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THE The tasks should be integrated into one essay so that you are able to demonstrate synthesis skill. See if you can link relevant theoretical knowledge together when developing your paragraphs. Feel free to discuss any additional information you can show to be relevant to the debate. Criteria Assessment Level Level 3 Learning Outcomes Criteria for assessment. Social Psychology: 3. Describe research relevant into ‘compliance’ e. . Conformity research, research into the effect of authority figures The Sociology of Crime & Deviance: Examine Sociological explanations for both the nature and extent for both crime and deviance. The Sociology of the Family: 1 . Discuss definitions of the family and show a variety of ways that the family can be organized and structured across time and culture. 2. Discuss the family in terms of what the family does for both society and individuals.
Social Policy: Discuss two political ideologies on the family. 3. Describe and evaluate research relevant into ‘compliance’ e. G. Conformity research, search into the effect of authority figures Critically analyses sociological explanation of both the nature and extent of crime and deviance, with reference to research. The Sociology of the Family: 1 . Explain and evaluate definitions of the family and compare and contrast the variety of ways that the family can be organized and structured across time and culture. Respective to the family in terms of what the family does for both society and individuals, with reference to research. Discuss and evaluate political ideologies on the family. 3 MET NOT 2. Application of knowledge The student, student’s work or performance: . Makes use of relevant: Ideas, Theories, Perspectives c. Levels of: insight; analysis; synthesis 4. Use of information a. Identifies new information from sources which are generally (merit) / Consistently (distinction) appropriate b. Makes some (merit) / extensive (distinction) use of additional information c.
Generally appraises the relevance and value of new information accurately d. Generally (merit) / consistently (distinction) combines or synthesis information with outcomes that are: Accurate; Appropriate; Innovative (distinction); Creative (distinction) The student, student’s work or performance: Shows command of: Format; Structure; Language (including technique or specialist language); Spelling; Punctuation; Referencing. A. Is structured in a way that is generally (Merit) / consistently (Distinction) logical and fluent. B.
Contains some ambiguities or limitations in the expressions of arguments or ideas (Merit). Argument and ideas are unambiguous and cogent (Distinction) c. Takes as whole, demonstrates an response to the demands of the brief/assignment. Presentation 7 Quality *Tick one box for all criteria. Supportive information: Recommended books – Davenport, G. C (1994) An Introduction to Child Development. London: Hairlessness Publisher. Harmless , M. & Holbrook, M. (1995) Sociology – Themes and Perspectives. London: Collins Educational.
Harmless , M. (1996) Sociology – A new approach. Ironworks: Causeway Press Ltd. Hayes, N (1994) Foundation of Psychology – an introductory text. London; Rutledge. Hayes, N. & Orwell, S. (1993) Psychology – an introduction. Harrow: Longhand Group UK Ltd. Moore, S. (2002) Social Welfare Alive! Third Edition. London: Nelson Thrones 4 Pass Satisfactory a. Demonstrates a grasp of the relevant knowledge base. C. Demonstrates understanding of the different perspectives r approaches associated with the area of study. 1.
Understanding of the subject Merit – Very Good Criteria – descriptor Distinction Excellent Assessor’s Feedback Submission feedback, comments must include: what has been achieved and the quality of the work submitted developmental feedback on how to improve in future assessments Tutor signature: Date: from first submission Comments must include: Signature: Final grade awarded for this assessment: (Please note that this grade is subject to internal verification / moderation and may subsequently be changed) Student’s Comments 5