A level Sociology aims to provide Weald students with an in-depth understanding and respect for the social world around them and the ability to recognise the societal factors affecting the behaviour and life chances of individuals and groups.  

Through the study of Sociology as an evidence-based approach to understanding social phenomena, our students will develop the courage, resilience and tolerance to appreciate the causes, impact and subsequent consequences of societal change on the structure of social institutions such as the family, education, religion and crime. Furthermore, our Weald students will develop a deeper understanding of individuals and specific groups life chances based on key social variables such as class, age, gender, ethnicity and sexuality that exist in our society. This includes understanding the impact of social policy and political decision making and critically assessing the impact of both historical and contemporary societal changes.  

Through empowering individuals with a wider knowledge of society, our Weald Sociology students develop key values of curiosity, courage and compassion. Both teachers and students demonstrate and model these values within classroom discussion and debate. They will become effective, empathetic citizens who appreciate diversity and critically assess their own role within society. Our students will be equipped with a greater understanding of, and compassion for, the challenges facing individuals and groups beyond their own experiences.  

The Sociology Department is proud to hold regular super-curricular events at lunchtime and after-school throughout the academic year, providing opportunities for students to exercise their sociological imagination and to extend their depth and breadth of sociological awareness. Many of these events are with engaging university lecturers, including Durham, Exeter, Goldsmiths and the University of Kent. We invite all sixth form students to these events, as we believe every student should have the opportunity to think sociologically during their sixth form journey. 

Students will develop:  

Their resilience for developing and exploring deep knowledge of sociological theory and evidence-based decision making. 

A scholarly and academic approach to the subject, including the development of a strong and empowering sociological vocabulary and the ability to form sophisticated chains of analysis. 

The skills to be an effective social scientist, including a critical view of research methods. 

The ability to critically assess reasons for and impacts of inequality in a range of different settings. - An understanding of the challenges faced by others to develop kindness and become empathetic and responsible citizens. 

Having the courage to be more open minded to changes around them and the resilience to appreciate differences between people.  

To take responsibility and have the courage to consider solutions to real world issues through social policy. 

Tolerance for the views of others, even if they do not agree with their views.  

 

Students will have the opportunity to learn via:  

A classroom environment which is active, challenging and curious about wrong answers. 

 A student-centred classroom which comes alive with discussion, oracy, collaboration and a high ratio of participation and thinking hard. 

A learning approach which is underpinned by cognitive science, especially opportunities for maintenance rehearsal and meaningful memory retrieval. 

 Subject specialists who exude passion for the impact their subject can have on society. 

A learning environment underpinned by formative feedback, including live feedback, verbal feedback, self-assessment and peer assessment, modelling and guided practice.  

Termly common assessments with reflective group and individual feedback which encourages students to think and reflect more deeply about their own progress, and to actively embed feedback with the use of repair tasks and ongoing skills-focused targets. 

Teachers who teach to the top without oversimplifying or reducing the curriculum. 

A focus on the whole student, not just exam grades. 

Course Content

Year 12 

Education 

• Functions of education (functionalism, Marxism, etc.) 
• Role of education in socialization
• Educational policies and reforms
• Inequalities in educational achievement (class, gender, ethnicity)
• The impact of globalisation on education

 

Research Methods (taught alongside Education) 

• Types of research methods 
• Sampling techniques and data collection
• Ethical considerations in sociological research
• Analysing and interpreting data
• Evaluating research studies

 

Families 

• Theories of the Family
• Family Structures and changing family patterns  
• Roles and Relationships including the division of domestic labour  
•  Power dynamics and decision-making processes
• Family and Social Policy 
• Impact of government policies on family life
• Debate on family diversity vs. traditional family structures
• Globalisation and Families 

 

Theories and Debates 

• Introduction to key sociological theories
• Overview of major debates in sociology (e.g., conflict vs consensus theories, is sociology a science?)  

 

Year 13 

 

Beliefs in Society 

• Definitions and functions of religion
• Secularisation and its impact on society
• The role of religion in social change
• Theories of religion (e.g., Marxist, feminist, functionalist)
• New religious movements and cults
• Religion and social groups (class, ethnicity, gender)

 

Crime and Deviance: 

• Theories of crime: functionalist, subcultural, Marxist, Neo-Marxist, interactionist, feminist, and postmodern views
• Social distribution: crime by class, gender, ethnicity, and age
• Globalisation: organised crime, cybercrime, green crime, and state crimes
• Media: representations of crime, moral panics, and cybercrime
• Green crime: environmental harm and perspectives on green criminology
• State crime: definitions, examples, and sociological perspectives
• Control and punishment: theories of punishment, surveillance, prevention strategies, and victimisation
• Criminal justice system: policing, courts, fairness, and institutional racism

 

Theories and Debates 

• Detailed analysis of key sociological theories (drawing on crime and beliefs examples)
• Evaluation of the relevance of different theories to modern society
• Critical debates in sociology (continued from Year 12) 

 

Co-Curricular

• Sociology in Action Conference in London 
• A range of after-school lectures from universities (previous years have included Exeter, Durham, Goldsmiths and University of Kent) including Criminology talks, current researchers, and links to careers in Sociology. 
• Opportunity to run clubs for younger students. 
• Opportunities to lead whole-school assemblies at key points of sociological relevance (e.g. International Women's Day) 

Sociology is a fascinating subject, and the lessons provide a refreshing break in the school day. Our open discussions make the classroom dynamic and engaging, creating a unique learning environment. The booklets and other resources, including the books we can borrow, are incredibly useful, allowing us to take notes and absorb information in a way that suits our individual learning styles. 

Quinn, Year 12

I love studying sociology at Weald because it gives me a deeper understanding of the world around me. I find it fascinating to explore different perspectives on how and why society functions, and I really enjoy the way we learn about these concepts. The teachers are excellent, and the lessons are always engaging. Plus, we have access to a bookshelf full of additional reading materials that we can borrow, which allows us to explore topics in even greater depth which I have used many times. 

Lucy, Year 12

By taking sociology, I feel as though I have a wider view of society and what is considered essential for every individual to function, behave and interact with one another. This has helped me to learn about different perspectives on the family and the education system.

Sociology helps to highlight the struggles that different people go through that we may be oblivious to, overall making it an inclusive and diverse subject. The lessons make it easy to contribute and share opinions due to the openness and lack of judgement from others, helping me to gain confidence and to not feel embarrassed to ask for help if needed.

Ellie, year 12