WELCOME TO THE SOCIOLOGY DEPT
The sociology department strives to promote, foster and encourage pupils’ interest, knowledge, understanding and participation in the nature and understanding of history.
The department aims to provide an enriching, positive and rewarding experience for all pupils and ensure that they achieve their full potential regardless of gender, culture, class, or ethnic origin; by this, making sociology accessible to all, using differentiation throughout its delivery Key Stage 4 & 5.
At Key Stage 4 the department and its members will deliver the National Curriculum for Key Stage 4, the sociology department uses AQA Examining Board. When the pupils progress into the Sixth Form they undertake an AS and A2 GCE in sociology that is examined by OCR.
Pupils will be taught the following skills in the above-mentioned themes in Key Stage 4:
- Breadth and Depth of study
- To question evidences and evaluate the information
- Knowledge and understanding of events, people and changes in the past
- Understanding of social structures processes and issues.
- Reading and writing
- Understanding, interpreting and analysing texts
- Speaking, listening, discussion and debate
- Research, fact-finding, for example, ICT
- Reflect in personal experiences and examine their place in society.
- Organisation and communication
Pupils will be taught the following skills in the above-mentioned themes in Key Stage 5
- Acquire knowledge and understanding of contemporary social processes and structures
- Appreciate the significance of theoretical and conceptual issues
- Understand sociological methodology and a range of research methods
- Reflect on personal experiences and develop an understanding and tolerance of cultural diversity
- Develop skills that they can utilise as an adult and apply it to their everyday life
- Reading and writing
- Understanding, interpreting and analysing texts
- Speaking, listening, discussion and debate
- Research, fact-finding, for example, ICT
- Reflect in personal experiences and examine their place in society.
- Organisation and communication
Rationale
Sociology is the study of human society; it embraces a variety of opinions all of which, however, share the common pursuit of increasing our understanding of the social world. Sociology places the individual within a social context. It is concerned with the study of social structures, processes and issues. In pursuit of this study it has developed a unique and distinctive range of concepts applicable to any human society. Therefore, sociology is taught to the highest standard throughout all of the Key Stage’s.
Why, therefore, should we do sociology?
Theme – SOCIOLOGY… |
comment |
…is vital for helping you to understand the world you live in |
An essential issue that is vital for the pupils to understand how and why they have arrived at their respective place in the world. |
… helps us to understand the attitudes and actions of other people |
Very apt because if they analyse topics such as ‘Individual and Society’. Helping him or her to understand how and why we are different and realise every person has a part to play in society. |
… opens the way to many jobs |
A Marxist would attribute this to a typical capitalist society, which the UK could be labelled. Producing a future workforce is, however, an essential aspect in modern society. |
… provides many leisure interests |
The leisure industry is expanding rapidly; sociology can open many paths to both enjoyment of Travel and Tourism, or lead to a worthwhile career in this field. |
… encourages qualities of good citizenship |
My views on this are varied. This can be attributed to many disciplines, but the theme I extract from this is that learning from mistakes made in the past pupils can avoid making such mistakes themselves, promote tolerance and understanding of ourselves and others. |
… is a critical part of our national heritage |
See number 2 and 5. |
…helps to explain how your own locality changed and developed |
A worthwhile analysis so that the pupil can understand why people are different, how our socialisation affect us all – locally and nationally; and whether we are a product of nature or nurture. |
…develops important educational skills:
|
This skill is essential because pupils need to appreciate the logic of assimilating facts into comprehensive summaries for presentation of their own findings. |
…is concerned with ideas that apply to all aspects of life:
|
This concludes in its own right, that pupils can learn a great deal by stepping back from a situation and approach it in the most suitable way they deem to be correct, if not they can seek advice elsewhere. |
…considers different interpretations of events and helps develop a balanced view of the world |
This is incorporated in the above sections. Having a balanced view helps the individual to be objective and not to be too cynical or pessimistic. |
Aims:
The Sociology department aim to:
- Ensure access to the curriculum for ALL pupils regardless of academic and physical ability, race, class, language, culture, religion or special educational needs.
- Ensure a broad, balanced, relevant and differentiated range of educational experiences for ALL pupils
- Provide an environment where all pupils are respected and valued and their uniqueness recognised and celebrated, which is secure, welcoming and safe.
- Recognise that all pupils have a valuable contribution to make to the learning process and each other’s success, safety and well being.
- Educate against and challenge ignorance, prejudice and discrimination.
- Recognise and address but never condone the existence of racism and sexism in society.
- Help prepare all pupils for adult life and the world of work in a multi-cultural and multi-ethnic society
- Raise an awareness of the existence and needs of those who suffer prejudice and discrimination
- Celebrate and reflect the cultural, ethnic and religious diversity of the school and community
- Respond and relate to the requirements of the schools equal opportunity policy
Guidelines and strategies
In order for al pupils to obtain maximum benefit from the Sociology curriculum the department will:
- Select, use and continue to develop teaching and learning resources, which are not bias in their images of people
- Avoid using language and graphics which reinforces stereotype roles of men and women in society
- See to provide opportunities for pupils to meet and/or learn about men and women who have a typical roles in the world of work and society
- Seek to use role models effectively from within the curriculum, the school, environment and society
- Endeavour to guide pupils in their choice of tasks towards context and activities, which do not reinforce stereotypes and extend their capability and range of interests beyond conventional horizons
- Avoid race, class, language, culture, gender, physical ability or religion stereotyping or bias in learning strategies, resources and assessment procedures
- Encourage co-operative group work in which pupils learn to value each other’s contributions
- Seek to provide pupils with an opportunity to experience, learn from and respect diversity and cultural experiences, perspectives and view points
- Ensure that ALL pupils contribute confidently during lessons and participate in practical activities
- Identify, assess, refer and target pupils with Special Educational Needs or English as an additional language Need in line with School Policies
- Respond and act in line with the School’s Behaviour Policy if there is an accident involving physical or verbal abuse
- Challenge any sexist and racist language or incident
- Ensure that display and resources reflect the multi-ethnic and multi-cultural School, society and world which we work and live
Department Statement:
The department aims to do this by:
- Encouraging projects, which provide opportunities for pupils to develop their own interest and encourage personal research and input into projects and group work
- Ensure positive promotion of the role of women in society
- Providing a bright, safe and stimulating atmosphere and environment
- Offering support in pupils’ intentions to take non-traditional routes for jobs or careers
- Seeking parental support
- Seeking to prevent links with women from industry
- Developing pupils’ confidence at investigative, exercises
- Having open access to facilities.
