Sociology - Eaton Bank Academy

Given that Sociology is introduced as a new subject, the first unit outlines key theories, concepts and methods.  These are then developed through each topic using the principle of interleaving, progression, repetition and application.  Each topic is approached as an individual unit with clear reference made to the underlying synoptic nature of the course which is itself a key feature of the subject. 

Balance, breadth and relevance are retained with the choice of topics that make up the course but also by the application of the subject to the real world and real-world events.  As a ‘big ideas’ subject, after study of sociology students should feel confident to recognise and understand current affairs and issues and key perspectives both academically and in real world debate. They should feel confident to be able to offer constructive contributions to the topic and issue in question.  

Theory is then taken further and studied as a separate module in the middle of the course. This enables students to reflect on prior topics but also facilitates more sophisticated and critical understanding of the later topics, mainly belief systems and crime and deviance.  This structure also provides students with a supportive environment with which to learn about, consider and discuss these important and sometime sensitive topics. 

Furthermore, Sociological skills are explored throughout the course and revisited in a variety of contexts and with a variety of techniques. They are introduced and explained with clear reference to the demands of the exam papers. They are practiced within the context of teach topic through repetition, reflection and practice. Expectations are clearly communicated with students, that competence in Sociology is a process that will develop over the time span of the course. 

Students are supported with a range of extra resources for the course on Sharepoint. These include extension activities to support and challenge higher ability students and provide extra breadth and depth to the course, but also high-quality revision resources and further activities and resources for exam support such as exam technique activities and model answers. These are designed to support all students at their level of ability and progress. 

A key element which makes Sociology accessible and purposeful for all is the use of discussion and debate to allow students to engage with important and sensitive topics in a safe environment. These offer regular opportunities to query, test and challenge, deepen and develop new and existing knowledge so that all students can access the curriculum. Care is taken to create respectful and open relationships, clear expectations and boundaries with students so that they feel supported in asking and answering questions and discussing topics. This is particularly important given the often controversial and sensitive nature of the topics. 

More broadly, the curriculum aims to develop well-rounded, open-minded students who have a good, critical understanding of British society and indeed the world they live in, the processes at large which design and structure modern societies, and the impact and consequences of this for all groups in society. It aims to contribute to creating students who are productive global citizens who have a stake-hold in their society and are willing and able to contribute to the on-going discussion on key issues in society.   

This is because it introduces students to debates and viewpoints that resonate with a broad range of current issues under discussion in society, such as inequality, social justice and globalisation and this enables students to debate and discuss and formulate considered opinions in the safety of the classroom environment, so that they can contribute to informed discussion with wider audiences.  Indeed, the Sociology curriculum strongly serves to reinforce core British values of the school, such as tolerance and kindness, openness and respect. 

This deconstruction of concepts, facts and perspective is a key part of every topic and thus the subject lends itself to addressing misconceptions. An example of this would be addressing issues around definitions of ‘race’, discrimination and inequality in light of the Black Lives Matter Movement when studying differential educational attainment amongst minorities, in the unit on education, for example. 

Particular attention is paid to exam technique to avoid misconceptions around the demands of the question and also to the deconstruction of exam questions to identify classic misconceptions.  For example, one of the key misconceptions is that Sociology is ‘just your point of view’ and we are very clear to explain the evidence behind the subject and indeed facilitate students’ understanding of the importance of evidence to support argument in exam answers.