To meet our vision, students will study at depth how structures such as family, education the criminal justice system and Government influence human behaviour. Sociology is a discipline which uses research to investigate and predict human behaviour to help governments improve the lives of its citizens. It is a critical and radical subject, as it includes questioning why society is as it is. It is about digging under the surface and looking at what is really going on. Therefore, students will develop key evaluative skills needed for critical thinking.
Students explore the approaches of sociological theories towards understanding wider social processes and structures. This subject gives one an insight into how things are not always as they seem. Students will begin to see and learn the careful ways in which society is designed and how these designs are not always fair or just. Sociology is a living and breathing subject. Therefore, keeping up to date with contemporary issues is a key factor which makes sociology come alive and have greater relevance to a student’s life.
Students may join Mulberry UTC (MUTC) at either KS4 or KS5. When a students’ learning journey begins in KS4, they will study GCSE Sociology as a compulsory option prior to moving onto their KS5 pathways. This will be a new subject for them as there is no KS3 option for this qualification, although many may have studied subjects at KS3, which may allow them to establish some cross-curricular links. For example, students who may have studied humanities subjects such as Citizenship Students that start studying Sociology in KS5 may or may not have prior knowledge of this subject, as many who may join from other educational establishments, may not have studied Sociology at KS4.
As a result, learning is carefully sequenced and planned to ensure that students can grasp some key concepts prior to learning about social institutions. For example, in both KS4 and KS5, students will first study a brief Introduction to Sociology unit. This is carefully differentiated to allow clear levels of support and challenge as students may or may not have pre-existing prior knowledge. This is a standalone topic which is not directly linked to the specification but will allow students to learn some key sociological ideas in a creative manner. For example, in KS5 the first two lessons students are given a scenario and told as a group, to compose a functioning society. This not only develops soft skills through group work but also introduces them to vital ideas about what institutions are required in a society.
For students who join KS5, they may or may not have studied Sociology. Therefore, like students who join MUTC at KS4, they have various start point too, In KS5, we study the AQA specification to allow greater variety and challenge for students for may have already studied the WJEC qualification at Mulberry UTC.
Topics Studied:
In Year 12, students learn Education with Theory and Methods in Context units, which forms the basis of Paper 1. For students who have studied the qualification at GCSE level, there are some ideas and key words that are revisited, but at a much greater depth. For example, simple subject specific terms and tier 2 vocabulary like norms and values are revisited once again.
However, most learning will be new information, such as Social Policies and education and the New Right perspectives. Furthermore, the Methods in Context question and Theory and Methods sections will include elements of both substantive and disciplinary knowledge.
Students also study the Family unit as the first option unit which forms the basis of 50% of Paper studied; cross curricular links can be drawn with other subjects too. For example, in Sociology students learn about the importance of primary socialisation by the family and in Psychology, students learn about attachment and bonding between parents and children.
Topics Studied:
In Year 13, students learn about The Beliefs in Society unit as the second option choice for Paper two, and this also has a weighting of 50%. Students explore various definitions of religion and what theoretical perspectives such as Functionalism, Marxism and Feminism state about religion. Students will also study secularisation and also the open and closed belief systems.
This is followed by Crime and deviance. Although some may have studied some of the units in KS4, the learning at KS5 is that of a much deeper level. Furthermore, topics such as globalisation must be implemented throughout the entire course. Further, students will explore and critically analyse the role of the criminal justice system and its treatment towards men and women, different ethnic groups and social classes.
With all learning this year, students revisit elements of the Theory and Methods unit as well. For example, when exploring how crime is reported, students learn about Victim Surveys and Alternative sources of statistics such as the Crime Survey for England and Wales (CSEW).
Prior learning and knowledge are revisited every lesson by way of the retrieval starter activity, whiteboard quizzes and mini plenaries. Lessons also incorporate opportunities for peer and self-assessment. Many lessons also offer opportunities for live marking, and this is used to model how students should meet Assessment objectives. Whole class marking of exam practice is also embedded through the use of a visualiser or visualiser tool such as Microsoft Lens.
In the curriculum plan students also have a midpoint feedback task every three weeks in which they receive detailed whole class feedback. In addition to this, students have end of topic checks for knowledge through tests and essays as well as the traditional mock examinations.
Students are allocated time in lessons to act on feedback to ensure this is meaningful. Students may also be set additional tasks outside the classroom, and this would be based on feedback, and so will either consolidate or develop learning.
Revision lessons are also planned in every topic to allow students to revisit and address any gaps or misconceptions in prior knowledge. Clear revision plans are also implemented and are diagnostic to the learners needs as well.
In Sociology, various tools and techniques are used to ensure that the needs of all learners are being met. For example, seating, teacher circulation and questioning are differentiated to both support and challenge learners. This differentiation also fits in neatly with the no opt out option in lessons as well. Furthermore, students may have lesson resources printed in addition to challenge resources.
Students with SEND will also be supported in the aforementioned manner as well as being provided with a task plan. The Task plan clearly breaks down the lesson for students and is a visual aid and reminder for learners who may process to organise learning and process large amounts of information.
Mulberry UTC is part of the Mulberry Schools Trust which is a charitable company limited by guarantee registered in England and Wales (Company No. 10035860).
Company’s registered office: Mulberry Schools Trust, Richard Street, Commercial Road, London E1 2JP.
