British (UK)

The National Curriculum of England (UK) is a very structured curriculum that is designed to meet the needs of all students, stretching brighter children and supporting those who need it through differentiated teaching and learning activities. The curriculum extends and excites all students, whatever their interests or ability. Through it, teachers are able to identify, celebrate and nurture the talents and intelligences of students.

British education is renowned for concerning itself with the development of the whole personality.

In the British education system, students are taught to learn by questioning, problem-solving and creative thinking rather than by the mere retention of facts, hence giving them analytical and creative thinking skills that they will need in the working world. A variety of teaching and assessment methods designed to develop independent thought as well as a mastery of the subject matter is used.

The National Curriculum of England has a clearly defined series of academic and other objectives at every level. mydrasa focuses on Key stage 3 (Year 7-9), Key stage 4 IGCSE/GCSE (Year 10-11) and Key stage 5 A-Level (Year 12-13).

mydrasa added subjects related to Key stage 4 to Year 9, and added subjects related to Key stage 5 to Year 11 for student preparation.

IGCSE stands for the "International General Certificate of Secondary Education". It is a program leading to externally set, marked and certificated examinations from the University of Cambridge. Any student who takes an IGCSE subject will be gaining a qualification that is recognized globally.

The exam boards covered under the International GCSE are Cambridge, Edexcel, and Oxford AQA.

SUbjects

Subjects

Cambridge - Sociology - 0495

  • Overview
  • Chapters

The educational aims of Cambridge IGCSE Sociology are to:

· promote candidates’ awareness, knowledge and understanding of human societies

· develop candidates’ understanding of sociological methods, including the collection, analysis and interpretation of data

· provide an introduction to sociological concepts, theories and research findings

· stimulate awareness of the range and limitations of sociological theory and research

· promote candidates’ understanding of continuity and change in social life

· encourage a critical awareness of social, economic and political processes, and their effects

· develop the capacity for critical evaluation of different forms of information and evidence

· promote an appreciation and understanding of individual, social and cultural diversity

· enhance candidates’ ability to apply sociological knowledge and understanding to their own lives and their participation within society.

  • 1: Theory and methods
    1.1: Interpretation of different sociologists for society
    1.1.1: Structuralist & interpretivist approaches; the individual, identity and society
    1.1.2: The effect of the different views (Functionalist, Marxist, feminist)
    1.2: How sociologists study society
    1.2.1: The distinction between positivist and interpretivist approaches
    1.2.2: The main steps in devising and implementing a research strategy
    1.2.3: Difficulties in implementing a research strategy
    1.2.4: Ethical issues affecting the choice and implementation of a research strategy
    1.2.5: The main methods used in sociological investigation
    1.2.6: The importance of analysing and evaluating research
    1.3: Types of information and data that sociologists use
    1.3.1: The difference between primary and secondary data
    1.3.2: Qualitative & quantitative data , strengths & limitations of qualitative sources
  • 2: Culture, identity and socialisation
    2.1: The relationship between the individual and society
    2.1.1: Culture, norms, values, roles, status and beliefs as social constructions
    2.1.2: Conformity and non-conformity; the agencies and processes of social control
    2.1.3: Diversity and cultural variation in human behaviour
    2.1.4: Age/age group as an example of social construction
    2.2: Learning how to be human
    2.2.1: Primary and secondary socialisation
    2.2.2: Processes through which children learn social expectations
    2.2.3: Main agencies of socialisation and their impact on the individual
    2.2.4: The nature/nurture debate
    2.2.5: Role, age, gender, ethnic group and class as influences on social identity
  • 3: Social inequality
    3.1: The social stratification
    3.1.1: Forms of social stratification in modern industrial societies
    3.1.2: Open and closed societies
    3.1.3: Ascribed and achieved status
    3.1.4: Life chances and why these differ between and within stratified groups
    3.2: The main features of social inequality and how these are created
    3.2.1: Wealth and income, evidence and reasons for their distribution
    3.2.2: Ethnicity: examples of racial prejudice and discrimination in education
    3.2.3: Gender: effect of gender on the life chances of males and females
    3.2.4: Social class: ways of defining and measuring social class
  • 4: Family
    4.1: The different types of family
    4.1.1: The different types of family
    4.1.2: The influence of social stratification and ethnicity on family diversity
    4.1.3: The functions of the family and the ‘loss of functions’ debate
    4.1.4: Alternatives to the family, including other types of households and communes
    4.1.5: Cross-cultural comparisons and variations in marriage
    4.2: Changes in family roles
    4.2.1: The roles of family members
    4.2.2: Changes in family relationships and conjugal roles
    4.2.3: Variations in family relationships
    4.2.4: The negative aspects of family life
    4.3: The changes affecting the family
    4.3.1: Industrialisation, urbanisation and family change
    4.3.2: Demographic trends: family size and birth rates; death rates and life expectancy
    4.3.3: The consequences for the family of an ageing population
  • 5: Education
    5.1: The function of education
    5.1.1: Informal and formal education
    5.1.2: Education as an agency of socialisation and social control
    5.1.3: The relationship between education and social mobility
    5.1.4: Different types of schools
    5.2: Factors that help to explain differences in educational achievement
    5.2.1: Patterns in educational achievement and experience
    5.2.2: Material, cultural and linguistic influences of family background
    5.2.3: The influence of school, teachers, pupil sub-cultures and the peer group
    5.2.4: Measuring intelligence
    5.2.5: The roles of the official curriculum and the hidden curriculum
  • 6: Crime, deviance and social control
    6.1: Crime, deviance and social control
    6.1.1: The difference between crime and deviance
    6.1.2: Formal and informal social control
    6.2: The patterns of crime
    6.2.1: Measurements of crime and their strengths and limitations
    6.2.2: Patterns and explanations of crime by age, class, gender and ethnicity
    6.2.3: Policing and law enforcement, including policing strategies
    6.2.4: Crime related to new technologies
    6.2.5: Dealing with crime
    6.3: The explanations of crime and deviance
    6.3.1: Sociological explanations of deviant and criminal behaviour
    6.3.2: The role of law enforcement agencies & the media in defining crime and deviance
    6.3.3: The development of sub-cultures and links to crime and deviance
  • 7: Media
    7.1: Controlling the media
    7.1.1: The various forms of the media
    7.1.2: Role of advertising
    7.1.3: Ownership and control of the media.
    7.1.4: Freedom and censorship in the media
    7.1.5: Pluralist, Marxist & postmodernist perspectives on the nature & the media's role
    7.1.6: Patterns of media use
    7.1.7: Media representation of ethnicity, gender, age, class and disability
    7.2: The influence of the media
    7.2.1: The role of the traditional/new media in shaping values, attitudes and behaviour
    7.2.2: Gate-keeping and stereotyping through the selection & presentation of the news.
    7.2.3: Explanations of the influence of the media
    7.2.4: Bias and distortion in the media, including propaganda and moral panics.
    7.2.5: Developments in the media including changes in ownership, globalisation
    7.2.6: Influence of media representations on the audience.

As education evolves, mydrasa is at the forefront, shaping tomorrow's schooling experience.

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