Cambridge A Level Sociology 9699 — 2025 Oct/Nov Paper 3 · Variant 1

This document has 4 pages. Any blank pages are indicated. [Turn over Cambridge International AS & A Level DC (CE) 342980 © UCLES 2025 SOCIOLOGY 9699/31 Paper 3 Education October/November 2025 1 hour 15 minutes You must answer on the enclosed answer booklet. You will need: Answer booklet (enclosed) INSTRUCTIONS ● Answer all questions. ● Follow the instructions on the front cover of the answer booklet. If you need additional answer paper, ask the invigilator for a continuation booklet. INFORMATION ● The total mark for this paper is 50. ● The number of marks for each question or part question is shown in brackets [ ]. * 1 3 6 4 2 0 8 4 5 4 *

2 9699/31/O/N/25 © UCLES 2025 Answer all questions. 1 Describe two ways compensatory education has tried to help working-class children. [4] 2 Explain two reasons why ethnic background may affect educational attainment. [8] 3 ‘The main role of education in modern societies is to provide a labour force for capitalism.’ Using sociological material, give two arguments against this view. [12] 4 Evaluate the view that gender has little influence on educational attainment today. [26]

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4 9699/31/O/N/25 © UCLES 2025 Permission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. To avoid the issue of disclosure of answer-related information to candidates, all copyright acknowledgements are reproduced online in the Cambridge Assessment International Education Copyright Acknowledgements Booklet. This is produced for each series of examinations and is freely available to download at www.cambridgeinternational.org after the live examination series. Cambridge Assessment International Education is part of Cambridge Assessment. Cambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate (UCLES), which is a department of the University of Cambridge. BLANK PAGE

This document consists of 13 printed pages. © Cambridge University Press & Assessment 2025 [Turn over Cambridge International AS & A Level SOCIOLOGY 9699/31 Paper 3 Education October/November 2025 MARK SCHEME Maximum Mark: 50 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 2025 series for most Cambridge IGCSE, Cambridge International A and AS Level components, and some Cambridge O Level components.

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 2 of 13 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 descriptions 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.

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 3 of 13 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.

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 4 of 13 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. Using the mark scheme Some of the questions are marked using a point-based system, awarding marks for specific points and accumulating a total mark by adding points. Some of the questions are marked using level of response. For these, the level description represents performance at the top of the level. For levels of response marking you should: • award a mark at the top of the level if all criteria in the level are met. • consider the level descriptions across the full range, bearing in mind that it is not necessary for a candidate to give a faultless performance for maximum marks to be awarded within any single category! • award marks on a ‘best-fit’ basis; thus, compensation between higher and lower achievement for different criteria is acceptable.

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 5 of 13 Annotations guidance for centres Examiners use a system of annotations as a shorthand for communicating their marking decisions to one another. Examiners are trained during the standardisation process on how and when to use annotations. The purpose of annotations is to inform the standardisation and monitoring processes and guide the supervising examiners when they are checking the work of examiners within their team. The meaning of annotations and how they are used is specific to each component and is understood by all examiners who mark the component. We publish annotations in our mark schemes to help centres understand the annotations they may see on copies of scripts. Note that there may not be a direct correlation between the number of annotations on a script and the mark awarded. Similarly, the use of an annotation may not be an indication of the quality of the response. The annotations listed below were available to examiners marking this component in this series. Annotations Annotation Meaning Benefit of the doubt given / the point is just about worthy of credit Explanation of the point Explanation of why it is a strength/ limitation Development / description of the point. Evaluation point Developed point General point using sociological material but not applied to the question Point is irrelevant to the question Juxtaposition of point Material used to support the point Not answered question Repetition This material receives no credit, additional points not required Too vague Point that has been credited Incorrect response Irrelevant material

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 6 of 13 Annotation Meaning On page comment On page comment Highlighter Identification of a point

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 7 of 13 Question Answer Marks 1 Describe two ways compensatory education has tried to help working- class children. Indicative content • Pre-school education in low-income areas – Project Head Start or Sure Start. • Extended schools – encouraging attendance and overcoming material disadvantage. • Higher budgets for schools in low-income areas – Educational Priority Areas or Pupil Premium. • Working with parents/community – Educational Priority Areas, Educational Action Zones, Sure Start or Excellence in Cities. • Extra classes – National tuition programme post Covid in UK. • Other specific ways or policies from any country • Any other relevant way. Reward a maximum of two ways. For each example up to 2 marks are available: 1 mark for identifying a way in which compensatory education has tried to help working class children. 1 mark for showing understanding of how this has tried to help working class children. (2 x 2 marks) 4

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 8 of 13 Question Answer Marks 2 Explain two reasons why ethnic background may affect educational attainment. Indicative content • Parents’ expectations and support • Family structures and role models • Cultural capital • Cultural deprivation • Language differences • Links with economic situation of ethnic group and associated advantages/deprivation • Ethnic subcultures in school • Overt racism in schools – experience of abuse • Institutional racism • Ethnocentric curriculum making learning more difficult. • Positive or negative labelling, stream allocation, exclusions e.g., Black Caribbean boys in UK • 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. Parents’ expectations and support.). 1 mark for explaining that point/identifying a reason (e.g. In cultures where education is highly valued and parents’ opinion respected, children can be highly motivated to succeed). 1 mark for selecting relevant sociological material such as a study/concept/theory/empirical evidence to support the point (e.g. Basit.). 1 mark for explaining how the material supports the point (e.g. Basit’s study of British Asians showed parents and grandparents saw education as transformative and children responded positively to this). (2  4 marks) 8

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 9 of 13 Question Answer Marks 3 ‘The main role of education in modern societies is to provide a labour force for capitalism.’ Using sociological material, give two arguments against this view. Indicative content • Function of education to create social solidarity. • Function of education to produce value consensus. • Efficient role-allocation and educated workforce is for benefit of all. • Social democratic views of providing equal opportunities for individual development. • Feminists argue that maintaining patriarchy is more significant. • Alternative models of education: concern with critical thinking, human rights, etc. • 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 the main role of education in modern societies is to provide a labour force for capitalism. • 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 the main role of education in modern societies is to provide a labour force for capitalism. • 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 the main role of education in modern societies is to provide a labour force for capitalism which is undeveloped or lacking clarity. • Any material selected lacks focus on the specific question. Level 0: 0 marks • No response worthy of credit. 12

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 10 of 13 Question Answer Marks 4 Evaluate the view that gender has little influence on educational attainment today. Indicative content In support of the view Against the view Points • Statistics show progress of girls in achieving qualifications in many countries. • Feminism and equalities legislation has reduced gender differences in occupational opportunities. • Feminisation of school counterbalancing patriarchal structures. • Specific school policies to enhance equality – e.g. GIST, reading schemes for boys. • Continued inequalities of class and ethnicity make gender differences relatively insignificant. • Functionalist model of meritocracy suggests all have opportunity irrespective of gender etc. • In many countries girls are not given same support as boys to attend or remain in school. • Significant gender differences in higher levels of education. • Gendered subject choices and allocation, and careers advice. • Underachievement of boys significant in some countries. • Crisis of masculinity. • Feminisation of workforce and school. • Lack of male role models in school. • Gender based subcultures in school affecting attainment. • Labelling can still be based on gender stereotypes; streaming, setting based on teacher perceptions. • Classroom interaction based on stereotypes; questions asked, tasks given, discipline, exclusion, etc. • Intersectionality with class and ethnicity 26

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 11 of 13 Question Answer Marks 4 In support of the view Against the view Research evidence/ theory Francis and Skelton Sharpe Mitsos and Browne Beck Crespi Jones and Myhill Gillborn and Mirza Gorard Norman Charles Jones and Myhill Walker Lees Blackman Jackson Rampino and Taylor Ward Archer Reay Stanworth Francis Relevant concepts Labour market Individualisation Risk society Patriarchy Gendered curriculum Feminisation of school Hegemonic masculinity The above content is indicative and other relevant approaches to the question should be rewarded appropriately.

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 12 of 13 Levels of response for Question 4 The maximum mark for Question 4 is 26. Examiners should award up to 10 marks for AO1, up to 6 marks for AO2, and up to 10 marks for AO3. Level AO1: Knowledge and Understanding Marks 5 • Very good knowledge and understanding of the view that gender has little influence on educational attainment today. • The response contains a wide range of detailed points with very good use of concepts and theory/research evidence. 9–10 4 • Good knowledge and understanding of the view that gender has little influence on educational attainment today. • The response contains a range of detailed points with good use of concepts and theory/research evidence. 7–8 3 • Reasonable knowledge and understanding of the view that gender has little influence on educational attainment today. • 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. 5–6 2 • Basic knowledge and understanding of the view that gender has little influence on educational attainment today. • The response contains a narrow range of underdeveloped points and may include basic references to concepts or theories or research evidence. 3–4 1 • Limited knowledge and understanding of the view that gender has little influence on educational attainment today. • The response contains only assertive points or common–sense observations. 1–2 0 • No knowledge and understanding worthy of credit. 0 Level AO2: Interpretation and Application Marks 3 • The material selected will be accurately interpreted, well developed and consistently applied to answering the question. 5–6 2 • The material selected will be accurate and relevant but lacks either some development or clear application to the question. 3–4 1 • There is some attempt to apply sociological material but this lacks focus on or relevance to the specific question. 1–2 0 • No interpretation and application worthy of credit. 0

9699/31 Cambridge International AS & A Level – Mark Scheme PUBLISHED October/November 2025 © Cambridge University Press & Assessment 2025 Page 13 of 13 Level AO3: Analysis and Evaluation Marks 5 • Very good analysis/evaluation of the view that gender has little influence on educational attainment today. • There is clear and sustained analysis. • There is detailed and explicit evaluation of the view that gender has little influence on educational attainment today. 9–10 4 • Good analysis/evaluation of the view that gender has little influence on educational attainment today. • The evaluation is explicit and direct but not sustained or relies on a good account of evidence and arguments suggesting that gender influences educational attainment today. 7–8 3 • Some analysis/evaluation of the view that gender has little influence on educational attainment today. • There is either one point explicitly used to argue for or against the view that or a simple descriptive account of evidence and arguments suggesting that gender influences educational attainment. 5–6 2 • Basic analysis/evaluation of the view that gender has little influence on educational attainment today. • There is an attempt to consider more than one side of the debate or one point suggesting that gender influences educational attainment. 3–4 1 • Limited analysis/evaluation of the view that gender has little influence on educational attainment today. • Any analysis or evaluation is incidental, confused or simply assertive. 1–2 0 • No analysis and evaluation worthy of credit. 0