Higher Sociology Course Support Notes

Transcription

1 Higher Sociology Course Support Notes This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Course Support Notes can be downloaded from SQA s website: Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable). September 2015, version 1.1 Scottish Qualifications Authority 2015

2 Contents Course Support Notes Introduction 1 General guidance on the Course 2 Approaches to learning, teaching and assessment 7 Equality and inclusion 18 Appendix 1: Reference documents 19 Appendix 2: Hierarchies 20 Appendix 3: Ethical guidance 21 Appendix 4: Higher Sociology glossary 24 Administrative information 30 Unit Support Notes Sociology: Human Society (Higher) Introduction 31 General guidance on the Unit 32 Approaches to learning, teaching and assessment 37 Equality and inclusion 42 Appendix 1: Reference documents 43 Administrative information 44 Unit Support Notes Sociology: Culture and Identity (Higher) Introduction 45 General guidance on the Unit 46 Approaches to learning, teaching and assessment 51 Equality and inclusion 56 Appendix 1: Reference documents 57 Administrative information 58 Unit Support Notes Sociology: Social Issues (Higher) Introduction 59 General guidance on the Unit 60

3 Approaches to learning, teaching and assessment 65 Equality and inclusion 72 Appendix 1: Reference documents 73 Administrative information 74

4 Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Higher Sociology Course. They are intended for teachers and lecturers who are delivering the Course and its Units. They should be read in conjunction with the Course Specification, the Course Assessment Specification and the Unit Specifications for the Units in the Course. Course Support Notes for Higher Sociology Course 1

5 General guidance on the Course Aims This Course develops learners sense of themselves as part of society. Thinking from a sociological perspective encourages learners to ask questions about the social world in which we live. The Course equips learners with knowledge and understanding of the sociological perspectives, theories and concepts used to investigate and explain aspects of the social world. The Course enables learners to become familiar with research methods and the use of evidence in sociology to support sociological explanations. The sociological understanding that develops from learning in this Course is used to question commonly held assumptions about society and to consider sociological explanations. The Course offers opportunities for learners to actively investigate society, cultural diversity and social issues. Learners apply the distinct features of the sociological approach such as perspectives, theories, concepts and research evidence, to analyse society. Course Aims Develop an understanding of society through gaining knowledge and understanding of sociological perspectives, theories and concepts Develop ability to challenge common sense explanations about human social behaviour using sociological understanding and evidence Develop understanding of cultural and social diversity including the significance of relationships amongst individuals, groups and institutions in a changing social world Benefit to learners This equips the learner with the ability to consider social behaviour with objectivity. Theories from different sociological perspectives will challenge the learner s thinking and any preconceived ideas. The learner will be supported to question commonly-held beliefs. Responsible citizenship involves understanding cultural and social diversity. Learners are encouraged to be open to different ideas and to develop an ability to understand the social world from different points of view. Develop understanding of the role of sources of information, research evidence and research methods used in sociology Opportunities to develop confidence in analysing and evaluating sources of information and using research evidence to explain society will help to develop confident individuals and successful learners. Course Support Notes for Higher Sociology Course 2

6 Develop investigation skills including the ability to select, organise, analyse and evaluate information Develop thinking and communication skills used in sociology A systematic approach to finding and using information benefits the learner and is appropriate preparation for further study. Developing the ability to think objectively and communicate their own and others experiences of social life and views of the world enables learners to become more effective contributors. It also equips the learner with skills for learning, skills for life and skills for work. Progression into this Course Entry to this Course is at the discretion of the centre. However, learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience: National 5 Sociology Course or relevant component Units National 5 Modern Studies Course or relevant component Units A level of maturity and independent thought will be required for the Higher Sociology Course and it is recognised that life experience can be a valid preparation. Successful completion of the broad general education would prepare learners to further develop the skills required to investigate social issues and cultural diversity. Learners should also be able to engage in some level of abstract thought and have an ability to reflect on their own experiences and beliefs in the light of alternative opinions, lifestyles and cultural experiences. Centres wishing to establish the suitability of learners without prior qualifications and/or experiences and outcomes may benefit from carrying out a diagnostic review of prior life and work experiences. This approach may be particularly useful for adult returners to education. Skills, knowledge and understanding covered in this Course This section provides further advice and guidance about skills, knowledge and understanding that could be included in the Course. Note: teachers and lecturers should refer to the Course Assessment Specification for mandatory information about the skills, knowledge and understanding to be covered in this Course. The Sociology Higher Course develops skills, knowledge and understanding which have a wide-ranging application in learning, life and work contexts. These may be developed in each of the Course Units; however greater emphasis will be given to developing some in particular Units. Course Support Notes for Higher Sociology Course 3

7 Units specify Outcomes and Assessment Standards. There are opportunities to develop all skills, knowledge and understanding in each Unit, however, Unit Assessment Standards will determine the skills, knowledge and understanding to be assessed in each Unit. An overview of skills, knowledge and understanding is given in the following table. Plenty of opportunities within the Unit Many opportunities within the Unit Some opportunities within the Unit Skills knowledge and understanding Human Society Culture and Identity Social Issues Explaining differences between sociological and common sense explanations of human social behaviour Understanding society by explaining sociological perspectives, theories and concepts Developing the ability to distinguish between a range of non-sociological and sociological explanations enables learners to challenge common sense explanations and taken-for-granted assumptions The Human Society Unit focuses mostly on perspectives; the Culture and Identity Unit focuses mostly on concepts; and the Social Issues Unit focuses mostly on theory. Consequently learners will be supported to develop an understanding of society using a range of sociological perspectives, theories and concepts. Explaining the sociological significance of relationships among individuals, groups and institutions in a changing social world Being able to explain changes in society through analysing social relationships amongst individuals, groups and institutions from different sociological perspectives will enable learners to develop a clearer understanding of the complexities of the diverse social world in which we live. Using investigation skills to find and evaluate sources of information and research studies There are opportunities in each Unit to develop skills in investigating and evaluating sociological research and sources of information, including primary and secondary sources. Skills to evaluate the validity and reliability of sources of information and sociological research can be developed. Course Support Notes for Higher Sociology Course 4

8 Organising and evaluating information in sociology Learners can be introduced to or independently source a variety of information in each Unit such as media articles or government statistics. Learners can learn skills in working co-operatively to make sense of information and develop abilities to work collaboratively to interpret and evaluate information. Explaining and evaluating research methods used in sociology By understanding and evaluating different research methods learners can be supported to develop analytical skills. Using sociological theories to analyse and explain human social behaviour When using sociological theories to analyse and explain human social behaviour learners can develop skills to investigate and understand the complexity of the social world. Using knowledge and understanding to evaluate research and evidence to support explanations Communicating sociologically informed views Learners can be offered opportunities to develop skills in selecting and evaluating research and evidence to support their explanations and analysis. Through group activities learners can be supported to communicate their understanding of sociology. Learners could use communication methods with which they are comfortable but could also be supported to develop skills in using methods that they are less familiar with for example role play, presentations, debates or using ICT. Progression from this Course This Course or its components may provide progression to: social science subjects at (SCQF level 7) Other progression pathways are also possible including progression to other qualifications at the same or different levels. Course Support Notes for Higher Sociology Course 5

9 An understanding of sociology also provides a useful background for progression to further study or employment in a wide range of areas such as police, health, education, care, human resource services, social work, politics, economics, voluntary sectors and law. Hierarchies Hierarchy is the term used to describe Courses and Units which form a structured sequence involving two or more SCQF levels. It is important that any content in a Course and/or Unit at one particular SCQF level is not repeated if a learner progresses to the next level of the hierarchy. The skills and knowledge should be able to be applied to new content and contexts to enrich the learning experience. This is for centres to manage. The Sociology Higher Course is in a hierarchy with the Sociology (National 5) Course. Units have the same titles and structures but the level of demand differs in the degree of challenge and complexity from one level to the next. This structure aims to facilitate multi-level teaching and to enable learners to be given recognition for their best achievement. For example, learners may be able to achieve, and be certificated for, a Unit or the Course at the level above or below. In the Higher Sociology Course learners will study topics in greater depth and work with more complex concepts and theories. At SCQF level 6, learners develop their knowledge of the research process and demonstrate their understanding of the process and ethical standards for research. Sociology deals with complex subject issues. At SCQF level 6, learners are challenged to recognise that there may be numerous and often varied explanations for social issues or several points to consider when analysing culture and identity. The Higher Sociology Course offers opportunities to analyse and evaluate theories, approaches and research evidence. Developing skills of analysis and evaluation should be stimulating and satisfying for learners at SCQF level 6. However, learners will benefit from teacher guidance and support as they develop their sociological understanding. The broad outline of the hierarchy is set out in Appendix 2. Course Support Notes for Higher Sociology Course 6

10 Approaches to learning, teaching and assessment Mode of delivery There are three Units in the Sociology Higher Course. The level of demand in each Unit corresponds with the Scottish Credit and Qualifications Framework at SCQF level 6 (Higher). Sociology: Human Society (Higher) Sociology: Culture and Identity (Higher) Sociology: Social Issues (Higher) (6 SCQF credit points) (6 SCQF credit points) (6 SCQF credit points) Units may be delivered in any order. They may be delivered sequentially or concurrently. There may be some benefit, however in delivering the Sociology: Human Societies Unit first in order to provide learners with an opportunity to familiarise themselves with a basic understanding of how sociological explanations differ from common sense views. Learners should be introduced to sociological language, concepts and theories in all Units and be encouraged to use sociological terminology as much as possible when explaining and communicating their ideas. Three possible approaches to delivery are illustrated below. Approach 1 Human Society Culture and Identity Social Issues Adopting this approach to delivery, which begins with the Human Society Unit, would enable learners to develop an early understanding of the way in which sociology attempts to objectively explain aspects of the social world about which learners will already have opinions and experience. Introducing structural and action perspectives and theories as different ways of explaining the social world will provide knowledge and understanding of different ways in which taken-for-granted assumptions can be challenged. This will be reinforced when learners are given the opportunity to find out about the role of sources of information, research evidence and research methods used in sociology. Once the sociological scene has been set in this manner, progressing on to the Culture and Identity Unit will give learners a chance to apply sociological understanding to ideas related to cultural experiences and identity formation. Having studied the Human Society Unit it would be hoped that learners would be able to investigate a range of diverse cultural processes and experiences and to analyse them in an objective, sociologically informed way that would avoid ethnocentric views or enable learners to question or challenge them. Having studied the previous two Units, learners would then have the necessary knowledge, understanding and skills to select a social issue of interest to them and to use sociological theories and research studies to develop sociologically informed conclusions about the selected issue. Building on a strong knowledge base from the previous Units, learners could explain social issues by expanding Course Support Notes for Higher Sociology Course 7

11 and developing their understanding through exploring more contemporary theoretical sociological theories and concepts such as post-modernism or globalisation. Approach 2 Human Society Social Issues Culture and Identity Following this approach to delivery would support opportunities to learn concurrently about sociological theory and the research process, while simultaneously adopting a topic or thematic approach to introducing and developing aspects of sociological analysis. An advantage of this approach would be that the relevance of a range of theories and research methods could be introduced to learners in a flexible manner that could be responsive to their learning pace, style and topic choices in both the Social Issues Unit and the Culture and Identity Unit. This may help create a more stimulating learning environment in which learners could be actively engaged in considering and reflecting on issues of significance to them when applying and evaluating sociological perspectives, theories, concepts, research methods and studies relevant to the contemporary social world. Approach 3 Culture and Identity Human Society Social Issues Culture and Identity Approach 3 could be an appropriate mode of delivery to groups of learners who had no prior knowledge of sociology. By introducing the idea of culture and identity at an early stage of the learning process, it would provide teachers/lecturers with opportunities to encourage learners to reflect on who they are and why they are who they are. Learners can then be introduced to ideas around the socialisation process, such as norms, values, roles and the ways in which we learn to fit in to our social world. Learning about ways in which our socialisation and cultural experiences can shape our life chances will then enable learners to reflect on issues of power and status, social inequality and a range of related social issues. When exploring ideas of socialisation and identity formation, there would also be opportunities to give consideration to whether human behaviour is shaped by the society we live in or whether it is human behaviour that shapes society. This would naturally lead into some of the key learning of the Human Society Unit, specifically structural and action perspectives (macro- and micro-sociology). By returning to some of the introductory themes, towards the end of sequential/topic/thematic delivery of all three Units, learners could be encouraged Course Support Notes for Higher Sociology Course 8

12 to reflect back on some taken-for-granted or common-sense assumptions that were evident when they first began studying Higher Sociology. Overarching guidance An awareness of equality and diversity issues is essential in sociology and all materials used should be inclusive to reflect social and cultural diversity. Some topics may be sensitive for individual learners, based on stages of development or personal experiences. To this end, discretion and sensitivity should be shown in the selection and delivery of materials especially in the Culture and Identity and Social Issues Units. In discussions which may relate to health, relationships, identity, emotions or socio-economic status, teachers/lecturers should be alert to any signs of discomfort or distress. Teaching approaches should support Curriculum for Excellence s four capacities to enable each learner to develop as a successful learner, a confident individual, a responsible citizen and an effective contributor. The subject matter of sociology affords plentiful opportunities to explore and discuss issues that will enable learners to develop all four capacities in a range of ways. Sociology also readily lends itself to a variety of delivery and investigation methods, including learnercentred problem-solving activities, pair and group discussion, considering sources of evidence, analysis of real-life applications of theory, collaborative learning, IT/web-based activities, as well as sourcing and evaluating more formal sociological research studies. Using a range of stimulus materials could be effective in highlighting contemporary issues as well as comparisons across cultures or throughout history in relation to a particular social issue or theme. Learners should be given the opportunity to access, consider and evaluate evidence of both a quantitative and qualitative nature. Learners could also be provided with opportunities to generate and analyse their own research data. If this approach is adopted, ethical issues must be addressed. At Higher level, learners should also be encouraged to understand the importance of acknowledging the source of all evidence they use in their investigations into social issues or topics. Opportunities to learn basic Harvard referencing could be incorporated into some/all of the Units. Possible approaches to learning and teaching There is the potential for thematic delivery of topics across Units in the Higher Sociology Course. This may suit the needs of learners in terms of personalisation and choice and may suit teachers/lecturers in centres interested in offering more integrated and imaginative delivery. In this respect there may also be potential for more integrated assessment opportunities within the Course which could reduce the volume of assessment for learners. If this approach is followed, it must however be clear how the evidence covers each Outcome within each of the Units. The following diagram illustrates links between the units that offer potential for thematic delivery. Course Support Notes for Higher Sociology Course 9

13 Ideas for possible themes to provide opportunities for integrated learning and assessment across Units could include: Theme: Moral Panics [Could include rising crime rates; teenage pregnancy; benefit fraud] Each of these sub-topics, under the overall heading of Moral Panics, could be considered as social issues. Such topics would provide a wealth of material to discuss and the potential to generate evidence across all Units relating to common sense versus sociological explanations; quantitative data versus qualitative data; analysis based on both structural (consensus/conflict) and social action perspectives; issues of identity, culture and sub-culture; discussions linked to social inequality, power and status. Sources of evidence from a range of media would be readily accessible to learners in relation to a range of topics around the idea of moral panics. Sociological research into these issues should be relatively easily sourced and learners could be supported by their teachers/lecturers to ensure that identified research and sources of information were appropriate for analysis and presentation. Comparing a range of media sources with more objective sociological research would provide good opportunities to challenge common sense explanations. Theme: Health [Could include ideas related to the fact that health, illness and body image are social phenomena as well as biological concepts] Course Support Notes for Higher Sociology Course 10

14 Learners could adopt a particular focus (such as obesity, disability or selfharming behaviour) and examine their selected theme using informed sociological understanding that is likely to challenge some taken-for-granted assumptions. This general theme would be likely to raise a wide range of social issues and concerns (such as post-code lottery for medical care; the influence of the mass media and popular culture on identity formation and body image). This in turn would provide a wide range of opportunities for evaluating ways in which sociological perspectives, theories and concepts provide different ways of explaining these social issues. As noted above, sociological research should be relatively easily sourced and learners could be supported by their teachers/lecturers to ensure that identified research and sources of information are appropriate for analysis and presentation. A more detailed example of how a thematic approach to learning, teaching and assessment could be applied in this Course is outlined below in relation to the theme of child poverty. Theme: Child Poverty Unit Suggestions for approaches to learning, teaching and assessment Human Society Common sense versus sociological explanations: for example, a person putting forward a common sense point of view might say that if children are living in poverty it is because the parents do not work. This would contrast with sociological evidence that more than half of all the children in low-income households have someone in their family doing paid work. Examining and evaluating quantitative and qualitative data on child poverty. This might include examples such as statistics from The Poverty Site or the views of children and young people on poverty in Trying to get By Martin & Hart (2011) The National Foundation on Educational Research. Using structural and action perspectives and theories to explain issues relating to child poverty by examining the interrelationship between, and within, social institutions such as the family, education, government and the economy. Using this as a focus to highlight strengths and weaknesses of specific sociological theories in explaining (or tackling) child poverty. A comparison on the effectiveness of both perspectives in explaining child poverty could be presented. Culture and Identity Investigating and explaining how children s experiences of poverty in terms of primary and secondary socialisation processes (family norms, values, roles, beliefs, patterns of Course Support Notes for Higher Sociology Course 11

15 behaviour, expectations and interactions in the education process, media representation, government policies ) can shape their personal identities. Status and power in society are closely linked to our socioeconomic positions. Children living in a culture of poverty are often disempowered and socially excluded not only in terms of their age but also their socio-economic positions. Research by Martin & Hart (2011) makes strong links between being poor and being bullied and also experiences of schooling being adversely affected for children from low-income families. The notion of youth deviance, gangs and sub-cultures is often associated with experiences of poverty. Power and status differentials between mainstream culture and sub-cultures associated with poverty could be examined. Sociological theory and appropriate research studies could be investigated to offer additional insight into this aspect of culture and identity. The evidence generated in this Unit (as well as the evidence in the other two Units) could be incorporated into the presentation of a sociological analysis of culture and identity in changing social world in which child poverty is a significant concern. Social Issues Child poverty could be the selected contemporary social issue which would provide opportunities to investigate multiple inequalities experienced as a result of poverty in childhood based on some of the ideas outlined above. Explaining the social issue of childhood poverty using two contrasting sociological theories would provide opportunities to provide evidence to satisfy assessment standards in the other Units. Choosing to evaluate explanations offered by contrasting structural and action theories could also provide evidence for the Human Societies Unit. Sourcing, describing and evaluating at least two research studies on child poverty would provide opportunities to compare research findings, practical and ethical issues. Possible approaches to assessment and generating evidence of progress Within the Higher Sociology Course there is a great deal of scope for personalisation and choice in terms of learning, teaching and assessment. Learners should always be clear about what they are trying to learn and what is expected of them. This can be achieved not only through a clear delivery programme but also through a range of activities that prepare the learner for assessment being available throughout the Course. Learners should be given regular feedback about the quality of their work and what they can do to improve it. If learners are afforded a degree of personalisation and choice, it is anticipated Course Support Notes for Higher Sociology Course 12

16 that they will be more actively engaged in their learning and consequently want to be fully involved in all aspects of their learning and assessment. Learning opportunities should enable learners to generate evidence to estimate the learner s progress and readiness for Unit and Course assessment. Teaching should prepare learners to attain and perhaps surpass the standards required for Unit assessment. Thematic delivery may be relevant in this context as a means of providing naturally occurring opportunities for integration of knowledge and understanding across all three component Units. One strategy that may be used to prepare learners for assessment is the inclusion of activities that can be peer-assessed. Learners could be encouraged to identify whether or not an answer has met the agreed criteria. For example, the peer assessor could be asked to identify whether or not the answer includes an agreed number of evaluative points. To encourage good practice, centres could set-up peer buddies and include the requirement that some tasks can only be submitted along with a completed peer assessment form. If the peer assessor has identified areas that have not been included then the learner should address the area identified before submitting their answer. This approach may be helpful as learners work towards the submission of their assignment work. Alternatively, it could be used to help learners produce good, detailed analysis and evaluation of, for example, a sociological theory or a social issue. Group work approaches can be used within Units and across Courses where it is helpful to simulate real life situations, share tasks and promote team working skills. However, there must be clear evidence for each learner to show that the learner has met the required assessment standards for the Unit or Course. Naturally occurring evidence from learning within or across units could contribute towards course assessment. For information on assessment and reassessment, teachers and lecturers should refer to SQA s Guide to Assessment, available on the SQA website. Preparation for Course assessment Each Course has additional time (40 hours) which can be used at the discretion of the teacher or lecturer to enable learners to prepare for Course assessment. This time may be used near the start of the Course and at various points throughout the Course for consolidation and support. It may also be used for preparation for Unit assessment, and towards the end of the Course, for further integration, revision and preparation and/or gathering evidence for Course assessment. It is necessary to refer to the Course Assessment Specification for essential information on mandatory content required for Course Assessment. Individual Course Units are designed to offer personalisation and choice; however learners preparing for the Higher Sociology Course Assessment will be required to cover some mandatory content. Course Support Notes for Higher Sociology Course 13

17 The Higher Sociology Course has two components, a Question paper and an Assignment. Detailed information on this aspect of the Course can be found in the Higher Sociology Course Assessment Specification. The question paper will assess breadth and application of sociological skills, knowledge and understanding from across Course Units. Learners will need opportunities to write answers to questions, within time constraints. This can be practiced through co-operative learning activities or by offering a specimen question paper, with opportunities to discuss the quality of answers. To prepare for the assignment, learners should have opportunities to investigate topics within the Course and to discuss their ideas with others to develop their understanding. Learners will need opportunities to develop skills in structuring extended responses. Where resources permit, centres could use technology to support learning, teaching and gathering evidence for assessment. Learners will be able to benefit from a wide range of online resources for this subject and could be encouraged to use ICT skills and technologies to investigate and present their ideas and opinions. E-learning and e-assessment should not, however, be allowed to become a barrier to effective learning and successful assessment. Detailed information can be found in the Higher Sociology Course Assessment Specification. Combining assessment across Units Evidence may be gathered for one or more Units or for the Course as a whole by combining assessment holistically in one single activity. Combined Unit assessment should not add complexity to the requirements of the Course assessment. The idea of thematic delivery, outlined earlier in this document, could be used as a basis for developing a single assessment to enable learners to attain assessment standards for all or some of the Units on the Course. This may offer additional coherence to the Course. Course Support Notes for Higher Sociology Course 14

18 Developing skills for learning, skills for life and skills for work Learners are expected to develop broad generic skills as an integral part of their learning experience. The Course Specification lists the skills for learning, skills for life and skills for work that learners should develop through this Course. These are based on SQA s Skills Framework: Skills for Learning, Skills for Life and Skills for Work and must be built into the Course where there are appropriate opportunities. The level of these skills will be appropriate to the level of the Course. Skills for learning, skills for life and skills for work 1 Literacy Opportunities in learning and teaching 1.1 Reading Through their reading of sources of information on a contemporary social issue as well as investigating and evaluating sociological research studies and methods, learners will develop skills in understanding and interpreting ideas, statistics, opinions and information presented in textual and numerical form. They will become skilled in handling information to make evaluative judgements and conclusions in relation to sociological research. 1.2 Writing Learners will develop the ability to create texts which communicate ideas, opinions, information and analysis to meet a range of specified purposes within the context of the Course. This could be a written account comparing structural and action perspectives or a written summary describing ways in which the processes of socialisation impact on the formation of individual identities. 1.3 Listening and Talking Learners will develop the skill of listening to ideas, opinions and information presented orally by other people for a specific purpose related to the Course. They will also become skilled and more confident in talking which will involve their ability to orally communicate their ideas, opinions and information such as contributing and listening to a discussion of a social issue such as poverty, or contributing to a presentation on youth sub-culture. Course Support Notes for Higher Sociology Course 15

19 3 Health and wellbeing Opportunities in learning and teaching 3.1 Personal learning Learners will develop skills in planning their learning through sourcing sociological research and sources of information on a specific social issue and a selected aspect of culture and identity in which they have an interest. Learners will have the opportunity for very meaningful personal learning by developing the skills of thinking objectively about their own life experiences and reflecting on ways in which this has had an impact on their beliefs, attitudes and sense of identity. Health and wellbeing skills related to personal learning and relationships can be developed through co-operative work in all the Units in the Course. 4 Employability, enterprise and citizenship Opportunities in learning and teaching 4.6 Citizenship This Course provides a range of opportunities to reflect on ways in which citizenship involves developing an understanding of the changing social world we live in. The Course provides opportunities for learners to understand more about social inequality; to develop an awareness of democracy; to become outward looking towards society while being able to recognise one s personal role in the social world. The Course also equips learners to challenge taken-for-granted assumptions and to examine and reflect on their social world in a better informed, more objective way. 5 Thinking skills Opportunities in learning and teaching 5.3 Applying Applying is the ability to use existing information to solve a problem in a different context, and to plan, organise and complete a task. Within the context of this Course learners will be provided with a range of opportunities to develop this skill. This could include applying sociological theory to explain an aspect of culture and identity. 5.4 Analysing and evaluating Analysing and evaluating involves the ability to identify and weigh-up the features of a situation or issue and to use your judgement in coming to a conclusion. It includes reviewing and considering any potential solutions. Ways in which learners will be able to develop and demonstrate this skill within this Course Course Support Notes for Higher Sociology Course 16

20 are plentiful as they are required to evaluate a range of research methods, theories and studies used in sociology. Elements of this occur in all three of the component Units in the Course and will be integral to the Course assessment. There may be opportunities to extend the range of Skills for Learning, Skills for Life and Skills for Work, for example: 3 Health and wellbeing Opportunities in learning and teaching 3.5 Relationships As noted above, there are opportunities for cooperative and collaborative learning throughout the Sociology (Higher) Course. This will help develop various types of social and working relationships and provide opportunities to practice a range of interpersonal skills. Opportunities to show respect and a sense of care for self and others are plentiful throughout the Course as much of the learning and teaching in sociology can provide learners with opportunities to consider their own and others experiences of life and to appreciate the importance of respecting the heritage and cultural identity of others. Course Support Notes for Higher Sociology Course 17

21 Equality and inclusion Learners undertaking this Course will communicate their sociological understanding. However, communication could be written, oral, diagrammatic or electronic. In this Course there may be issues raised which may be controversial or sensitive. Teachers should consider the skills and experience of learners and ensure that topics are studied objectively and free from bias or prejudice. Centres, teachers and learners should be aware of current British Sociological Association ethical guidelines and adhere to ethical standards when discussing and making decisions relating to sociological research. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Course Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Course. It is important that centres are aware of and understand SQA s assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA s website: Course Support Notes for Higher Sociology Course 18

22 Appendix 1: Reference documents The following reference documents will provide useful information and background. Assessment Arrangements (for disabled candidates and/or those with additional support needs) various publications are available on SQA s website at: Building the Curriculum 4: Skills for learning, skills for life and skills for work Building the Curriculum 5: A framework for assessment Course Specification Design Principles for National Courses Guide to Assessment Principles and practice papers for curriculum areas SCQF Handbook: User Guide and SCQF level descriptors SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work Skills for Learning, Skills for Life and Skills for Work: Using the Curriculum Tool SQA Guidelines on e-assessment for Schools SQA Guidelines on Online Assessment for Further Education SQA e-assessment web page Course Support Notes for Higher Sociology Course 19

23 Appendix 2: Hierarchies National 5 Sociology Human Society Develops understanding of the sociological approach Focus on explaining research methods and sociological perspectives Distinguishing between common sense and sociological explanations Describing methods that generate qualitative and quantitative data Describing advantages and disadvantages of research methods Explaining structural and action perspectives Using sociological perspectives to explain relationships amongst individuals, groups and institutions Social Issues Develops skills in using evidence and applying knowledge to explanations of social issues Focus on explaining theories and research evidence Using theories to explain a social issue Using evidence from different sources to describe a social issue Explaining the role of research evidence Interpreting research evidence to support sociological explanations of a contemporary social issue Culture and Identity Develops skills in using sources of evidence and understanding of sociological concepts Focus on raising awareness of diversity Describing identity, culture, sub-culture and diversity Explaining the process of socialisation Using sources of evidence to investigate relationships between socialisation and identity Reflecting awareness of diversity when explaining culture and identity Course Support Notes for Higher Sociology Course 20

24 Higher Sociology Human Society Develops understanding of the sociological approach Focus on evaluating research methods, and using sociological perspectives and theories to analyse society Explaining differences between common sense and sociological explanations Evaluating methods that generate qualitative and quantitative data Evaluating structural and action perspectives and theories Applying sociological perspectives and theories to analyse relationships amongst individuals, groups and institutions Applying appropriate choice of research method to a research scenario Social Issues Develops skills in interpreting research evidence relating to contemporary social issues Focus on evaluation and using sociological theories and research evidence Describing a social issue using different sources of information Applying and evaluating contrasting sociological theories used to explain a social issue Sourcing, evaluating and drawing conclusions from research studies of a social issue Evaluating research based on practical, ethical and theoretical grounds Culture and Identity Develops skills in analysing culture and identity in a changing social world Focus on explaining and applying theories and concepts Explaining the impact of socialisation on identity formation Explaining culture and sub-culture using ideas of power and status Applying sociological theory and research findings to explain an aspect of culture and identity Giving a sociological analysis of culture and identity in a changing social world Course Support Notes for Higher Sociology Course 21

25 Appendix 3: Ethical guidance Ethical practice in Sociology There is no expectation that learners will conduct their own independent research. Learning and teaching approaches may include supporting learners to carry out small scale research activities. The British Sociological Association publishes a code of ethics for those undertaking sociological research. When students of sociology discuss or undertake research it is the teacher, lecturer or supervisor s responsibility to make certain that ethical standards are considered. These notes give a brief outline of the ethical code of practice and some tips and examples to help practitioners remain within the guidelines. The full code of ethical practice can be found on the British Sociological Association website. This is a brief outline of your responsibilities as practitioners and some suggested guidelines for good practice. Notes for teachers and lecturers Teachers and lecturers are required to supervise student s work and make certain that it does not break the ethical guidelines of the British Sociological Association (BSA) The wellbeing of both students and research participants must be protected at all times. Students and participants under age of 18: Permission should always be gained from: Parents (in all cases) The young person themselves (in all cases) Teachers or carers (when research is outside the home) Student researchers should be made aware of the potential for influencing children and young people. They should not therefore involve under 18s in any research topic that is either illegal or age restricted eg drug use, alcohol, smoking, violent or sexually explicit material or sexual activity. It is difficult to gain informed consent from young children so research should stop if there is any sign of distress or discomfort. Brief outline of British Sociological Association ethical practice Sociological research is intended to contribute to the well being of society. Researchers must safeguard those involved in research and those affected by it. Report findings accurately and truthfully. Consider effects and consequences of the work. Should not carry out work they are not qualified to do, eg asking questions of a personal nature that may cause distress unless trained to offer support. Research must be worthwhile. Methods should be appropriate. Course Support Notes for Higher Sociology Course 22

26 Researchers should clearly state the limits on their detachment from the topic or those involved. Researchers should keep safe and not take risks. Participants must not have their well-being compromised physically, socially or psychologically. Privacy and human rights should be protected. There should be awareness of disparities of power. Trust and integrity must be maintained. Freely given consent should be obtained. Participants should be told that they have a right to stop at any time or to refuse from the outset. Anonymity, privacy and confidentially must be maintained where possible. Participants can refuse to be recorded on film, audio or video. Particular care should be given to children in research consent from both child and parent &/or caregiver must be sought. Covert research should be avoided where possible. If necessary, permissions must be granted after the event. Social and cultural diversity must be respected. Suggested guidelines for good practice Discuss ethics before work begins. Some good and bad examples can be helpful. Check research plans before students start work on a project. Create a checklist for the students research plans. This has the added benefit of training learners in proper research protocol. Review student work regularly. Encourage discussion of ethical issues in the write up. Course Support Notes for Higher Sociology Course 23

27 Appendix 4: Higher Sociology glossary This glossary is intended to clarify the meaning of terms used in the Unit Specifications and Support Notes (Sociology). The Glossary is organised as follows: Definitions of action terms used in assessment standards Brief definitions of sociological terms used in each unit Please note that the meaning of terms differs across disciplines and levels. This Glossary is designed for use with Sociology Higher. Action terms used in Assessment Standards and Course aims Note on sources of information: These should include a range of sources eg media reports, government statistics, sociological studies etc. At Higher level these should be sourced and selected by the learner. Analyse: Give a detailed account of the main features of a concept, topic or issue including the relationship between the features. Apply (two contrasting theories): Make clear and direct use of the chosen theories to explain each social issue. Use knowledge of the main features of the theory in the explanation to demonstrate clear understanding. Contrast: At Higher level this involves more than simply identifying differences. A more sophisticated explanation of the differences is required with reference to sociological concepts. Describe: A clear account of the concept s main features. Explain: Demonstrate an understanding of a concept, topic or issue including its meaning and/or purpose in a report, presentation or extended response. Distinguish between: Show a clear understanding of contrasting ideas or features. This may be demonstrated by giving examples of both common sense and sociological explanations for a range of social issues or concepts. Evaluate: Identify strengths, weaknesses, similarities and differences and form a conclusion. Include validity and reliability when evaluating research methods. Real examples of the use of the method should be given. Investigating: Selecting the most appropriate information sources or studies from a wide range and using it in explanations. Justify: Give a clear account of the relevance of a chosen topic for research or explanation and support statements using evidence. Course Support Notes for Higher Sociology Course 24

28 Using perspectives or theories to give explanations: Applying knowledge to specific social situations or roles and giving examples of how the perspective or theory might explain them. Summarised: A concise account in which the process and outcomes are defined and conclusions drawn. Unit: Human Society Difference between perspectives and theories: Perspectives offer a view of the social world from a particular angle and theories give explanations for social behaviour and issues. Most theories arise out of perspectives. Sociological approach: In contrast to common sense explanations of the social world, the sociological approach uses sociological evidence and theory to explain the social world. Sociological Perspective: A way of looking at the world using sociological ideas and thinking. Action perspective: Taking a bottom up approach this micro perspective studies the meanings individuals and society places on symbols such as words, signs, body language and social events. It tends to emphasise the individual s ability to control their own actions (personal agency) and to be influenced by personal interpretation or meaning. Structural perspectives: Taking a top down approach, these macro theories see society as a whole structure within which different groups either work in consensus (eg functionalist approach) or in conflict (eg Marxist approach). Micro and macro perspectives: Generally, action perspectives take a micro (small scale) view of society and structural perspectives take a macro (large scale) view. Theories: Theories in sociology explain social behaviour and the social world by using perspectives and academic study. Theories are tested by sociological research and academic debate. Conflict theories: Any theory that describes conflict between macro structures. Functionalist or consensus theories: Any theory that describes the way in which macro structures work towards a common aim eg change occurs when necessary or by common agreement. This diagram is helpful in showing the connection between perspectives and theories. There is no expectation that all theories in this diagram will be covered. Course Support Notes for Higher Sociology Course 25

29 Explaining society: Common sense versus sociological approach Common sense explanations: Explanations that come from a personal or shared understanding of social behaviour rather than from sociological evidence. Common sense explanations include: Naturalistic explanations: Explanations of behaviour that claim that there is a natural or normal way to behave eg it is only natural that men and women fall in love and marry. Individualistic explanations: Social behaviour and particularly social problems are caused by individual traits eg poverty is caused by laziness, stupidity or failure to work hard in school. At Higher level learners must be able to challenge common sense explanations by using sociological understanding and evidence. Investigating Society: Research methods Data: Evidence gathered by undertaking research. Qualitative data: Data that is descriptive of people s experiences or feelings. Quantitative data: Data that is numerical or that can be counted and presented in numerical format. Reliability: The likelihood that the same or very similar results would be gained if the research were replicated. Research methods: Recognised methods of gathering evidence to test a theory eg surveys, interviews, observation, experiments. Course Support Notes for Higher Sociology Course 26

30 Validity: The extent to which the study measures or investigates what it claims to. Sociological theories: Action theories: Symbolic interactionism, Phenomenology, Social Action theory Postmodern social theories: By its nature post modernism resists definition and categorization. Postmodern theories tend to challenge and question the very basis of sociological ideas and theories. At Higher level an optional discussion of the strengths and weaknesses of postmodern theory could include examples of the work of postmodern theorists and researchers to aid understanding. Structural theories: Functionalist and New Right theories (consensus theories), Marxist, Neo Marxist, Feminist theories (conflict theories) Unit: Culture and Identity A changing social world: The social world changes over time. Sociologists are interesting in observing and analysing the ways in which new behaviour patterns, attitudes and beliefs evolve as societies develop. Culture: Beliefs, behaviours and shared characteristics of a particular group in society. Cultural aspects include music, literature, styles or modes of dress, behaviour, rules, institutions (eg family, religion, work, health care), language, values and norms. Cultural diversity: The presence of a variety of cultures in society. Respecting and valuing cultural diversity is the opposite of ethnocentrism. Subculture: A culture within a broad or mainstream culture that has different beliefs, values or practices. One example of a subculture is the youth subculture within which there are a variety of smaller subcultures. Subcultures tend to emerge from the dominant culture as a counter cultural movement. Ethnocentrism: The tendency to judge other cultures and norms based on one's own cultural system making the assumption that one's own culture is normal or superior and others are strange, wrong or inferior. Identity: In sociology identity refers to distinctive characteristics belonging to an individual or group of individuals in a particular social category or group. It describes a person s sense of group affiliation eg national identity, religious identity or cultural identity. Identity is formed through identification with people and groups that are significant to the individual (ie significant others). Norms: Rules of behaviour and ideas that are considered normal within a particular social group or culture. Norms tend to reflect the values of the group. Power: The ability to control ones environment and the behaviour of others. Power can be held in a range of ways eg gender power, roles that hold authority, personal charisma, social class, expertise, moral or religious persuasion and force. Course Support Notes for Higher Sociology Course 27

31 Roles: A set of expected behaviours and actions based on a particular social position or status. Individuals normally have a number of different social roles that demand different behaviours or attitudes. We become adept at moving from one role to another over the course of days and throughout a lifetime eg a woman may be a mother, sister, daughter, teacher, manager, consumer, team member, committee member and friend. In each of these roles she will behave differently and will shift from one to another without difficulty. Selected aspect of culture and identity: A broad scope statement that means learners could select any topic of interest to them as the focus of their sociological analysis. This might include an analysis of identity in relation to gender, age, ethnicity, nationality, disability, sexuality or social class. It could involve analysing the formation of identity in relation to membership of a subculture and could include the notion of multiple identities. Ways in which an individual s identity changes over time as the balance of influence of primary/secondary socialisation changes would also be relevant as an aspect of culture and identity. Social group: Any group of people that interact and identify with one another and share similar characteristics or norms. Socialisation: The process by which individuals learn the norms and values of their culture and expected behaviours within these norms. There are various agencies of socialisation at work in this process. Agencies of socialisation: The family is the primary agency of socialisation where an infant learns the basics of social behaviour eg eating, toileting, dressing and cleanliness. Secondary agencies of socialisation include education, peer groups, religious organizations, the media and work places. At Higher level the interconnection between different agencies of socialisation could be explored, including the formation of identity. Sources: Information relevant to the given topic. These can be selected from media articles, books, diaries, government records, official documents and sociological studies. Primary sources: Data collected by the researcher and her or his team using research methods. Secondary sources: Information not personally collected by the researcher Status: Social status gives prestige in the social world. Status could include educational status or expertise, celebrity status and economic status. The connection between power and status should be explored. Values: Shared ideas within a social group or culture about what is right, good, fair and just. In a capitalist society material success is valued. This value is not shared by all cultures. Course Support Notes for Higher Sociology Course 28

32 Unit: Social issues Note on sources of information should include a range of sources eg media reports, government statistics, sociological studies etc. At Higher level theses should be sourced and selected by the learner. Contemporary social issue: An issue of current interest or relevance. Social inequality: A social issue that is characterized by unequal life chances or resources eg health inequality. Multiple inequalities: When the impact of one area of inequality causes or worsens other inequalities eg low income is related to poor health and is more common in areas of poor housing where a larger number of ethnic minorities may be living. These issues may be linked to culture and identity. Course Support Notes for Higher Sociology Course 29

33 Administrative information Published: September 2015 (version 1.1) History of changes to Course Support Notes Course details Version Description of change Authorised by 1.1 and theories added to Evaluating Qualifications structural and action perspectives, to Manager reflect updated wording of Assessment Standard 2.1 within the Human Society Unit (page 7 and 11). Date September 2015 Scottish Qualifications Authority 2015 This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA s website at Note: You are advised to check SQA s website ( to ensure you are using the most up-to-date version. Course Support Notes for Higher Sociology Course 30

34 Unit Support Notes Sociology: Human Society (Higher) This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA s website: Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).

35 Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Sociology: Human Societies (Higher) Unit. They are intended for teachers and lecturers who are delivering this Unit. They should be read in conjunction with: the Unit Specification the Course Specification the Course Assessment Specification the Course Support Notes appropriate assessment support materials If the Unit Support Notes have been developed for a Unit which is not part of a Course, then it is only necessary to read them in conjunction with the Unit Specification. Unit Support Notes for Sociology: Human Society (Higher) Unit 31

36 General guidance on the Unit Aims The general aim of this Unit is to develop learners understanding of the sociological approach to studying human societies. This will be achieved by developing and using analytical skills to investigate sociological approaches to studying society; research methods used; and the relationship of individuals, groups and institutions as viewed from different sociological perspectives and theories. Learners who complete this Unit will be able to: 1 Evaluate the sociological approach to understanding society by: 1.1 Explaining what is meant by common sense and sociological approaches to the study of human societies, giving examples of each 1.2 Evaluating one research method which tends to generate quantitative data 1.3 Evaluating one research method which tends to generate qualitative data 2 Analyse relationships amongst individuals, groups and institutions by: 2.1 Explaining features, strengths and weaknesses of structural and action perspectives and theories 2.2 applying structural and action perspectives and theories to explain relationships amongst individuals, groups and institutions 2.3 Applying and justifying choice of a research method to a research scenario Course Aims Development of aims within this Unit Develop an understanding of society through gaining knowledge and understanding of sociological perspectives and theories Develop ability to challenge common sense explanations about social behaviour using sociological understanding and evidence Responsible citizenship involves being open to different ideas and an ability to see things from different points of view. Different sociological perspectives and theories challenge the learner s thinking and any preconceived ideas. This equips the learner with the ability to consider social behaviour with objectivity and is linked to responsible citizenship. It introduces the learner to Sociology as a discipline, unleashing the sociological imagination. Unit Support Notes for Sociology: Human Society (Higher) Unit 32

37 Develop understanding of cultural and social diversity; including the significance of relationships amongst individuals, groups and institutions in a changing social world. Develop understanding of the role of sources of information, research evidence and research methods used in sociology Develop investigation skills, including the ability to select, organise, analyse and evaluate information Personalisation and choice in the Unit means that learning can draw on a variety of cultural and social contexts that are relevant to the learners interests and needs. This enables learners to have a better understanding of the world we live in. Opportunities to develop confidence in using research and analysing evidence to explain human social behaviour will help to develop successful learners. These skills are transferrable to other areas of study and work. Learners develop the ability to investigate issues with the insight offered by the sociological approach and its perspectives and theories. This enables the learner to contribute sociologically considered opinions. Develop thinking and communication skills used in sociology Developing the ability to communicate their own and others experiences of social life and views of the world enables learners to become more effective contributors and more confident individuals. It also equips the learner with skills for learning, skills for life and skills for work. Progression into this Unit Entry to this Unit is at the discretion of the centre. However, learners would normally be expected to have attained the skills, knowledge and understanding required by one or more of the following or equivalent qualifications and/or experience: National 5 Sociology Course or relevant component units National 5 Modern Studies Course or relevant component units For this Unit, learners should be prepared to challenge preconceptions and previous thinking about society and social relationships. Whilst the skills and knowledge gained from National 5 Courses would be a useful preparation for this Unit, it is recognised that learners with life experience and a desire to understand how society works may have the necessary skills to benefit from this Course. Maturity, independence of thought and analytic ability as Unit Support Notes for Sociology: Human Society (Higher) Unit 33

38 well as openness to new ideas is required along with the ability to express a range of sociological explanations. Centres wishing to establish the suitability of learners without prior qualifications and/or experiences and outcomes may benefit from carrying out a diagnostic review of prior life and work experiences. This approach may be particularly useful for adult returners to education. Skills, knowledge and understanding covered in this Unit Information about skills, knowledge and understanding is given in the Higher Sociology: Course Support Notes. If this Unit is being delivered on a free-standing basis, teachers and lecturers are free to select the skills, knowledge, understanding and contexts which are most appropriate for delivery in their centres. The table below offers an outline of opportunities for the development of skills knowledge and understanding in this Unit. Further information is given in the approaches to learning, teaching and assessment. Skills, knowledge and understanding Opportunities for development in this Unit Explaining differences between sociological and common sense explanations of human social behaviour. Developing a sociological imagination is at the core of this Unit. Using a variety of examples drawn from a range of contexts will enable learners to analyse and evaluate sociological and non-sociological explanations. Understanding society by explaining sociological perspectives, theories and concepts. Explaining the sociological significance of relationships amongst individuals, groups and institutions in a changing social world. This unit offers scope to consider relationships at a number of different levels in society, and between levels; for example between social groups or between a small environmental group and a large multi-national power company. Learners develop the ability to apply their understanding of sociological perspectives, theories and concepts to explaining these complex human social relationships. Using investigation skills to find and evaluate sources of information and research studies Learners should be encouraged to draw on information from a variety of sources of information. Information may be drawn from sociological and non-sociological sources offering opportunities to discuss the concepts Unit Support Notes for Sociology: Human Society (Higher) Unit 34

39 of validity and reliability; and to emphasise the difference between information and evidence. Organising and evaluating information in sociology. This Unit provides opportunities to select and organise information and use it as evidence when giving a sociological explanation. Learners have opportunities to collect their own data or use existing data and to discuss how and why data is used in sociology. Explaining and evaluating research methods used in sociology. This Unit offers opportunities to carry out and evaluate small scale research studies. If this approach is used these studies should be supervised and ethical issues should be considered. Using sociological theories to analyse and explain human social behaviour Learners should be encouraged to share their understanding and become familiar with using terminology appropriate to perspectives, theories and concepts in this Unit. This will help consolidate learning and develop confidence. Using knowledge and understanding to evaluate research and evidence to support explanations in sociology. There are opportunities in this Unit to look at examples of data and research findings. Learners should be encouraged to consider the source of evidence and the reliability of both the source and the evidence. Communicating sociologically informed views Learners develop skills of analysis and evaluation in this Unit. There are opportunities to support learners to be able to explain what is involved in analysis and evaluation and words and phrases that may be useful when expressing analytical and evaluative remarks. Unit Support Notes for Sociology: Human Society (Higher) Unit 35

40 Progression from this Unit This Unit has relevance to many other subject areas as well as life and work. The skills, knowledge and understanding developed in this Unit could therefore support both vertical and lateral progression in other curriculum areas as well as life and work contexts. In particular, the Unit challenges preconceptions about the nature of society and societal relationships. This Unit would provide progression to the other component Units of the Higher Sociology Course. Other progression options could include: Higher National Certificate/Diploma or degree level study in social sciences other SQA qualifications in social studies, social science or related areas at SCQF level 6 further study or training employment in areas such as police, health, education, care, human resource services or voluntary sectors Unit Support Notes for Sociology: Human Society (Higher) Unit 36

41 Approaches to learning, teaching and assessment Overarching guidance There are a wide variety of learning and teaching approaches which can be used to deliver this Unit. This section of the Unit Support Notes provides advice and guidance and some examples of approaches that could be used. At all times, teachers/lecturers should provide opportunities for personalisation and choice to ensure that learning is relevant and motivating. Learning should where possible be relevant to the learners domestic and everyday life, their overall learning programme and/or work and leisure. Although challenging preconceived ideas about the nature of society is at the heart of this Unit, sensitivity must be exercised when dealing with opinions and beliefs. Sequencing and timing This Unit consists of two Outcomes which can be delivered and assessed in a variety of ways. Outcome 1 lays the foundation for the Unit and the study of sociology as a discipline, and so may be the best place to start. Alternatively a holistic approach may be taken by combining evaluation of research methods with analysis of sociological perspectives and theories. Possible approaches to learning and teaching A rich and supportive learning environment should be provided to enable a learner to achieve the best they can. This could include approaches which include: development of critical thinking skills asking learners to explain or show their thinking collaborative and independent learning discussion around new concepts and how they can be applied using technology where appropriate learners planning and/or participating in real-life activities involving sociological research methods Examples of learning and teaching contexts To evaluate the sociological approach to understanding society teachers/lecturers can exemplify common sense and sociological approaches using examples such as unemployment/poverty. Using a common sense approach, unemployment and poverty could be seen as inevitable or due to individual faults; though a sociological approach could look at national and international economic policies and the relative power of those who take decisions which result in increased unemployment and poverty for others. It may be useful to use a grid such as: Unit Support Notes for Sociology: Human Society (Higher) Unit 37

42 Sociology Common sense Characteristics Individualistic Naturalistic Based on Theory, evidence, research Personal experience, Beliefs, traditional views anecdotes, opinion Key features Power, agency, relationships, attempts to be objective Self, subjective factual Example: poverty Economic structure, power relationships, societal function Lazy, lack of personal responsibility Poor are always with us Research methods are crucial to an understanding of the sociological approach and should be considered as part of the examination of the nature of society. The quantitative methods could be regarded individually and by looking at the commonality of empirical research. It is not necessary to explore positivism per se but this could be done here. Although surveys can often be viewed as synonymous with postal questionnaires (such as the British Crime Survey) and structured interviews, they can be distinct and form a separate method, particularly when the subjects do not need to respond. Qualitative methods are varied and there are many examples. Documentaries could be viewed and the various ways of conducting unstructured interviews and focus groups could also be used. Experiential learning by conducting mock research could be utilised. Actual examples of research which has already taken place could be used and these can be used to explore ethics of research and the criteria of reliability, validity, time, cost, ease, sample size, depth, breadth or nature of enquiry. The research process could be examined here, highlighting the role of theory, hypothesis, operationalisation (including the four sub-stages of operationalisation, which are: choosing a method; defining concepts; setting measurements; selecting a sample), fieldwork and processing of results. To analyse the relationship of individuals, groups, institutions and societies from different sociological perspectives and theories teachers/lecturers can introduce learners to different strands in sociology, including perspectives and theories. The following diagram illustrates the relationship between perspectives and theories that may be used in sociology at this level. Unit Support Notes for Sociology: Human Society (Higher) Unit 38

43 There is scope in this Unit to vary learning and teaching approaches and to exercise personalisation and choice. Assessment methods may also take a variety of formats but the evidence must clearly show that the assessment standards have been met. The table below provides an explanation of assessment standards for this Unit. Outcome 1: Evaluate the sociological approach to understanding society by: Explaining what is meant by common sense and sociological approaches to the study of human societies, giving examples of each This explanation should challenge common sense or personal opinion, both of which construct explanations of human behaviour in terms of naturalistic and/or individualistic assumptions. This could be done through exemplification which could come from contexts familiar to the learner. Definitions and exemplification of naturalistic and individualistic explanations could be given. This can be clearly contrasted with the sociological approach and an understanding of sociological evidence and ability to distinguish it from common sense or personal opinion. Exemplifications could be used to highlight the differences of approach. evaluating one research method which tends to generate quantitative date The research methods which may be considered could include: postal questionnaires; structured interviews, surveys and official statistics. The advantages and disadvantages should relate to the likelihood of the research method to produce reliable and valid results considering time, cost, ease, sample size, depth, breadth or nature of enquiry. The method should be evaluated and not merely described, so real examples of the use of the method should be given. Unit Support Notes for Sociology: Human Society (Higher) Unit 39

44 evaluating one research method which tends to generate qualitative data The research methods which may be considered could include: unstructured interviews, case studies, visual images such as documentaries, participant and nonparticipant observation. The advantages and disadvantages should relate to the likelihood of the research method to produce reliable and valid results considering time, cost, ease, sample size, depth, breadth or nature of enquiry. The method should be evaluated and not merely described, so real examples of the use of the method should be given. Outcome 2: Analyse the relationships amongst individuals, groups and institutions by: Explaining features, strengths and weaknesses of structural and action perspectives and theories Firstly, this could examine the ways of understanding and explaining human social behaviour which emphasise the importance of structures and institutions in shaping society and influencing behaviour. This may be exemplified using both consensual contexts which show how structures can be seen as working to benefit society as a whole; and conflicting contexts which show how structures can be used to the detriment of groups in society. Secondly, this could examine the ways of understanding and explaining human social behaviour which emphasise the importance of agency in shaping society and influencing behaviour. This may be exemplified by looking at the development of the Action perspective and theories and relating them to contemporary social settings. Applying structural and action perspectives and theories to explain relationships amongst individuals, groups and institutions. Applying and justifying choice of a research method to a research scenario Theoretical perspectives can be applied to a variety of theoretical and real life examples of relationships amongst individuals, groups and institutions. Learners should be able to use the language appropriate to the perspective and its related theories to explain social relationships. When presented with a research scenario, learners should be able to select a method and justify their choice. This should show an understanding of factors to consider when undertaking research and bias in favour of structural or action perspectives. Possible approaches to assessment and generating evidence of progress Evidence of progress can be gathered throughout the Unit. Learners may write up a report on mock research conducted. Co-operative learning groups could offer opportunities for shared evaluation of examples of research studies. Learners should always be clear about what they are trying to learn and what is expected of them. Regular feedback about the quality of work is an important Unit Support Notes for Sociology: Human Society (Higher) Unit 40

45 factor in making progress towards Unit Assessment. Structured tasks could be used to enable self-assessment and peer-assessment. For information on assessment and reassessment, teachers and lecturers should refer to SQA s Guide to Assessment, available on the SQA website. Combining assessment within Units The two Outcomes in this Unit encompass a set of coherent Assessment Standards designed to make it possible to assess learning as a whole. A holistic approach to assessment will enrich the assessment process for the learner, avoid duplication of assessment, provide more time for learning and teaching and allow centres to manage the assessment process more efficiently. Evidence may be therefore be gathered for the Unit as a whole through one assessment and a single context or by using different assessments and more than one context for each Outcome. Whichever approach is used, it must be clear how the evidence covers each Outcome. Learners readiness for assessment can be established through learning logs as described earlier. Learners can keep brief records of what they feel secure about and what they need to work on. This approach can be useful in developing autonomous learning. Informal peer assessment can also be used in this context. For verification purposes it is necessary to retain evidence for the Unit only. However, additional evidence may be useful for confirming assessment judgements. It is therefore recommended that all evidence generated by the learner over a period of time is kept together in a secure place. Where resources permit, there could be opportunities to collect and store evidence electronically thereby opening up more opportunities to develop ICT skills. Developing skills for learning, skills for life and skills for work Information about developing skills for learning, skills for life and skills for work in this Unit is given in the Sociology Course Support Notes. Unit Support Notes for Sociology: Human Society (Higher) Unit 41

46 Equality and inclusion Learners undertaking this Unit communicate their sociological understanding; however, communication could be written, oral, diagrammatic or electronic In this Unit there may be issues raised which may be controversial or sensitive. Teachers should consider the skills and experience of learners and ensure that topics are studied objectively and free from bias or prejudice. Centres, teachers and learners should be aware of current British Sociological Association ethical guidelines and adhere to ethical standards when discussing and making decisions relating to sociological research. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Unit Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Unit. It is important that centres are aware of and understand SQA s assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA s website: Unit Support Notes for Sociology: Human Society (Higher) Unit 42

47 Appendix 1: Reference documents The following reference documents will provide useful information and background. Assessment Arrangements (for disabled candidates and/or those with additional support needs) various publications are available on SQA s website at: Building the Curriculum 4: Skills for learning, skills for life and skills for work Building the Curriculum 5: A framework for assessment Course Specification Design Principles for National Courses Guide to Assessment Principles and practice papers for curriculum areas SCQF Handbook: User Guide and SCQF level descriptors SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work Skills for Learning, Skills for Life and Skills for Work: Using the Curriculum Tool Coursework Authenticity: A Guide for Teachers and Lecturers Research Report 4 Less is More: Good Practice in Reducing Assessment Time SQA Guidelines on e-assessment for Schools SQA Guidelines on Online Assessment for Further Education SQA e-assessment web page Unit Support Notes for Sociology: Human Society (Higher) Unit 43

48 Administrative information Published: September 2015 (version 1.1) History of changes to Unit Support Notes Unit details Version Description of change Authorised by 1.1 Theories added to Assessment Qualifications Standard 2.1 on pages 32 and 40. Manager Date September 2015 Scottish Qualifications Authority 2015 This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA s website at Note: You are advised to check SQA s website ( to ensure you are using the most up-to-date version. Unit Support Notes for Sociology: Human Society (Higher) Unit 44

49 Unit Support Notes Sociology: Culture and Identity (Higher) This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA s website: Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).

50 Introduction These support notes are not mandatory. They provide advice and guidance on approaches to delivering and assessing the Sociology: Culture and Identity (Higher) Unit. They are intended for teachers and lecturers who are delivering this Unit. They should be read in conjunction with: the Unit Specification the Course Specification the Course Assessment Specification the Course Support Notes appropriate assessment support materials If the Unit Support Notes have been developed for a Unit which is not part of a Course, then it is only necessary to read them in conjunction with the Unit Specification. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 45

51 General guidance on the Unit Aims The general aim of this Unit is to enable learners to develop their ability to use sociological concepts, theories and research to explain aspects of culture and identity in a changing social world. Learners will be expected to consider their own and others cultural experiences and to appreciate the importance of respecting cultural identity and diversity. The overall aim is that on completion of the Unit learners will be to give a summarised sociological analysis of culture and identity in a changing social world. Learners who complete this Unit will be able to: 1 Analyse culture and identity in a changing social world by: 1.1 Explaining the impact of socialisation on the formation of identity 1.2 Explaining the concepts of culture and sub-culture in terms of power and status 1.3 Applying sociological theory to explain a selected aspect of culture and identity 1.4 Explaining sociological research evidence for the selected aspect of culture and identity 1.5 Giving a summarised sociological analysis of an investigation of culture and identity in a changing social world Course Aims Develop an understanding of society through gaining knowledge and understanding of sociological perspectives, theories and concepts Develop ability to challenge common sense explanations about human social behaviour using sociological understanding and evidence Development of aims within this Unit Becoming aware of and being open to different ideas and theoretical understanding helps develop objectivity and will equip learners to appreciate the complexity and diversity of social situations. This is essential for the development of responsible citizenship. Learners will become competent in using sociological theories and concepts to investigate aspects of culture and identity, which are of interest to them. Learners will be able to develop understanding of key sociological concepts such as socialisation, power and status. There will be many opportunities to make comparisons between common sense and sociological explanations within the range of content related to socialisation, culture and subcultures covered by this unit, Learning how to challenge well- established assumptions helps to develop confident individuals and successful learners. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 46

52 Develop understanding of cultural and social diversity including the significance of relationships amongst individuals, groups and institutions in a changing social world Develop understanding of the role of sources of information, research evidence and research methods used in sociology Develop investigation skills including the ability to organise, analyse and evaluate information. Develop thinking and communication skills used in sociology Developing an awareness of cultural and social diversity is central to this unit and learners will be expected to consider their own and others cultural experiences in a sociologically informed way. Learning how society is divided into distinctive social groups and developing an awareness of power and status will help learners to develop a better understanding of the complex nature of society thereby promoting responsible citizenship. Learning to compare sources of information in terms of reliability and validity can enhance learners understanding of objectivity. If this learning is linked to studying topics and issues around culture and identity in which the learners themselves have an interest then this helps to promote an active learning environment in which effective contribution is encouraged. Developing investigative skills related to sourcing and evaluating sociological research into a selected aspect of culture and identity helps promote confidence in synthesising, interpreting and analysing information on a topic of interest to learners. These can in turn become useful skills for learning, skills for life and skills for work. Throughout the unit learners are likely to have communicated their own and listened to others experiences of socialisation and cultural processes. By preparing a summarised sociological analysis of an investigation of an aspect of culture and identity in a changing social world, learners will gain confidence in becoming effective contributors to their own and others learning. Progression into this Unit To undertake this Unit learners would normally be expected to have attained the skills and knowledge required by one or more of the following or by equivalent qualifications and/or experience: National 5 Sociology Course or relevant component units National 5 Modern Studies Course or relevant component units Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 47

53 A level of maturity and independent thought will be required to undertake this Unit and it is recognised that life experience can be a valid preparation. Successful completion of a broad general education would also prepare learners to further develop the skills required to present a sociological analysis of culture and identity in a changing social world. Learners will be expected to develop the ability to consider, analyse and evaluate ideas from a range of different sociological perspectives and research. In order to do this effectively they should be able to engage in some level of abstract thought and have an ability to reflect on their own experiences and beliefs in the light of alternative opinions, lifestyles and cultural experiences. Consequently, learners undertaking this Unit should already be able to demonstrate these abilities or alternatively convey an aptitude or willingness to develop these abilities and skills. Centres wishing to establish the suitability of learners without prior qualifications and/or experiences and outcomes may benefit from carrying out a diagnostic review of prior life and work experiences. This approach may be particularly useful for adult returners to education. Skills, knowledge and understanding covered in the Unit Information about skills, knowledge and understanding is given in the Sociology: Course Support Notes. If this Unit is being delivered on a free-standing basis, teachers and lecturers are free to select the skills, knowledge, understanding and contexts which are most appropriate for delivery in their centres. The table below offers an outline of opportunities for the development of skills knowledge and understanding in this Unit. Further information is given in the approaches to learning, teaching and assessment. Skills, knowledge and understanding Explaining differences between sociological and common sense explanations of human social behaviour Opportunities for development in this Unit Common sense attitudes and opinions (which are often naturalistic, individualistic and even moralistic) are readily identifiable in relation to issues surrounding socialisation, culture and the formation of identity. Developing sociological understanding in order to challenge many taken-for-granted assumptions will be a key aspect of the learning within this Unit. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 48

54 Understanding society by explaining sociological perspectives, theories and concepts Explaining the sociological significance of relationships among individuals, groups and institutions in a changing social world Using investigation skills to find and evaluate sources of information and research studies Organising and evaluating information in sociology Explaining and evaluating research methods used in sociology Using sociological theories to analyse and explain human social behaviour Using knowledge and understanding to evaluate research and evidence to support explanations When analysing culture and identity in a changing social world, learners will be able to develop their understanding of a range of sociological perspectives, theories and concepts to understand the complex nature of society and develop their ability to apply sociological theory to explain a selected aspect of culture and identity. Consideration of the extent to which we choose our social identities or whether they are constructed for us through the social processes that operate in society will provide a range of opportunities to explain the sociological significance of relationships amongst individuals, groups and institutions. Examining ways in which individuals attitudes and behaviours have changed within society will help learners to analyse ways in which social structures, institutions and processes have changed throughout time. In the Culture and Identity Unit learners will select an aspect of culture and identity of specific interest to them. They will investigate research evidence into their selected topic and apply sociological theory to explain elements of the topic. These investigative skills will be used to present a sociological analysis of the selected topic. For some learners there may be an opportunity to develop skills and understanding by carrying out and evaluating some basic research of their own. Throughout the investigation of the selected aspect of culture and identity, learners will be actively involved in organising and evaluating a range of sources of information As above, throughout the investigation of the selected aspect of culture and identity, learners will have the opportunity to explain and evaluate research methods in sociology. When analysing culture and identity in a changing social world, learners will apply sociological theory to explain a selected aspect of culture and identity. A range of sociological perspectives and theories could be used and evaluated in this analysis. The investigation of a selected aspect of culture and identity in a changing social world will result in learners giving a summarised sociological analysis which could incorporate a range of research evidence which they have evaluated and used in support of their explanation and analysis of their selected aspect of culture and identity. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 49

55 Communicating sociologically informed views Throughout the Unit learners could be encouraged to develop their ability to communicate sociologically informed views in a range of ways which could include role play, presentations, music, debates and a range of ICT. Progression from this Unit Throughout this Unit learners will be effectively supported to consider their own and others cultural experiences and to appreciate the importance of respecting cultural identity and diversity. This will be of benefit to learners both personally and professionally when they are working with people from a variety of backgrounds. It will also enable learners as they progress further in their academic or employment careers to develop a more informed understanding of principles surrounding human rights, the promotion of equal opportunities and the formulation of social/public policy and legislation. This Unit has relevance to many other subject areas as well as life and work. The skills, knowledge and understanding developed in this Unit could therefore support both vertical and lateral progression in other curriculum areas as well as life and work contexts. This Unit would provide progression to the other component Units of the Higher Sociology Course Human Society and Social Issues. Other progression options could include: other SQA qualifications in social studies, social science or related areas at SCQF level 6/Higher in combination with other SCQF level 6/Higher Courses as access to Higher Education employment in areas such as police, health, education, care, human resource services or voluntary sectors Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 50

56 Approaches to learning, teaching and assessment Overarching guidance There are a wide variety of learning and teaching approaches which can be used to deliver this Unit. This section of the Unit Support Notes provides advice and guidance and some examples of approaches that could be used. At all times, teachers/lecturers should provide opportunities for personalisation and choice to ensure that learning is relevant and motivating. Learning should build on, and be sensitive towards, learners life experiences. Approaches to learning and teaching should provide varied opportunities for learners to reflect on and at times question some of their commonly held beliefs. This could be challenging and rewarding for learners as well as teachers/lecturers. This level of reflection will support the development of skills in evaluation and critical analysis that will be required for successful completion of this Unit. The Outcome and Assessment Standards for this Unit state minimum requirements. However, it is expected that teaching will normally cover a wider range than the minimum required to pass the Unit assessment. A single outcome should allow for a degree of personalisation and opportunities for integration with the other mandatory Units in the Higher Sociology Course. It may also facilitate dual level teaching within the hierarchy. Integration of learning across Units will provide useful opportunities for learners who are undertaking the complete Higher Sociology Course to develop and practice knowledge and skills required for Course assessment. Further information on integration of learning and teaching across the mandatory Units is contained the Higher Sociology Course Support Notes. Sequencing and timing The single Outcome in this Unit can be taught and assessed in a variety of ways to promote personalisation and choice. The sequencing and timing of the mandatory content is less significant than the actual knowledge and understanding of the sociological concepts and theories as well as the investigative, analytical and communication skills that the learner will develop. A holistic approach to learning and teaching across the Unit would therefore be very appropriate. Opportunities to motivate learners to understand complex or sensitive social issues linked to culture and identity, and to subsequently apply sociological theory to explain them may be more readily accomplished by learners if topics or themes of contemporary relevance are identified and investigated by learners themselves. Consequently it may be advisable to establish at the beginning of Unit delivery which specific issues or themes related to culture and identity that learners have a particular interest in. The teaching and learning related to sociological concepts, theories and specific research studies could then be more focused on topics of specific interest to the learner or learner group. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 51

57 Possible approaches to learning and teaching A stimulating and supportive learning environment should be provided to enable learners to achieve the best they can. A range of varied materials, resources and activities could be used to stimulate discussion; teachers/lecturers should subsequently encourage interpretation and analysis of any materials sourced using sociological understanding. The following are suggestions for stimulating discussion: using sociological understanding to stimulate discussion around the way in which socialisation processes impact on the formation of identity encouraging learners to reflect on their own socialisation and cultural experiences and to explain them using sociological understanding using sociological understanding to stimulate discussion of the relationship between mainstream culture and sub-cultures in terms of power and status using sociological discussion to consider ways in which our social world has and continues to change and the impact this has on our understanding of culture and identity using these discussions to stimulate learners interest in investigating a range of sociological research studies on aspects culture and identity deciding on a specific aspect of culture and identity (or a range of aspects within a class group) which learners want to explore further encouraging learners to apply sociological theory to analyse and explain the aspect of culture and identity that they have selected supporting learners to select a particular aspect of culture and identity which they can explore more fully in terms of sourcing relevant research developing skills and strategies relating to planning, researching, collating and communicating information on their selected aspect offering opportunities for independent learning but also for supportive and collaborative learning in the investigation of sociological research into aspects of culture and identity in a changing world using technology as appropriate to prepare a summarised sociological analysis of an investigation of culture and identity in a changing social world Examples of learning and teaching contexts and opportunities 1. Analyse culture and identity in a changing social world Possible discussion and activities: Discussion of learner s socialisation experiences (norms, values, customs); sense of own identity; social identities linked to gender, age, disability, ethnicity, nationality, sexuality and social class; links to wider aspects of culture popular culture, youth culture, high culture; widening cultural awareness and discussion through a range of stimulus material. Encouraging consideration and critique of common sense views, beliefs and attitudes by introducing more objective, sociological ways of interpreting and explaining the changing social world we live in. Reflecting on changes in norms, attitudes, values in our own families and culture within two/ three generations. Emerging ideas of diverse multiple identities could also be discussed. Use of learners newly acquired sociological understanding and concepts to re-evaluate and explain how socialisation Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 52

58 processes impact on who we are and how this can change over time. Discussion and activities based on exploring ideas of culture in terms of mainstream culture and sub-cultures could be based on a range of stimulating resources. The opportunity to study aspects of culture and sub-cultures and the power differentials within and between different cultural groups may provide learners with options to consider when having to select a specific aspect of culture and identity to investigate further. A range of different aspects of culture and identity could be discussed in class in a general way with learners being encouraged to select and investigate a particular topic of interest to them. Different sociological theories could be discussed and evaluated in relation to how effectively they explain or contribute towards an understanding of the selected topic. Teachers/lecturers could offer guidance and support in sourcing appropriate research into the selected topic. All of these discussions, activities, investigation and thinking will contribute towards learners understanding of culture and identity in a changing social world and could be used as contributory materials and/or evidence for their sociological analysis. Through learning in this Unit, learners develop their understanding of the processes of primary and secondary socialisation and start to examine how aspects of the socialisation process impact on how a person forms their identity. Learners will begin to think about ways in which our social world is rapidly changing and the impact this has on the range of diverse identities that may be available to us. This will provide good opportunities to explore the concepts of culture and identity from contrasting sociological perspectives, eg are we shaped by the social world in which we live or do we actually shape our own social worlds? Learners could examine and explain the relationship between mainstream culture and sub-cultures. This will provide a focus for the development of skills in sociological analysis as learners will be given the opportunity to analyse ways in which power and status is manifested when exploring issues around culture, subculture and identity formation. Learners can select particular aspects of culture and identity which they wish to investigate further. Although it is expected that learners will be given the opportunity gain knowledge relating to a range of aspects related to culture and identity as well as a range of contrasting sociological theories, learners will be expected to apply a minimum of one sociological theory in their sociological analysis of one selected aspect of culture and identity. Learners could be encouraged to develop skills in synthesis and evaluation when considering sociological research related to their investigation of culture and identity in a changing social world. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 53

59 Learners could present their summarised sociological analysis in a format of their choice, which may include an academic poster, an essay, a slideshow presentation or a short video. This could provide learners with a range of opportunities to develop a range of skills for learning, skills for life and skills for work in the areas of ICT, team working and graphic communication. Although acquiring these skills will not be essential to pass the Unit, there would be opportunities to contextualise a range of essential skills within this Unit. Possible approaches to assessment and generating evidence of progress Assessment of this Unit will focus on the learner analysing culture and identity in a changing social world Evidence may be gathered using different assessments and more than one context or it may be gathered for the Unit as a whole through one assessment and a single context. If a centre has delivered the learning and teaching of the Unit in a holistic, integrated fashion, then the assessment approach could also be holistic. If there has been a significant level of personalisation encouraged throughout the Unit, then Unit assessment could also be based on this principle. A holistic, integrated method of Unit assessment could focus on the final assessment standard by preparing a sociological analysis of the investigation of culture and identity in a changing social world with teachers/lecturers ensuring that learners are given guidance on generating evidence which satisfies all assessment Standards in the analysis. As previously noted, when learners give their summarised sociological analysis it could be presented in different ways to suit the learners strengths, interests or skills. This could include presenting the analysis in the form of an essay, an academic poster, a PowerPoint slideshow, a short video, a presentation on display boards placed in a prominent position in the learner s school or college or even a series of podcasts summarising different elements of the investigation. Learners could be encouraged to have collated evidence of their research, thinking and planning in a portfolio which can be submitted as evidence. Learners could be encouraged to retain information regarding the sources of their evidence and could also develop skills in appropriate academic referencing. The evidence for Unit assessment could be collated over a period of time with final submission or presentation of the summarised sociological analysis being scheduled for an agreed date towards the end of the delivery schedule of the Unit. Although a holistic, personalised approach to assessment will enrich the learner experience, centres will be expected to manage the assessment process in a way that makes it clear how the evidence covers each Assessment Standard within the Unit. For information on assessment and reassessment, teachers and lecturers should refer to SQA s Guide to Assessment, available on the SQA website. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 54

60 Developing skills for learning, skills for life and skills for work Information about developing skills for learning, skills for life and skills for work in this Unit is given in the Sociology Course Support Notes. Combining assessment within Units As mentioned under General Guidance on assessment in the unit, assessment evidence may be gathered using different assessments and more than one context or it may be gathered for the Unit as a whole through one assessment and a single context. If a centre has delivered the learning and teaching of the Unit in a holistic, integrated fashion, then the assessment approach could also be holistic. If there has been a significant level of personalisation encouraged throughout the Unit, then Unit assessment could also be based on this principle. It would normally be expected that considerable learning and teaching will have taken place prior to the assessment evidence being produced. Learners should have successfully completed tasks and exercises of a similar demand to those in the assessment. In other words the assessor must be confident that the learner is ready for and can achieve the assessment. Learners readiness for assessment can be established through learning logs, as described earlier. Learners can keep brief records of what they feel secure about and what they need to work on. This approach can be useful in developing autonomous learning. Informal peer assessment can also be used in this context. For verification purposes it is necessary to retain evidence for the Unit only. However, additional evidence may be useful for confirming assessment judgements. It is therefore recommended that all evidence generated by the learner over a period of time is kept together in a secure place. Where resources permit, there could be opportunities to collect and store evidence electronically thereby opening up more opportunities to develop ICT skills. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 55

61 Equality and inclusion Learners undertaking this Unit will be required to communicate their sociological understanding. However, communication could be written, oral, diagrammatic or electronic. In this Unit there may be issues raised which may be controversial or sensitive. Teachers should consider the skills and experience of learners and ensure that topics are studied objectively and free from bias or prejudice. Centres, teachers and learners should be aware of current British Sociological Association ethical guidelines and adhere to ethical standards when discussing and making decisions relating to sociological research. It is recognised that centres have their own duties under equality and other legislation and policy initiatives. The guidance given in these Unit Support Notes is designed to sit alongside these duties but is specific to the delivery and assessment of the Unit. It is important that centres are aware of and understand SQA s assessment arrangements for disabled learners, and those with additional support needs, when making requests for adjustments to published assessment arrangements. Centres will find more guidance on this in the series of publications on Assessment Arrangements on SQA s website: Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 56

62 Appendix 1: Reference documents The following reference documents will provide useful information and background. Assessment Arrangements (for disabled candidates and/or those with additional support needs) various publications are available on SQA s website at: Building the Curriculum 4: Skills for learning, skills for life and skills for work Building the Curriculum 5: A framework for assessment Course Specification Design Principles for National Courses Guide to Assessment Principles and practice papers for curriculum areas SCQF Handbook: User Guide and SCQF level descriptors SQA Skills Framework: Skills for Learning, Skills for Life and Skills for Work Skills for Learning, Skills for Life and Skills for Work: Using the Curriculum Tool Coursework Authenticity: A Guide for Teachers and Lecturers Research Report 4 Less is More: Good Practice in Reducing Assessment Time SQA Guidelines on e-assessment for Schools SQA Guidelines on Online Assessment for Further Education SQA e-assessment web page Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 57

63 Administrative information Published: September 2015 (version 1.1) History of changes to Unit Support Notes Unit details Version Description of change Authorised by Date Scottish Qualifications Authority 2015 This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies can be downloaded from SQA s website at Note: You are advised to check SQA s website ( to ensure you are using the most up-to-date version. Unit Support Notes for Sociology: Culture and Identity (Higher) Unit 58

64 Unit Support Notes Sociology: Social Issues (Higher) This document may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of these Unit Support Notes can be downloaded from SQA s website: Please refer to the note of changes at the end of this document for details of changes from previous version (where applicable).