Cambridge International AS & A Level

SOCIOLOGY 9699/32
Paper 3 Education May/June 2021
MARK SCHEME
Maximum Mark: 50

Published

This mark scheme is published as an aid to teachers and candidates, to indicate the requirements of the
examination. It shows the basis on which Examiners were instructed to award marks. It does not indicate the
details of the discussions that took place at an Examiners’ meeting before marking began, which would have
considered the acceptability of alternative answers.

Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for
Teachers.

Cambridge International will not enter into discussions about these mark schemes.

Cambridge International is publishing the mark schemes for the May/June 2021 series for most Cambridge
IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level components.

This document consists of 9 printed pages.

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9699/32 Cambridge International AS & A Level – Mark Scheme May/June 2021
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Generic Marking Principles

These general marking principles must be applied by all examiners when marking candidate answers.
They should be applied alongside the specific content of the mark scheme or generic level descriptors
for a question. Each question paper and mark scheme will also comply with these marking principles.

GENERIC MARKING PRINCIPLE 1:

Marks must be awarded in line with:

• the specific content of the mark scheme or the generic level descriptors for the question
• the specific skills defined in the mark scheme or in the generic level descriptors for the question
• the standard of response required by a candidate as exemplified by the standardisation scripts.

GENERIC MARKING PRINCIPLE 2:

Marks awarded are always whole marks (not half marks, or other fractions).

GENERIC MARKING PRINCIPLE 3:

Marks must be awarded positively:

• marks are awarded for correct/valid answers, as defined in the mark scheme. However, credit
is given for valid answers which go beyond the scope of the syllabus and mark scheme,
referring to your Team Leader as appropriate
• marks are awarded when candidates clearly demonstrate what they know and can do
• marks are not deducted for errors
• marks are not deducted for omissions
• answers should only be judged on the quality of spelling, punctuation and grammar when these
features are specifically assessed by the question as indicated by the mark scheme. The
meaning, however, should be unambiguous.

GENERIC MARKING PRINCIPLE 4:

Rules must be applied consistently, e.g. in situations where candidates have not followed
instructions or in the application of generic level descriptors.

GENERIC MARKING PRINCIPLE 5:

Marks should be awarded using the full range of marks defined in the mark scheme for the question
(however; the use of the full mark range may be limited according to the quality of the candidate
responses seen).

GENERIC MARKING PRINCIPLE 6:

Marks awarded are based solely on the requirements as defined in the mark scheme. Marks should
not be awarded with grade thresholds or grade descriptors in mind.

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Social Science-Specific Marking Principles

(for point-based marking)

1 Components using point-based marking:

• Point marking is often used to reward knowledge, understanding and application of skills. We
give credit where the candidate’s answer shows relevant knowledge, understanding and
application of skills in answering the question. We do not give credit where the answer shows
confusion.

From this it follows that we:

(a) DO credit answers which are worded differently from the mark scheme if they clearly
convey the same meaning (unless the mark scheme requires a specific term)
(b) DO credit alternative answers/examples which are not written in the mark scheme if they
are correct
(c) DO credit answers where candidates give more than one correct answer in one
prompt/numbered/scaffolded space where extended writing is required rather than list-type
answers. For example, questions that require n reasons (e.g. State two reasons …).
(d) DO NOT credit answers simply for using a ‘key term’ unless that is all that is required.
(Check for evidence it is understood and not used wrongly.)
(e) DO NOT credit answers which are obviously self-contradicting or trying to cover all
possibilities
(f) DO NOT give further credit for what is effectively repetition of a correct point already
credited unless the language itself is being tested. This applies equally to ‘mirror
statements’ (i.e. polluted/not polluted).
(g) DO NOT require spellings to be correct, unless this is part of the test. However spellings of
syllabus terms must allow for clear and unambiguous separation from other syllabus terms
with which they may be confused (e.g. Corrasion/Corrosion)

2 Presentation of mark scheme:

• Slashes (/) or the word ‘or’ separate alternative ways of making the same point.
• Semi colons (;) bullet points (•) or figures in brackets (1) separate different points.
• Content in the answer column in brackets is for examiner information/context to clarify the
marking but is not required to earn the mark (except Accounting syllabuses where they indicate
negative numbers).

3 Calculation questions:

• The mark scheme will show the steps in the most likely correct method(s), the mark for each
step, the correct answer(s) and the mark for each answer
• If working/explanation is considered essential for full credit, this will be indicated in the question
paper and in the mark scheme. In all other instances, the correct answer to a calculation
should be given full credit, even if no supporting working is shown.
• Where the candidate uses a valid method which is not covered by the mark scheme, award
equivalent marks for reaching equivalent stages.
• Where an answer makes use of a candidate’s own incorrect figure from previous working, the
‘own figure rule’ applies: full marks will be given if a correct and complete method is used.
Further guidance will be included in the mark scheme where necessary and any exceptions to
this general principle will be noted.

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4 Annotation:

• For point marking, ticks can be used to indicate correct answers and crosses can be used to
indicate wrong answers. There is no direct relationship between ticks and marks. Ticks have no
defined meaning for levels of response marking.
• For levels of response marking, the level awarded should be annotated on the script.
• Other annotations will be used by examiners as agreed during standardisation, and the
meaning will be understood by all examiners who marked that paper.

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Question Answer Marks

1 Describe two examples of how anti-school subcultures can affect 4

educational attainment.

Indicative content

• Discourage achievement by teasing students who work hard.

• Getting expelled/excluded/dismissed from lessons.
• Disrupting lessons.
• Truanting / missing lessons.
• Members of anti-school subcultures may be labelled leading to a self-
fulfilling prophecy.
• Alternative goals to those promoted by education.
• Any other relevant example.

Note:
Reward a maximum of two examples. For each example up to 2 marks are
available:

1 mark for identifying an example of how anti-school subcultures can affect

educational attainment.

1 mark for showing understanding of how the example can affect educational
attainment.

(2 × 2 marks)

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Question Answer Marks

2 Explain two ways in which girls’ educational performance may be 8

influenced by wider social changes.

Indicative content

• Changes in media images of men and women

• Feminism has challenged traditional stereotypes
• Changes in female aspirations
• Changes in employment opportunities, laws and flexibility.
• Changes in family structures, need for economic independence
• Any other relevant reason

Reward a maximum of two reasons. Up to 4 marks are available for each

reason

1 mark for making a point / identifying a reason (e.g. changes in media

images of men and women).

1 mark for explaining that point/identifying a reason (e.g. wider range of role
models for girls)

1 mark for selecting relevant sociological material such as a

study/concept/theory/empirical evidence to support the point (e.g. McRobbie)

1 mark for explaining how the material supports the point (e.g. McRobbie
found increasing portrayal of women aspiring to successful careers rather
than just romance and marriage).

(2 × 4 marks)

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Question Answer Marks

3 ‘The school curriculum gives all pupils an equal chance to fulfil their 12
educational potential’.

Using sociological material, give two arguments against this view.

Indicative content

• Ethnocentric curriculum may disadvantage some ethnic minorities.

• Feminised curriculum may disadvantage boys.
• Lack of female representation in some subjects may disadvantage girls.
• Dominance of middle-class culture in the curriculum may disadvantage
working class pupils.
• Disjuncture of linguistic code/cultural capital/habitus reduces
ability/motivation of some to engage with curriculum
• Any other relevant argument against the view

Reward a maximum of two arguments. Up to 6 marks are available for each

argument.

Note:
This question is asking for arguments against the view. There are no marks
for explaining the view or giving arguments supporting the view.

Levels of response
Use the following levels to mark each argument.

Level 3: 5–6 marks

• One clear and developed argument against the view that the school
curriculum equally helps children of all backgrounds to reach their
potential
• Sociological material, such as concepts, theories and evidence, is used
to support the argument against the view. The material selected is
appropriate and focused on the question with its relevance made clear.

Level 2: 3–4 marks

• One clear but underdeveloped argument against the view that the school
curriculum equally helps children of all backgrounds to reach their
potential
• The material selected is appropriate but not fully focused on the
question. Sociological evidence is used but its relevance to the argument
is not made clear.

Level 1: 1–2 marks

• One point disagreeing with the view that the school curriculum equally
helps children of all backgrounds to reach their potential
which is undeveloped or lacking clarity.
• Any material selected lacks focus on the specific question.

Level 0: 0 marks
No response worthy of credit.

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Question Answer Marks

4 Evaluate the view that education is an instrument of ideological control. 26

Indicative content

In support Against

Points • Marxist model of society • Functionalist model of

• Althusser – ideological social cohesion and role-
state apparatus allocation
• Bowles and Gintis – • Social Democratic and
correspondence theory liberal perspectives on
• Bourdieu – cultural economic progress and
reproduction individual opportunity
• Willis – learning to labour • Interactionist perspective
• Feminist perspective – on teacher and pupils’
patriarchy definitions of the
• Ethnocentric curriculum situation and human
and racism agency
• Young - Social • Postmodernism and
Construction of cultural diversity
knowledge

Evidence Bowles and Gintis, Chitty,

Bates and Riseborough, Saunders,
Davies, Chubb and Moe,
Willis, Willis,
Kampmeier, Fuller
Gillborn

Concepts Class conflict Function,

Infrastructure, Consensus,
Proletariat, Social Mobility,
Correspondence theory, Subjective meaning,
Cultural capital, Subculture
Hidden curriculum

The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

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Question 4 levels of response

Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the view that education is an instrument of ideological
control. The response contains a wide range of detailed points with very good use of concepts
and theory/research evidence.
• The material selected will be accurately interpreted, well developed and consistently applied to
answering the question.
• Clear and sustained analysis with detailed and explicit evaluation of the view that education is an
instrument of ideological control.

Level 4: 17–21 marks

• Good knowledge and understanding of the view that education is an instrument of ideological
control. The response contains a range of detailed points with good use of concepts and
theory/research evidence.
• The material selected will be accurate and relevant but not always consistently applied to
answering the question.
• Good analysis/evaluation of the view that education is an instrument of ideological control. This
may be explicit and direct but not sustained, or it will rely on a good account of different views on
the role of education.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the view that education is an instrument of
ideological control. The response contains a narrow range of detailed points or a wider range of
underdeveloped points, with some use of concepts or theory or research evidence.
• The material selected will be largely appropriate but its relevance to the question may be unclear
or confused at times.
• Some analysis/evaluation of the view that education is an instrument of ideological control. This
may be one point explicitly used to argue for or against the view that education is an instrument of
ideological control or a simple descriptive account of different views on the role of education.

Level 2: 6–10 marks

• Basic knowledge and understanding of the view that education is an instrument of ideological
control. The response contains a narrow range of underdeveloped points and may include basic
references to concepts or theories or research evidence.
• The material selected is relevant to the topic but lacks focus on or relevance to the specific
question.
• Any analysis or evaluation is likely to be incidental, confused or simply assertive.

Level 1: 1–5 marks

• Limited knowledge and understanding of the view that education is an instrument of ideological
control. The response contains only assertive points or common-sense observations.
• There is little or no application of sociological material.
• Little or no relevant analysis or evaluation.

Level 0: 0 marks
No response worthy of credit.

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