‘Equity Has Brought Benefits to Many Litigants Who Would Otherwise Have Been Severely Disadvantaged by the Common Law.’ Discuss, with Reference to Decided Cases.

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CAMBRIDGE INTERNATIONAL EXAMINATIONS
GCE Advanced Level

MARK SCHEME for the May/June 2014 series

9699 SOCIOLOGY
9699/33

Paper 3 (Social Inequality and Opportunity), maximum raw mark 75

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 will not enter into discussions about these
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[16]
0–6

A few simple points about educational achievement, with no direct links to the question, would fit the lower part of the band. A few assertions about which groups have the better opportunities to achieve at school, with no further development, would merit a mark in the upper part of the band.

7–11

A sound sociological description of some groups which have the better opportunities to achieve at school, would be worth 7 or 8 marks. This might include references to relevant social divisions based on class, ethnicity, gender, and disability. To reach the higher part of the band, there must also be some attempt to explain why some groups may have better educational opportunities than other groups. However, the explanations offered at this level may lack detail. There may be little or no explicit attempt to assess the view on which the question is based, in answers that merit this band. 12–16

Answers at this level will provide a good account of sociological explanations for why some groups may have better opportunities for educational achievement than other groups. There will also be an attempt to assess the view on which the question is based. Lower in the band, the assessment may be confined to a few simple arguments to support or reject the view expressed in the question. To go higher in the band, the assessment must be more developed and should cover a wider range of points for or against the view that some groups

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