Cambridge International AS & A Level

SOCIOLOGY 9699/33
Paper 3 October/November 2021
MARK SCHEME
Maximum Mark: 75

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 2021 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.

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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 Annotation Meaning

1 Identification of a point

DEV Development / description of the point.

2a 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

2b Strength / weakness that has been credited

E1 Explanation of why the method has that strength/weakness

E2 Explanation of why it is a strength/weakness

3a Point that has been credited

EXP Some explanation but underdeveloped rather than developed

DEV Developed point

M Material used to support the point

GEN Point on the general topic area rather than specific question

3b Point that has been credited

EXP Some explanation but underdeveloped rather than developed

DEV Developed point

M Material used to support the point

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Question Annotation Meaning

4/5 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 wavy Irrelevant material

line

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Question Answer Marks

1 Describe two ways in which a pupil’s ethnic culture can affect their 4
experience of education.

Indicative content

• Different languages or linguistic codes at home and school.

• Low self-esteem, links to colonialism, racism.
• Family structures, role models, socialisation, work ethic.
• Peer groups attitude to authority, gender identity, gang involvement.
• Any other relevant example.

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

1 mark for identifying a relevant aspect of an ethnic culture.

1 mark for describing how that aspect of an ethnic culture can affect a
pupil’s experience of education.

(2 × 2 marks)

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Question Answer Marks

2 Explain two ways in which cultural capital benefits middle-class pupils 8

in school.

Indicative content

• Knowledge and skills associated with the middle class are relevant to
success in school curriculum (books read, TV documentaries, music, IT,
discussion).
• Language and Linguistic code enabling success in school.
• Cultural experiences enabled by economic capital giving advantage at
school (private tuition, sports, drama, dance, travel).
• Positive perception and higher expectations from teachers if perceived
to have cultural capital.
• Parents knowledge of educational choices and how to take advantage
of system.
• Parents confidence in relating to teachers and educational institutions.
• 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. knowledge and skills

associated with middle class are rewarded by the curriculum).

1 mark for explaining that point/identifying a reason (e.g. middle class

students are more likely to read and watch documentaries which helps with
subjects like English and History).

1 mark for selecting relevant sociological material such as a

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

1 mark for explaining how the material supports the point (e.g. Sullivan
found that students who read widely and watched documentaries performed
better in the education system).

(2 × 4 marks)

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Question Answer Marks

3 ‘Gender differences no longer influence educational achievement 12

levels.’

Using sociological material, give two arguments against this view.

Indicative content

• Statistics show that girls perform significantly better than boys,

particularly at GCSE level.
• Interactionist studies show that girls and boys are treated differently in
the classroom.
• Cultural views of gender influence how girls and boys approach and
experience education.
• Pupil subcultures are influenced by gender.
• Gender affects the impact of both class and ethnicity in education.
• Gendered curriculum and feminisation of education advantages girls
over boys.
• In some countries gender still has a clear impact on educational
opportunities for girls.
• 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 gender
differences are no longer relevant in educational attainment.
• 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 gender
differences are no longer relevant in educational attainment.
• 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 gender differences are no
longer relevant in educational attainment., 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 the main purpose of education is to maintain the 26
economic system.

Indicative content
In support Against
Points • Functionalist view • Functionalist view of
(Parsons, Davis and education as more
Moore) education as concerned with
universalistic and socialisation,
meritocratic for efficient consensus and
role-allocation for solidarity (Durkheim)
economy • Inefficiency of
• Blau and Duncan – education in providing
provision of human opportunity to develop
capital talents – class, gender,
• Marxist view – ethnicity barriers.
education serves • Inefficiency in providing
capitalism through vocationally relevant
providing submissive education
labour force. • Schools as socially
• Althusser – ideological constructed
state apparatus consequences of range
legitimising inequality of aims of teachers and
• Bowles and Gintis pupils rather than
correspondence having “a purpose”
principle • Feminists – schools
• Social democratic reproducing patriarchy.
policies have • Post-modernists –
responded to economic schools producing
demand for more increased diversity.
educated population; • Liberal view that the
comprehensivisation, purpose of education is
compensatory to develop the
education, gender individual
initiatives, university • Policies with other
expansion, etc. aims; national identity,
citizenship, cultural
heritage, equality, etc.
Research Bowles and Gintis, Wolf,
evidence Chitty Bates and Risborough,
Davies.
Young
any studies of
underachievement
Concepts Meritocracy, Socialisation,
role-allocation, cohesion,
hidden curriculum, social construction of
correspondence principle, knowledge,
human capital, ideological deprivation
state apparatus

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Question Answer Marks

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

question should be rewarded appropriately.

Levels of response

Level 5: 22–26 marks

• Very good knowledge and understanding of the view that the main
purpose of education is to maintain the economic system. 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 the main purpose of education is to maintain the economic
system.

Level 4: 17–21 marks

• Good knowledge and understanding of the view that the main purpose
of education is to maintain the economic system. 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 the main purpose of education
is to maintain the economic system. This may be explicit and direct but
not sustained, or it will rely on a good account of different perspectives
on the role of education.

Level 3: 11–16 marks

• Reasonable knowledge and understanding of the view that the main
purpose of education is to maintain the economic system. 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 the main purpose of education
is to maintain the economic system. This may be one point explicitly
used to argue for or against the view that the main purpose of education
is to maintain the economic system, or a simple descriptive account of
different perspectives on the role of education.

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Question Answer Marks

4 Level 2: 6–10 marks

• Basic knowledge and understanding of the view that the main purpose
of education is to maintain the economic system. 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 the main purpose
of education is to maintain the economic system. 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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