This resource CANNOT be used to submit as your own work. This response achieved top band for both AOs of the coursework rubrik - contributing to a grade 9 overall in a response on the presentation of Friar Lawrence in Romeo and Juliet. It is by no means perfect, therefore it is recommended to be used in class as a sample answer for discussion on what it does well and improvements. Although directed for the Edexcel IGCSE syllabus, other boards with the coursework option (CIE, AQA, WJEC etc) may find it useful. This can also be used by those studying Romeo and Juliet for exams as a model response to potentially emulate during timed conditions.

This resource CANNOT be used to submit as your own work. This response achieved top band for both AOs of the coursework rubrik - contributing to a grade 9 overall in a response to an open topic short story theme at GCSE. It is by no means perfect, therefore it is recommended to be used in class as a sample answer for discussion on what it does well and improvements. Although directed for the Edexcel IGCSE syllabus, other boards with the coursework option (CIE, AQA, WJEC etc) may find it useful. This can also be used by those required to write a story for exams as a model response to potentially emulate during timed conditions.

This resource CANNOT be used to submit as your own work. This response achieved top band for both AOs of the coursework rubrik - contributing to a grade 9 overall in a response on theme of identity in Wilfred Owen’s ‘Disabled’, Moniza Alvi’s ‘An Unknown Girl’ and De Maupassant’s ‘The Necklace’. It is by no means perfect, therefore it is recommended to be used in class as a sample answer for discussion on what it does well and improvements. Although directed for the Edexcel IGCSE syllabus, other boards with the coursework option (CIE, AQA, WJEC etc) may find it useful. This can also be used by those studying the poems for exams as a model response to potentially emulate during timed conditions.

This resource CANNOT be used to submit as your own work. This response achieved top band for both AOs of the coursework rubrik - contributing to a grade 9 overall in a response on the ways in which Sheila Birling has changed by the end of An Inspector Calls. It is by no means perfect, therefore it is recommended to be used in class as a sample answer for discussion on what it does well and improvements. Although directed for the Edexcel IGCSE syllabus, other boards with the coursework option (CIE, AQA, WJEC etc) may find it useful. This can also be used by those studying An Inspector Calls for exams as a model response to potentially emulate during timed conditions.

This comprehensive revision guide covers all of the specification points, with key terms, case study examples and evaluative arguments. Examples are shown clearly through Past Paper answer keys. Although directed for the CIE syllabus, this is applicable to the AQA, OCR and WJEC specifications. Relevant for IGCSE, GCSE, AS and A2. Content included: The difference between ‘crime’ and ‘deviance’; relativity Formal and informal social control Measurements of crime and their strengths and limitations Patterns and explanations of crime by age, class gender and ethnicity Victims of crime Policing and law enforcement, including targeting, surveillance and crime prevention Crime related to new technology Dealing with crime: community sentencing, punishment, prison, rehabilitation Sociological explanations of deviant and criminal behaviour: Labelling theory, Marxist theory, Functionalist theory, socialisation (e.g. family and peer groups), lack of opportunity, relative deprivation, masculinity, status frustration Role of law enforcement agencies and the media in defining crime and deviance, stereotyping, labelling and deviancy amplification The development of sub-cultures and links to crime and deviance (with particular reference to youth)

This comprehensive revision guide covers all of the specification points, with key terms, case study examples and evaluative arguments. Examples are shown clearly through Past Paper answer keys. Although directed for the CIE syllabus, this is applicable to the AQA, OCR and WJEC specifications. Relevant for IGCSE, GCSE, AS and A2. Content included: The various forms of media Role of advertising Ownership and control of the media Freedom and censorship in the media Pluralist, Marxist and postmodernist perspectives on the nature and role of the media Patterns of media use by gender, age, social class and ethnicity Media representation of ethnicity, gender, age, class and disability The role of the traditional/new media in shaping values, attitudes and behaviour with specific reference to television and violence, political beliefs and voting, patterns of consumption, gender stereotyping, traditional stereotyping, the influence of the Internet in areas such as social networking Agenda setting, gate-keeping and stereotyping through the selection and presentation of the news Explanations of the influence of the media: hypodermic syringe, audience selection, cultural effects and uses and gratifications models Bias and distortion in the media, including propaganda and moral panics Developments in the media including changes in ownership, globalisation, interactivity, the digital divide, diversification and convergence Influence of media representations on the audience