Cambridge International AS & A Level

SOCIOLOGY 9699/31
Paper 3 Education October/November 2022
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 October/November 2022 series for most
Cambridge IGCSE™, Cambridge International A and AS Level components and some Cambridge O Level
components.

This document consists of 12 printed pages.

© UCLES 2022 [Turn over

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

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.

© UCLES 2022 Page 2 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

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.

© UCLES 2022 Page 3 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

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.

Using the mark scheme

Some of the questions are marked using a point-based system, awarding marks for specific points
and accumulating a total mark by adding points.
Some of the questions are marked holistically using levels of response mark schemes. When marking
holistically, the marks awarded for an answer are usually based on a judgement of the overall quality
of the response.
For holistic marking, inevitably, the mark scheme cannot cover all responses that candidates may
make for all of the questions. In some cases, candidates may make some responses which the mark
scheme has not predicted. These answers should nevertheless be credited according to their quality.

© UCLES 2022 Page 4 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Annotation Meaning

1 Identification of a point

EXP Description of the point

2 Point that has been credited

E1 Explanation of the point

M Material used to support the point

E2 Explanation of how the material supports the point

3 Point that has been credited

EXP Some explanation but underdeveloped rather than developed

DEV Developed point

M Material used to support the point

4 Point that has been credited

EXP Some explanation but underdeveloped rather than developed

DEV Developed point

M Material used to support the point

EVAL Evaluation point

Other SEEN This material receives no credit

annotations

BOD Benefit of the doubt given

Vertical Irrelevant material

wavy line

© UCLES 2022 Page 5 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

1 Describe two examples of what can be learned through the hidden 4

curriculum.

Indicative content

• Respect for authority through structure of the school

• Norms through school rules and regulations
• External rewards
• Competition through exams or sport
• Teamwork through projects or sport
• Assumptions about gender, ethnicity or class though textbooks or
teacher interaction
• Any other relevant example

Reward a maximum of two examples. For each example, up to 2 marks are

available:

1 mark for identifying an example of what can be learned.

1 mark for describing how it is learned through the hidden curriculum.

(2  2 marks)

© UCLES 2022 Page 6 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

2 Explain two ways that teachers’ perceptions of gender can affect 8

pupils.

Indicative content

• Stricter view of female deviance, negative labels of either gender

• Boys seen as talented but lazy, so over-estimate own ability
• Girls get less attention “invisible’’, low self-esteem
• Girls less likely to be known by name, could mean lack confidence
• Self-fulfilling prophecy resulting from gender perceptions
• Teacher perception that gender equality is important, so they help
pupils think beyond gender stereotypes
• Any other relevant way

Reward a maximum of two ways. Up to 4 marks are available for each way:

1 mark for identifying a way (e.g. teachers have a stricter view of female
deviance).

1 mark for explaining that point (e.g. this can lead to girls taking on a
negative label).

1 mark for selecting relevant sociological material such as a

study/concept/theory/empirical evidence to support the point (e.g. Diane
Reay’s study).

1 mark for explaining how the material supports the point (e.g. Reay found
that 7 year old girls causing trouble in class were called “scheming little
madams” whereas boys doing the same were seen as having “high spirits”).

(2  4 marks)

© UCLES 2022 Page 7 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

3 ‘Education allows talented working-class pupils to achieve upward 12

social mobility’.

Using sociological material, give two arguments against this view.

Indicative content

• Access to good education limited for some (cost, pressures to earn,

availability, biased selection procedures)
• Consequences of material deprivation (home facilities, health, etc.)
• Consequences of cultural deprivation (language, cultural capital, etc.)
• Interaction in the school (reduced opportunity, self-esteem or motivation
through labelling, streaming, etc.)
• Limits to mobility despite educational achievement (capital, social
connections, etc.)
• Marxist argument that the purpose of school is to maintain the class
structure
• 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 education
allows talented working-class pupils to achieve upward social mobility.
• 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
education allows talented working-class pupils to achieve upward social
mobility.
• 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 education allows talented
working-class pupils to achieve upward social mobility, which is
undeveloped or lacking clarity.
• Any material selected lacks focus on the specific question.

Level 0: 0 marks
• No response worthy of credit.

© UCLES 2022 Page 8 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

4 Evaluate the view that education contributes to social solidarity. 26

Indicative content

In support In evaluation

Points • Durkheim’s functionalist • Marxist conflict model –

theory; community, imposing ruling class
rules and the division of values
labour • Althusser – Ideological
• Parsons’ values of state Apparatus
universalism and • Bowles and Gintis –
achievement, preparing capitalist
meritocracy labour force
• Social democratic view • Bourdieu – cultural
of equal opportunity capital of middle class
and economic progress rewarded. School only
• Hidden curriculum; reflects middle class
norms and rituals habitus
• National values in • Feminist critique of
textbooks patriarchy
• Education is a shared • Ethnocentricity and
experience that people institutional racism
have in common • Subcultural rejection of
school values
• Divisions in and
between schools by
class, religion, gender
and type of school

Research Parsons Giroux

Evidence Davis and Moore Althusser
Foster and Nichols Bowles and Gintis
Bourdieu
Willis
Ward
Rikowski
Lauder
Young
Usher and Edwards
Liu and Xie
Sewell
Archer
Allan

Additional Collective conscience Class conflict, Ideology,

concepts Social cohesion Subculture, Patriarchy
Social norms Correspondence theory,
Universalistic standards Alienation, Deviance,
Role allocation Cultural capital, Habitus,
Meritocracy Institutional racism,
Hidden curriculum ethnocentrism

© UCLES 2022 Page 9 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

4 The above content is indicative and other relevant approaches to the

question should be rewarded appropriately.

Levels of response

Level AO1: Knowledge and Understanding Marks

5 • Very good knowledge and understanding of the 9–10

view that education contributes to social
solidarity.
• The response contains a wide range of detailed
points with very good use of concepts and
theory/research evidence.

4 • Good knowledge and understanding of the view 7–8

that education contributes to social solidarity.
• The response contains a range of detailed
points with good use of concepts and
theory/research evidence.

3 • Reasonable knowledge and understanding of 5–6

the view that education contributes to social
solidarity.
• 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.

2 • Basic knowledge and understanding of the view 3–4

that education contributes to social solidarity.
• The response contains a narrow range of
underdeveloped points and may include basic
references to concepts or theories or research
evidence.

1 • Limited knowledge and understanding of the 1–2

view that education contributes to social
solidarity.
• The response contains only assertive points or
common-sense observations.

0 • No knowledge and understanding worthy of 0

credit.

© UCLES 2022 Page 10 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

4
Level AO2: Interpretation and Application Marks

3 • The material selected will be accurately 5–6

interpreted, well developed and consistently
applied to answering the question.

2 • The material selected will be accurate and 3–4

relevant but lacks either some development or
clear application to the question.

1 • There is some attempt to apply sociological 1–2

material but this lacks focus on or relevance to
the specific question.

0 • No interpretation and application worthy of 0

credit.

© UCLES 2022 Page 11 of 12

9699/31 Cambridge International AS & A Level – Mark Scheme October/November
PUBLISHED 2022

Question Answer Marks

4
Level AO3: Analysis and Evaluation Marks

5 • Very good analysis/evaluation of the view that 9–10

education contributes to social solidarity.
• There is clear and sustained analysis. /There is
detailed and explicit evaluation of the view that
education contributes to social solidarity.

4 • Good analysis/evaluation of the view that 7–8

education contributes to social solidarity.
• The evaluation is explicit and direct but not
sustained or relies on a good account of
evidence and arguments suggesting that
education does not contribute to social
solidarity.

3 • Some analysis/evaluation of the view that 5–6

education contributes to social solidarity.
• There is either one point explicitly used to argue
for or against the view that education contributes
to social solidarity or a simple descriptive
account of evidence and arguments suggesting
that education does not contribute to social
solidarity.

2 • Basic analysis/evaluation of the view that 3–4

education contributes to social solidarity.
• There is an attempt to consider more than one
side of the debate or one point suggesting that
education does not contribute to social
solidarity.

1 • Limited analysis/evaluation of the view that 1–2

education contributes to social solidarity.
• Any analysis or evaluation is incidental,
confused or simply assertive.

0 • No analysis and evaluation worthy of credit. 0

© UCLES 2022 Page 12 of 12