theory • impression management
• false class consciousness • consumerism

Theory/perspective Concept

Functionalism

Marxism

Interactionism

Postmodernism

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Skills Exercises

Worksheet 4 answers:

Match these concepts to the correct theory/perspective (there are five concepts for each theory):

• value consensus • social solidarity

• social meanings • means of production
• bourgeoisie • risk society
• symbols • self-fulfilling prophecy
• social integration • relativism
• individualism • collective consciousness
• proletariat • new social movements
• biological analogy • social class inequality
• labelling theory • impression management
• false class consciousness • consumerism

Theory/perspective Concept

• value consensus

• social integration

Functionalism • biological analogy

• social solidarity

• collective consciousness

• bourgeoisie

• proletariat

Marxism • false class consciousness

• means of production

• social class inequality

• social meanings

• symbols

Interactionism • labelling theory

• self-fulfilling prophecy

• impression management

• consumerism

• individualism

Postmodernism • risk society

• new social movements

• relativism

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 Skills Exercises

Activity 2: Perspectives
Sociology perspectives and theories are an important way to show knowledge and understanding of the
subject.

Learners need to understand how perspectives can be used to help with the higher-level skills of analysis and
evaluation.

Give learners Worksheet 5: Perspectives and ask them to complete each concept or approach by inserting
the missing words.

Lead a discussion asking learners to share their answers and explain why the concept/approach is correct.

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Skills Exercises

Worksheet 5: Perspectives
Complete each concept or approach by inserting the missing words.
1.

Functionalism

Functionalism is a _____________ approach. Society is united by _____________ … _____________

meaning shared norms and _____________. Society is made up of _____________ … _____________

such as the family. Functionalists use the _____________ … _____________.to describe how society

works.

social value analogy values consensus biological institutions consensus

2.

Marxism

Marxism is a _____________ approach. _____________ is an economic system that Marxists see as

creating _____________. The wealthy _____________ own the _____________ _____________ and

are able to _____________ the _____________.

means proletariat inequality conflict bourgeoisie Capitalism production exploit

3.

Feminism

Feminism is a _____________ approach. Feminists focus on _____________ _____________ in

society. They see society as _____________ meaning based on male domination. There are three main

feminist views _____________, _____________ and _____________. All see society as _____________

women.

gender conflict Marxist patriarchal radical oppressing inequality liberal

4.

Interactionist perspectives

These perspectives include _____________ _____________ and _____________ theory. Interactionists

focus on _____________ _____________. People are able to _____________ interactions and act

accordingly. _____________ theory looks at how the action of others affect behaviour. Being given a

_____________ can lead to a _____________ _____________.

self-fulfilling social interpret meanings prophecy symbolic label interactionism inequality

Labelling

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 Skills Exercises

Worksheet 5 answers:
Complete each concept or approach by inserting the missing words.
1.

Functionalism

Functionalism is a consensus approach. Society is united by value consensus meaning shared norms

and values. Society is made up of social institutions such as the family. Functionalists use the

biological analogy to describe how society works.

social value analogy values consensus biological institutions consensus

2.

Marxism

Marxism is a conflict approach. Capitalism is an economic system that Marxists see as creating

inequality. The wealthy bourgeoisie own the means of production and are able to exploit the

proletariat.

means proletariat inequality conflict bourgeoisie Capitalism production exploit

3.

Feminism

Feminism is a conflict approach. Feminists focus on gender inequality in society. They see society as

patriarchal meaning based on male domination. There are three main feminist views radical, liberal and

Marxist. All see society as oppressing women.

gender conflict Marxist patriarchal radical oppressing inequality liberal

4.

Interactionist perspectives

These perspectives include symbolic interactionist and labelling theory. Interactionists focus on social

meanings. People are able to interpret interactions and act accordingly. Labelling theory looks at how

the action of others affect behaviour. Being given a label can lead to a self-fulfilling prophecy.

self-fulfilling social interpret meanings prophecy symbolic label interactionism inequality

Labelling

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Skills Exercises

Activity 3: Providing sociological evidence

Being able to support your answers with evidence can show greater knowledge and understanding. Studies in
sociology provide support and evidence that can develop a point in a short question or an essay.

Worksheet 6: Providing sociological evidence can be used to help learners recall sociological evidence.
This could be used for any topic area.

Once learners have matched the concept to the sociologist, they should produce a summary of the findings of
the study and discuss as a group.

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 Skills Exercises

Worksheet 6: Providing sociological evidence

Match the sociologist to their key concept.
• Organisational family diversity
• Neo-conventional family
• Life course analysis
• Personal life
• Chosen families
• Single-person households

Sociologist Key concept

Rhona and Robert Rapoport

Robert Chester

Tamara Hareven

Carol Smart

Ulrich Beck and Elisabeth Beck-Gernsheim

Lily Kuo

21
Skills Exercises

Worksheet 6 answers:
Match the sociologist to their key concept.

• Organisational family diversity

• Neo-conventional family
• Life course analysis
• Personal life
• Chosen families
• Single-person households

Sociologist Key concept

Rhona and Robert Rapoport Organisational family diversity

Robert Chester Neo-conventional family

Tamara Hareven Life course analysis

Carol Smart Personal life

Ulrich Beck and Elisabeth Beck-Gernsheim Chosen families

Lily Kuo Single-person households

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 Skills Exercises

Exercise 3: Sociological research

One key area of knowledge and understanding is the topic of research methods. The knowledge from this
section can also be used when examining evidence in other areas of the course. The method used by a study
may be discussed in answers as well as the findings of a study.

It is important to be able to understand the different types of research methods and how they are used to
collect data. Examination questions may also be focused on key concepts in relation to research methods.

Activity 1: Research and data

Sociologists gather evidence to support their ideas. Sociologists carry out research in different ways. These
different methods of research also give different types of data.

An examination question can have a single research method at its core, but require different examples to be
given to allow a full answer. Learners need to be able to link these different types together so they can choose
the most important or most relevant ones to use in an answer.

Learners will need to identify quantitative and qualitative research methods. They will also need to identify
which of these are primary research methods and which are secondary.

Give learners Worksheet 7: Research and data.

Learners create a mind-map using different examples that link to the specific type of data.

Lead a group discussion and have learners share each group’s ideas. Where a group has added an example
that no-one else has, ask for an explanation.

Discuss which example might be most relevant when answering different examination questions.

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Skills Exercises

Worksheet 7: Research and data

1. State as many as possible different examples of quantitative research methods. You should also note
whether these methods are linked to primary or secondary data.

Quantitative research methods

2. State as many as possible different examples of qualitative research methods. You should also note whether
these methods are linked to primary or secondary data.

Qualitative research methods

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 Skills Exercises

Worksheet 7 answers:

Quantitative research methods

Primary

• Questionnaires - closed ended

• Structured interviews
• Laboratory experiment
• Field experiments

Secondary

• Personal documents
• Digital content

Qualitative research methods

Primary

• Semi-structured interviews
• Unstructured interviews
• Group interviews
• Focus groups
• Participant observation

Secondary

• Official statistics

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Skills Exercises

Activity 2: Concepts and approaches to research

Learners should develop a comprehensive knowledge of some of the key terms relating to research methods
in the syllabus.

Give learners Worksheet 6: Concepts and approaches to research, a partially complete diagram,
representing key concepts and approaches to methods from the syllabus. The concepts and approaches can
be replaced with different ones as required or could focus on specific research methods.

Lead a group discussion about the concepts and approaches and when each might be relevant to research.

26
 Skills Exercises

Worksheet 8: Concepts and approaches to research

Complete each concept or approach by inserting the missing words.
1.

Validity

Data is valid if it presents a _____________ and _____________ description. _____________ data is

more likely to be valid. Methods such as _____________ _____________ and _____________

_____________ are likely to give valid data.

true participant accurate interviews unstructured Qualitative observation

2.

Reliability

Data is reliable if another _____________ using the same _____________ would gain the same

_____________. _____________ data is more likely to be reliable. Methods such as _____________ and

_____________ …_____________ are likely to give reliable data.

questionnaires laboratory results method Quantitative researcher…experiments

3.

Positivism

Positives prefer _____________ data. The use of _____________ can show links or _____________

between factors. Positivists will make _____________ based on these links. A _____________ sample is

needed. This is a sample that reflects the _____________ _____________.

correlations research generalisations quantitative representative…statistics population

4.

Interpretivism

Interpretivists prefer _____________ data. They focus on the _____________ people give to behaviour.

Research should be done in _____________ _____________. Interpretivists favour _____________

_____________ and _____________ _____________ methods to gain _____________ research.

interview situations observation in-depth unstructured qualitative participant…natural

meanings

27
Skills Exercises

Worksheet 8 answers:
Complete each concept or approach by inserting the missing words.
1.

Validity

Data is valid if it presents a true and accurate description. Qualitative data is more likely to be valid.

Methods such as unstructured interviews and participant observation are likely to give valid data.

true participant accurate interviews unstructured Qualitative observation

2.

Reliability

Data is reliable if another researcher using the same method would gain the same results. Quantitative

data is more likely to be reliable. Methods such as questionnaires and laboratory experiments are likely

to give reliable data.

questionnaires laboratory results method Quantitative researcher…experiments

3.

Positivism

Positives prefer quantitative data. The use of statistics can show links or correlations between factors.

Positivists will make generalisations based on these links. A representative sample is needed. This is a

sample that reflects the research population.

correlations research generalisations quantitative representative…statistics population

4.

Interpretivism

Interpretivists prefer qualitative data. They focus on the meanings people give to behaviour. Research

should be done in natural situations. Interpretivists favour participant observation and unstructured

interview methods to gain in-depth research.

interview situations observation in-depth unstructured qualitative participant…natural

meanings

28
 Skills Exercises

Activity 3: Matching methods to concepts

Give learners a list of methods and concepts. Worksheet 9: Matching methods to concepts can be used or
adapted to include different methods.

Lead a group discussion about which method would be appropriate in different research scenarios.

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Skills Exercises

Worksheet 9: Matching methods to concepts

For each of the methods in the table place the concepts to show whether the method is high or low for the list
of concepts.

• validity
• reliability
• objectivity
• representativeness
• ethics

Method High Low

Questionnaire

Structured interview

Unstructured
interview

Laboratory
experiment

Covert participant
observation

Questionnaire

30
 Skills Exercises

Worksheet 9 answers:
For each of the methods in the table place the concepts to show whether the method is high or low for the list
of concepts.

• validity
• reliability
• objectivity
• representativeness
• ethics

Method High Low

• reliability
• objectivity
Questionnaire • validity
• representativeness
• ethics

• reliability
• objectivity
Structured interview • validity
• representativeness
• ethics

• reliability
Unstructured • objectivity
• validity
interview • representativeness
• ethics

• reliability
Laboratory • reliability • objectivity
experiment • objectivity • representativeness
• ethics

• validity
Covert participant
• validity • representativeness
observation
• ethics

• reliability • reliability
• objectivity • objectivity
Questionnaire
• representativeness • representativeness
• ethics • ethics

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