Education

Learning objectives:To understand what functions

schools perform to prepare us for later life

What is the Purpose of Education?

• Punctuality • Life skills • Responsibility• Emotional support• Prepares you for later life• Community • Healthy living e.g.. PE• Options• Teaches us social norms and values • Qualifications • Access to computers• Hot food • Secondary socialisation • Work experience • Friends

What are the different roles of education?

• Write a list of all the subjects that you study and how it is going to help you in later life

Marxists Functionalists

Disagree Agree

Unfair Fair

Exploit Harmonious

Conflict Organic analogy

Capitalism Consensus

Social class

Functionalists are very POSITIVE about society and always see the GOOD in everything.

They look at society on a MACRO scale [this means that they look at society on a large scale]. They want to generalise their ideas to the whole of society. For example they look at what education does for society as a whole not just certain people in society.

Functionalists also believe that society is based on CONSENSUS, this means agreement, i.e. we are all SOCIALISED [brought up] to agree on how to behave [known as NORMS] and what is right and wrong [known as VALUES].

Functionalists believe that each part of society has a FUNCTION [a job to do] to make sure that society runs smoothly and everything stays in harmony. For example education has a function to make sure people are educated to be good at the job they will get after education.

FUNCTIONALISM

Has a job to do for society …

Agreement

The way people are brought up

Knowing what is right and

wrong

Large Scale

Acceptable behaviour

Function

Consensus

Socialization

Values

Macro

Norms

MATCH UP THE DEFINITION WITH THE KEY TERM

MARXISM

Marxists are very NEGATIVE about the society we live in and always see the BAD in everything.

Marxists believe that society is dominated by the ruling

class.

They look at society on a MACRO scale [this means that they look at society on a large

scale]. They want to generalise their ideas to the whole of society. For example they look at

what education does for society as a whole not just certain people in society.

Marxists also believe that society is based on CONFLICT, this means

disagreement. The conflict is between the CLASSES – the WORKING CLASS[called

the proletariat] are in conflict with the RULING CLASS [called

the bourgeoisie]

They are interested in CAPITALIST

SOCIETIES e.g. Britain, Western Europe and the USA. These societies are based on some people

wanting to make as much money as possible no matter how they treat

people to get this. They believe that the ruling class make all the money as they

exploit the working class and pay them low wages.

Marxists believe that there will eventually be a REVOLUTION and the working

class will realise they are being exploited and get rid of the ruling class and

capitalism. A new society will be created where there will be no classes, no private property and everyone will be equal. This type of society is called COMMUNISM.

Disagreement

The Ruling Class

The Working Class

A society based on

making moneyA society

where everyone is

equal

Bourgeoisie

Communism

Capitalism

Conflict

Proletariat

MATCH UP THE DEFINITION WITH THE KEY TERM

Role of education according to functionalists

• The institution play a positive role as a whole

• Education is seen as performing a beneficial role in society

Role of education according to Marxists

• They struggle between powerful and less powerful groups

• They argue that the bourgeoisie make the most out of education because they are well off

• Bourgeoisie- ruling class • Proletariat- working class

• Meritocratic- to be fair

• Social mobility- as people move up and down the social ladder

• Social cohesion- everyone gets on well with each other (like glue)

• Agency of social control- teaching obedience and punctuality

Key term alert!

What are the different roles of education?

• Economic • Social control• Selective • Socialisation• Political

Use the textbook to find the definition and functionalist and Marxist view points on each

Exam style question:

• Write a paragraph explaining the most important role of education in your views. You need to include:

• A definition of the role• Your view• A Marxist and a functionalists view

point

What is the hidden curriculum?

• Aspect of the hidden curriculum:• Hierarchy• Competition• Social control• Gender roles• Lack of satisfaction

For each aspect of the hidden curriculum you need to explain:

•How this is informally taught in schools•Example from Walton High•How this prepares students for future word and the wider society

What is learned through the formal and informal curriculum?

Formal learningInformal learning or the hidden curriculum

•Things learnt through formal lessons

•Things learnt as a part of the wider school life

•Thing aren't explicitly taught

Alternative types of schooling in the UK

• Faith schools• Independent schools• Special schools • Home schooling• Grammar schools

Find out the definitions, advantages and disadvantage of each school using the text books

It all started with

Industrialisation….Industrialisation created the need for a trained, skilled, educated workforce.

Before any formal Education System was put in place in the UK, schooling

depended on social class…

The Forster Education Act

1870:

This all changed with the introduction of the first ever Education Act in the UK…… M/C families could afford to have their children privately educated whilst

W/C families had to rely heavily on church-based & family-based basic

education.

This made Education compulsory from the ages of 5 – 11 years-old (raised to 13

y.o in 1880) in an attempt to Educate the masses & eliminate the social class

divide.Parents now had a

choice of 3 types of

school to send their

children: Elementary

School

Grammar School

(Fees)

Public School

(Fees)

The key to studying

Policies:

> What is the Policy?

> What problems does it

identify?

> What improvements does

it aim to make & how?

> Was/ Is it effective?

The changes in schooling over the years

Although the Forster Act 1870 tried to eliminate Social Class inequality in education,

this only catered for children up to the age of 13/14 y.o. As such, once pupils left their

first schools it was the M/C that were able to go into Secondary schooling (again

creating Social Class Inequalities).This changed with the introduction

of….

The Butler Education Act

1944:

R.A Butler

1902 - 1982

World War II was reaching an end & the emphasis in the UK was to

create ‘A land fit for heroes’.

The Conservative Government thus ‘Opened Up’ Secondary Education

to the masses i.e. reduce Social Class Inequalities within Education. As

a result the Tri-Partite System was

introduced….

11+ Exam

‘Primary Schooling’

Secondary

Modern

SchoolTechnical

School

Gramma

r School

The idea here was to

produce ‘Parity of

Esteem’ (Equality of

Opportunity) between

the social classes –

Meritocratic

Ideology.

The 1944 Butler Education Act

• They believed that this system was meritocratic

Grammar Secondary technical

Secondary modern

20% of children 5-10% of children

75% of children

GCSE O levels and A levels

Less academic students

Lower ability

Preparing children for middle class roles

Development of practical labour

Different subjects

11+ Exam

‘Primary Schooling’

Secondary

Modern

SchoolTechnical

School

Gramma

r School

Evaluation of the Butler Act

& the Tri-Partite System:

> M/C Children had better Primary Schooling

thus were better prepared for the 11+ Exam.

> The 11+ used M/C Elaborated Language (See

Bernstein)> The negative Stigma attached to Secondary Modern Schools

created a negative Self-Fulfilling Prophecy for the W/C pupils.

This system actually recreated the social class divide rather than eliminate it……

W/C

W/C

M/C

> Teachers were lower paid in Secondary Modern Schools & thus

arguably less Qualified/ Motivated.

> Revise your notes on Social Class differences in Education (External & Internal Factors)

> Regardless of 11+ Results, M/C parents could still afford to pay for Public

Schooling.

> Are there any problems with using exams to measure ability.?

> Secondary Modern Schools had poorer resources & facilities due to lack of

income.

Due to the problems that the Tri-Partite caused for the W/C, it was replaced in the

1960s by the newly installed Labour Government which aimed to create Equality

once again amongst the social classes.

Comprehensivisation

1965 Harold Wilson (PM)

1964 & 1974

James Callaghan (PM) 1976

This created the Comprehensive schools that are so

popular nowadays. The biggest clue as to what

‘Comprehensive’ Schooling is all about can be seen in the

following definition:‘Comprehensive’: meaning Covering or

Involving Much; Inclusive –

(Dictionary.com)

Comprehensive Schools are schools that everyone attends regardless of

ability or social class. The 11+ was abolished and a child’s schooling

depended upon their ‘Catchment Area’.

This aimed to ensure that all pupils would get ‘Parity of Esteem’ & ‘Equality’

within education as they would have the same teachers, same resources, same

facilities, same funding etc …

Despite these good intentions however,

Comprehensivisation does have it’s

downfalls…….

Evaluation of

Comprehensivisatio

n:With all pupils in one school, it was important to make sure all abilities were

catered for & as such Setting & Streaming were introduced.

Set 1

Set 2

Set 3

Eng. Mat. Sci. Geo.

X

X

X

X

Settin

g

Stream 1

Eng. Mat. Sci. Geo.

Streaming

Stream 3

Stream 2

What problems do Setting

& Streaming create?

(Revise notes on

Labelling/ Interactionist

Explanations of Social Class

differences in Education)

> M/C areas get M/C comprehensive Schools –W/C get W/C

Schools.> M/C parents could still afford to pay for Public

Schooling.

> It was the choice of LEAs to ‘Go Comprehensive’ – therefore M/C/

Conservative LEAs could opt out of it & continue with the 11+ ‘Grammar

School’ route.

> High-Flyers are held back by lower ability pupils & vice-

versa

> Individual Talents get over-

looked

Remember, ‘Evaluation’ means looking at the advantages of the argument (not just the disadvantages)

Another policy that was introduced in the 1960s to address

social class inequality within education was…..

Educational Priority Areas

1965It was recognised that, although comprehensive schools aimed at closing the social

class divide in education, working class areas were home to working class schools

These ‘deprived’ schools were listed as ‘Priority Schools’ & accordingly they

received additional funding & resources to compensate. This is known as

.

Positive

Discrimination

How could a

deprived, low-

achieving

school be

helped out by

the

government?

How might pupils react when their school is

labelled as a ‘Priority School’.

• What is the hidden curriculum? ( 4 marks)

• Describe one change that the education act in 1870 introduced ? (2 marks)

The tripartite system:A fair test?

• THE 11+ EXAM MAY BE UNFAIR BECAUSE THE CHILDREM WERE TOO YOUNG

• THE CHILDREN MAY HAVE GOTTEN MORE INTELLIGENT AFTER THEY HAD FAILED

• BETTER TEACHERS WILL BE GOING TO GRAMMAR SCHOOLS- MORE MONEY

• CHILDREN GOT DEPRESSED IF THEY FAILED

1965- the start of the comprehensive system

• All students regardless of their academic ability, attended the same kind of school in their local catchment area

Advantages:

Disadvantages:

Knowledge check-Education acts 1870, 1944 and 1965

1. Name one change that the 1870 education act introduced2. Why was the 1944 act introduced3. In what way was it aiming at creating a “meritocratic”

system?4. What type of system was introduced in 1944 for secondary

schools?5. Name three types of schools6. Which school had the highest percentage of students?7. Name 2 reasons why this system wasn't meritocratic8. What type of school was introduced in 1965?9. What did this aim to do?10. How might it have reproduced class inequality's?

Task:• Create a leaflet explaining the

schooling system nowYou need to include:• Dates• examples of different schools:

grammar private and public and explain

• Different subject choices• Images and pictures and colour

• Why would some sociologist suggest that the role of education is to prepare you for life in the work place (12 marks)

Functionalist Marxists

An agency of social control In favour of the bourgeoisie

Benefits society Institution that makes our current exploitive system

Socialises students The proletariat cant afford a higher level of education ( university) and will therefore be left in a working class job

Decreases the chance for social mobility

What do functionalists and Marxists believe about education ?

What types of schooling do we have in the UK today?

• Behaviour schools• Grammar schools• Private tutor • Home schooling • Boarding schools• Special schools• Specialist schools• Single sex schools• Faith schools• Vocational collages- drama/ dance • Prep schools- primary- private

Alternative types of schooling in the UK

• Faith schools• Independent• Special schools • Home schooling

Task: Give a definition for each types of school and give at least three advantages and disadvantages.

Education Reform Act 1988

Learning Objectives:To understand the main changes that occurred in

1988

Education Reform Act 1988

The 1988 Education Reform Act was passed by the New Right (Conservative) government led by Margaret Thatcher. The main purpose of the Act was to centralise educational provision in the UK and bring about a standardisation of educational provision offered throughout the country, so that no matter where they lived young people all received equality of educational opportunities. It introduced the National Curriculum (NC), which all state-funded schools had to follow, and which laid down mandatory (compulsory) subjects that must be studied in the core areas of literacy, numeracy and science. Beyond this optional foundation, subjects were offered which schools had limited discretion in departing from. The 1988 Act also introduced SATs (Standard Attainment Tests) to be taken at the ages of 7, 11, 14 and 16, the end points of what became known as the four key stages of a centralised education system for the 4- to 16-year-old age group.

What happened during 1988

• A series of changes rather than one big policy

• Many changes are still in place today• Includes:• Marketisation of schools• National curriculum• Increased competition • Introduced League tables

Marketisation

• Consumer choice has been applied to education

• Parents have the choice to send their children to different schools

• Schools get money based on the amount of students they have

If parents have a choice about where to send their children, what do schools need to do to ensure that their children get sent to their school?

• Schools want to attract middleclass students, female, white and Indian because they are statistically higher graded students. So they are more likely to get high grades. The more students they get the more money they receive from the government.

If parents have a choice about where to send their children, what do schools need to do to ensure that their children get sent to their school?

League tables

• A league table shows how different schools get different grades in one city. They are used so that parents can compare them to tell which school is best to send their children.

• Value added score = measures the amount of progress a child makes

• Page 116 q

Lower disadvantaged students (F grade students) don't get the help they need as the teachers focus on the C/D grade students. Why is that?

The education reform act...

One limitation and one strength to the SATS

Task:• Decide whether

these new reform acts improved education for everyone or created more inequalities and explain in detail why

• When you have finished write a paragraph long conclusion explaining your thoughts

• SATS • League table • National curriculum• Marketisation

IMPROVED EDUCATION FOR EVERYONE

CREATED INEQUALITYS

SATS: YOU CAN SEE HOW MUCH YOU HAVE IMPROVED YEARS LATER

SATS: BECASUE THE BOURGOURSIE CAN GET EXTRA TUTORING WHICH ISNT FAIR

LEAGUE TABLES: CREATS COMPETTION BETWEEN SCHOOLTO SEE PROGRESS

LEAGUE TABLES:SHOWS SCHOOLS THAT THAT ARE UNDER ACHEIVING

MARKETISATION:MAKES SCHOOLS COMPETE FOR MONEY

MARKETISATION:SCHOOLS CAN BE TOO PUSHY

1997 labour policy’s Tony Blair

Learning objectives:Describe and asses

educational policy’s since 1997

Task:Read page 118 and 119 in your sociology

textbooksCreate a leaflet explaining the 4 main

areas that the labour party addressed• Raising standards• Reducing inequalities• Promoting diversity• Choice in education

Michael Gove- Educational secretary for the current government

He makes decisions about education and introduces new policies into the UK

WHO IS THIS MAN?

1997 labour policy’s

1. Name 2 ways in which labour tried to raise standards towards education?

2. EMA and sure start were aimed to do what?

3. What happened to failing schools?4. What is a “specialist school”?

Policies from 2010

• In 2010, the current coalition government was voted into power

• Since, a range of policies have been introduced

Free schools“converter schools”Changing from modular to linear

GCSE’S and A- LEVELS

Marketisation and selection policies

• Funding formula: same funds per pupil

• Exam league tables: ranking of schools

• Competition: to attract pupils

These changes have put schools under pressure in order to attract pupils and funding.

A-C economy (Gillborn and Youdell)

• Schools are forced to focus on pupils who will achieve 5 grades at A to C.

• Gillborn & Youdell blame system.• Sorting process is named after the medical

procedures which need to be taken in an emergency:

The Educational Triage System

Triage

Those who will pass anyway

Borderline C/D pupils-Need extra help Hopeless cases

Pupils

Competition and selection

• Schools are aiming to attract mc pupils in order to improve/maintain ranking. (Cream-skimming, Will Bartlett)

• School differences in performance spiral apart. (silt-shifting, Will Bartlett)

Task: Find out what CVA is and how it works! What is PHCS’ CVA?

Review of education policies

Learning objectives:To be able to re-call the different education

policiesTo be able to answer a 12 mark question correctly

1870 1944 1965 1988 1997 2010

Key terms

•CTS,GMS,LMS•Converter academies•Marketisation•Comprehensive•Tripartite•Compulsory schooling for 5-11 years

•Secondary modern•Linear exams•Free schools•National curriculum•11+ •Catchment area•EMA •Funding on the bases of number of pupils•Secondary technical

Education and Social Class

Learning objectives:To be able to explain how social class is judgedTo be able to describe the main trends

What is social class?

• Social class is one way of describing a persons position in society. This is usually determined by looking at their occupation or their parents occupation.

Middle class jobs:

Working class jobs:

Professional jobs

Manual jobs

List at least 5 jobs for each category of social class

EXT: Is there a class under working class?

How can social class effect’s achievement?

Homework:

• 7-10 bullet points explaining:• “why do working class children

underperform”• You need to give reasons and

explanations for your points• Due: 20/01/14 – Monday

Why don't working class children achieve as highly as middle class children?

They are genetically

less intelligent

They lack resources at home

They cant afford to

send their children to

private school

The teachers don't like them as much as the

middle class children

Some are from families

who don't have any hope for

their children

The parents don't raise

them properly

Parents don't choose

appropriate school’s for

their children

Parents don't push them hard enough

The statement that I agree with the most.......because....The statement I agree with the least is ....... Because.......

HOW CAN FACTORS AT HOME EFFECT SCHOOL

ACHIEVEMENT?

Learning objectives: To be able to describe what

is meant by material deprivation and the

difference in parental values in middle and working class families

Key term alert!

• Material deprivation

A lack of basic necessities e.g. Food/books/internet or the finance to be able to afford them

This usually affects poorer families

Task:• Some sociologists (Douglas) argue that

the attitudes and values of working class parents disadvantage their children compared with middle class parents

Using card sort:• In pairs organise your cards into “middle

class values” and “working class values”• Then write a paragraph in your own

words and give examplesWorking class parents emphasise on past and present whereas, middle class patents emphasise on future planning. E.g. spending money now and not saving it for when their children want to go to university

HOW CAN FACTORS AT HOME EFFECT EDUCATIONAL

ACHIEVEMENT? (2)

Learning objectives: •To be able to describe what is meant by cultural deprivation•To be able to explain how they can effect achiement in school•To be able to think critically

about how much of an impact they have

Last lesson recap

1. What is material deprivation?2. Name two material factors that

may affect poorer pupils at school

3. Name one working class value and compare it to a middle class one

Key term alert!

Cultural deprivation

Working class children may lack the “correct” values and attitudes to do well

This may be because they have been inadequately socialised by their parents

This may disadvantage them because schools favour middle class culture

How could this affect achievement?

In your own words explain how either:a) poorer languageOrb) lack of educational entertainment

..... Could explain the under achievement of working class pupils

Ext: can you count argue these policies?

COMPENSATORY EDUCATION

http://www.youtube.com/watch?v=fwdL6gC7kVQ

How is sesame street helping disadvantaged children?

EXIT TICKET:

• WHICH HAS A LARGER IMPACT ON THE ACHIVEMENT OF WORKING CLASS STUDENTS?

MATERIAL DEPRIVATIONORCULTURAL DEPRIVATION ?

How might factors in school effect achievement?

Learning objectives:To examine the effects

of labelling, self-fulfilling prophecy and streaming on student

achievement

Labelling

Trouble maker

Failure Chatter

box

Teachers unavoidably make judgements about pupils but they can often affect education achievement

Getting you thinking...

No names

• Do teachers judge students?• What do they judge them on?• Is it positive/negative or both?

Discussion

“The halo effect”

The teachers may judge children who are well behaved and bright but be more questioning about the good performance of the naughtier children

Students might be typecast on early impressions e.g. appearance,manners,speach and homes

Social class and labelling

1. How might working class children be labelled by teachers?

2. What effect might this have?

Use page 126 to help you answer the questions. Answer in full sentences

• Setting is where whole classes of pupils are put into different groups for particular subjects, while streaming involves grouping all students.

• Being placed in a low steam or set may undermine pupil's confidence and discourage them from trying. Ball conducted a study and found top steam pupils were 'warmed up' by encouragement. On the other hand, lower-steam students were 'cooled out' and encouraged to follow more vocational subjects. Keddie found that teachers taught those in higher streams differently from those in lower streams. They were expected to behave better and do more work and teachers gave different educational knowledge. 

What is a self-fulfilling prophecy?

1. A student is labelled by a teacher2. The teacher treats them according to

their label3. The student begins to believe in their

label 4. The label becomes a reality

Next to these 4 stages, create an example of a negative self-fulfilling prophecy.

Teacher labels student as a trouble maker

The teacher labels the

student as a trouble maker

The teacher sends him out of

class all the time. Therefore he misses work

The student then believe that he is a trouble maker,

so he doesn't bother anymore

The student messes around a lot in lessons and his label

becomes reality

Pygmalion in the classroom (1968)The study was designed to test the theory of the self

fulfilling prophecy

• What did Rosenthal and Jacobson's study show?

• Read the orange box on page 127 and complete the questions in full sentences

How might school affect achievement?(2)

Learning objectives:To examine the effects of labelling, self-

fulfilling prophecy, streaming and counter-culture on student achievement

Recapping last lesson

1. What is labelling?2. What is the self fulfilling prophecy?3. What did Rosenthal and Jacobson

find?

STREAMING This is where students are placed into ability groups, they stay in this group for all lessons

Your task:•Name at least 2 benefits of streaming•Name at least 2 disadvantages of streaming

BENEFITS DISADVANTAGES

You are put into groups that best fit your ability level

What if you had a bad day you took the test (ill)

The work isn't too hard or too easy

Might not be able to stretch yourself

You aren't set back by other people

Unlikely to move set

You are all working at the same pace

If you were in the bottom set you would be labelled as a failure, so you don't really pay attention, you therefore mess around and disturb others. Then your self fulfilling prophecy becomes a reality

Little movement between groups

Lower set- bad behaviour- working class children- less learning however in a higher set you have middle class children and more learning is evident

Modern tripartite system

Counter-culture/ anti school subculture

Counter-culture

• Hargreaves (1967) and Lacey (1970) have suggested that one of the effects of streaming is to lead to the development of “school subculture”

How?What characteristics does an “anti

school subculture” have?

Paul Willis: learning to labour

Homework:• Create an advise booklet aimed at

parents to raise the achievement of working class parents

• You must discuss advise regarding:• Material deprivation• Cultural deprivation • User friendly format and practical

advise

Self fulfilling prophecy: Number these statements to show in which order the process of self fulfilling prophecies happen.

A teacher gives the student a ‘label’ based on their assumptions

A teacher will treat the student according to the label they assign them (e.g.: assumption is that ‘bright students’ will need more work, in the classroom, the student gets more challenging tasks or assumption is that student is ‘lazy’, so teacher will not push the student as they believe they don’t want to learn)

The prophecy about the student comes true- this is a self fulfilling prophecy

A teacher makes a prediction or assumption about how the student will behave or what grades they are capable of achieving

Pupils achieving five or more GCSE grades A*-C or equivalent, by year UK

Look at the graphs. Do boys or girls do better at school?

What are the trends in gender

and achievement?

Learning objectives:To be able to describe different

patterns of achievement for students by gender

To explain reasons for improvements in education for girls

TRUE FALSE

DEBATABLE

Statements:1. All boys underachieve and all girls now achieve well

at school2. Boys underachieve across the curriculum (all

subjects)3. Boys and girls have different learning styles4. Boys prefer male teachers5. Assessment practices(Coursework, exams etc.) have

little impact on the differences between boys and girls

6. School curriculum doesn't meet boys interests7. Single sex schools improve male achievement8. Boys benefit from a competitive environment9. Boys and girls are “naturally”/neurologically different

and learn in different ways

TRUE FALSEDEBATABLE

1. All boys underachieve and all girls now achieve well at school

2. Boys underachieve across the curriculum (all subjects)

3. Boys and girls have different learning styles

4. Boys prefer male teachers

5. Assessment practices(Coursework, exams etc.) have little impact on the differences between boys and girls

6. School curriculum doesn't meet boys interests

8. Boys benefit from a competitive environment

7. Single sex schools improve male achievement

9. Boys and girls are “naturally”/neurologically different and learn in different ways

2004/5 2005/6 2006/7 2007/8Males 52 54 57 60Females 62 64 66 69

Percentage achieving A*-C grades at GCSE

Males Females

Chemistry 73 77

Physics 68 76

Maths 78 83

History 72 77

Sociology 67 75

Art and design 71 80

English 73 75

Percentage achieving A-C grades at A-levels by subject (2005/6)Task:

Write a sentence for each table explaining what it shows and use maths to explain your answer

WHY ARE GIRLS OUTPERFORMING BOYS?

• Read the 4 reasons on page 130 and 131• Decide which order you are going to

scale them in( most convincing to least convincing) once you have ordered them next to each one summarise each one and how it has raised the attainment of girls.

• Ext: to justify why you have put them in that order

Why are boys underachieving?

Learning objectives:To be able to describe different patterns of

achievement for students by genderTo explain reasons for underachievement of

boys in education

Thinking time....

• On your post-it note, write a point why you think boys are underachieving and the reasons behind them

Task 1. Using the pages 134 and 135 in

your textbook sort the statements into ones that you agree with the most and the least

2. Write down the two statements you agree with the most and the two that you agree with the least

3. Justify your answer

TASK: DEAR MR. GOVE • Your task for the next 15 minutes is to

write a letter to Mr. Gove explaining to him why boys are generally failing and methods he could use to put in place to counteract the problems

• Make sure you use the correct format to create the letter

• Use key terms and numbers to support your answer

• Low self esteem • Distractions

• Less willing to do work• Lack of aspirations• Peer pressure

• Crisis in masculinity• Anti school subculture

• Lack of competition in school

HOMEWORK:

• You need to collect the gender of each teacher you have and the number of females and males in each of your classes

• EG. Sociology –FemaleMale = 5 Female = 19

Gender differences and subject choice

Subject Gender of most students

Gender of the teacher

ART

SOCIOLOGY

TEXTILES

MUSIC

HISTORY

GEOGRAPHY

GERMAN

CREATE A TABLE LIKE THIS AND FILL IT IN WITH THE INFORMATION YOU COLLECTED FOR HOMEWORK AS A CLASS TOGETHER

TASK

• Page 132 in your textbooks• What similarities and differences are

there between Walton high’s results and the national data?

• Identify which subjects seem to be the most strongly dominated by males and which by females

Why are there such gender differences in subject choice?

Influences outside of school Influences inside

school

•Pressure from parents•Media-stereotypes•Toys from a young age EG. Police car•Parents expectations•hobbies

•Gender of the teacher•Peer pressure•Images in textbooks•Labelling by teachers•Domination of gender in the class room•The gender attached to the subject

Test your knowledge

• Identify and explain 3 factors that might be leading to females achieving higher grades than males in school (6 marks)

• Identify and explain 3 reasons why males and females choose different subjects at gcse and A-levels (6 marks)

Learning objectives:To able to understand how ethnicity can

affect school achievement To be able to identify patterns from statistics

to use in exam questions

What are the patterns for ethnicity and achievement?

What are the main trends?

1. Which ethnicity group achieves the highest number of A*- C grade?

2. Which ethnic group achieves the lowest?

3. What is the trend in terms of gender4. What is the percentage gap

between the highest and lowest achievers?

5. How can we explain these trends?

The underachievement of black males

Trends discussed

Reasons for black underachievement

Strategies to overcome this issue

What are the main trends?

vv

What is the role of

school in ethnicity

and achieveme

nt?

What factors occur in school that could explain the underachievement of

some ethnic minority groups

• Teachers labelling students- self fulfilling prophecy – reject label

• Anti school sub culture• Racism • Culture differences- cultural deprivation-

schools focus on British culture in attitudes and festivals E.g. Christmas

• Ethnicity of the teacher• Teachers favouring specific ethnic groups• Material deprivation can lead to bullying

Task

• On the next few slides there are some pictures of celebrities and famous people

• If you no who the person is and how that are famous then put your hand up

• If not, it is ok • This task has to be done in absolute

silence

king Henry the 8th

Mother Teresa

Nelson Mandela

Rosa parks

Margaret Thatcher

Florence nightingale

Mahatma Ghandi

The ethnocentric curriculum

• “ethnocentric”- an attitude that gives priority to the culture of the ethnic group while disregarding others E.g. White British culture

• The curriculum in the UK is tailored towards English language, literature, history, geography etc

• This could negatively impact the self esteem of other ethnic minority children

• However how does this explain Chinese students results?

TASK 1

• Your task for today is to complete the “ explaining ethnic differences in achievement: school factors” sheet

• You must complete all the questions with *’s next to them

• For the first 3 questions use page 140

• For the rest of the questions use pages 142 and 143

Ethnicity and Achievement: Home Factors

Learning objectives• To be able to understand how home

factors can influence a students achievement in school

• To be able to explain how social class and cultural factors may influence the achievement of some ethnic groups

• To be able to include all your ideas in an exam question

Last lesson recap:

1. What is an “ethnocentric curriculum”?

2. How might a lack of ethnic minority teachers cause the underachievement of students?

3. What is “institutional racism”?

Minority ethnic pupils are more likely toexperience deprivation than white British

pupils, especially Pakistani, Bangladeshi, black African pupils. For example 70% of Bangladeshi pupils and almost 60% of Pakistani and black African pupils live in the 20% most deprived post code areas compared to less than 20% of white British pupils

Discuss how the information in the extract supports the idea that social class may be a key influence in explaining differences in achievement between different ethnic groups

Home factors as explanations

• In your tables you have been given a description of the home factors that may explain the differences in achievement between ethnic groups

• You have been given some of the explanations for arguments either for or against

• Use page 138-139 to help complete the table• EXT: CAN YOU THINK OF ANY OTHER HOME

FACTORS?

Which factor is the most significant?

School Factors Home Factors

Teacher labellingEthnocentric curriculumLack of black teachersSubcultureInstitutional racism

Social classCultural differences e.g. languages spoken at homeParental expectations

Which factor you think is the most significant and why?

• In your exercise book explain which factor is the most significant. Try to include examples to support your argument

End of Unit Revision

Guess The Key Term

• IN THE ENVELOP THERE ARE CARDS’ WITH KEY TERMS WE HAVE LEARNT OVER THE WHOLE EDUCATION SYSTEM

• ONE PERSON FROM EACH TEAM WILL TRY AND EXPLAIN THE DEFINITION IN ONE MINUTE. THE TEAM WITH THE MOST CORRECT GUESSES WINNS!!

Vocational education or ‘vocationalism’

• Work related qualifications and training

- BTEC or Apprentices• The point of these is to aim to

provide skills directly needed for a certain job

Can you think of one strength and one weakness of these courses

VS

Functionalists or Marxists?

1. Education is meritocratic2. Education socialises children into common

values3. Education disadvantages working class

children4. Education enables social mobility5. Education encourages social cohesion6. Education prepares working class pupils for

working class jobs7. The hidden curriculum reinforces hidden ruling

class values

End of Unit Revision (2)

End of Unit Revision

• Complete the view of education sheet by reading the statements and labelling them a Marxist or Functionalists statement with a F or M. Or you can colour code them.

• You second task is to go no the back of the sheet we used last week and write in only ten words a generalised summary of Functionalists and Marxists perspectives on education

Key term alertQ) What is the difference between the

‘formal’ and the ‘hidden’ curriculum?

• FORMAL IS TAUGHT IN SCHOOL AS A LESSON ON YOUR TIMETABE

• THE HIDDEN CURRICULAM IS TAUGHT OUTSIDE OF LESSONS

• Can you think of any examples?• Punctuality, hierarchy, uniform, obedience

Social class, gender and ethnicity

• MUST: Explain what they mean (definition)

• SHOULD: Explain which groups of people it could effect the most (working class boys, Chinese students)

• COULD: suggest ways in which they could be tackled (policies etc)

1. Material deprivation2. Cultural deprivation3. Negative labelling4. Self fulfilling prophecy5. Streaming6. Anti school subculture7. Feminist movement8. Ethnocentric

curriculum

Education CAP Feedback

Learning objectives:To be able to read feedback and act upon it to improve your marks and grade

1. Use plans to help you re-write the 12 mark question. Use your notes Ect. To help

2. Ensure you have a detailed description of ‘vocationalism’- use guidelines form the mark scheme and the text book to help you

3. Choose one of the 5 mark question and create an answer that would get full marks- read my comments and ask others around you for help

Education CAP Feedback and Improvements

Question 7• Intro: Describe the main trends in terms of ethnicity

and achievement• P1: First reason for this difference is... This effects some ethnic minorities because...(However... Counter argument)• P3: However a students social class also effects

achievement because....This affects students results negatively because...• P4: Gender also has a large impact on educational

achievement. For example....This negatively impacts students...(However... Counter argument)Conclusion:...

• (a) Explain what is meant by the term “self-fulfilling prophecy” (2 marks).

• (b) Suggest three factors that occur inside schools that affect the role of education (6 marks).

• (c) Outline the contribution of labelling theory to our understanding of the role of education (12 marks).

PLAN YOUR ANSWER

(a) Explain what is meant by the term “hiddencurriculum” (2 marks). – 3 mins

(b) Suggest three functions that education mayperform for individuals and/or society. (6 marks). – 7 mins

(c) Outline some of the ways education contributesto cultural reproduction (12 marks). - 15 mins

(d) Compare Functionalist perspectives on the roleof education with a Marxist Perspective (20 marks). - 35 mins

Compare and Contrast

FUNCTIONALIST VIEWS ON THE ROLE OF EDUCATION

MARXIST VIEWS ON THE ROLE OF EDUCATION

How alike are these?

How different are these?With regard to?

With regard to?

With regard to?

With regard to?

Conclusion

1. Spider diagrams, lists2. Capture your readers attention – Ask a direct question

- Give a startling fact or statistic - Give an emphatic statement of opinion

- Explain what you are going to say3. This is the main body of your essay. This is where you 'say it' that is, you develop the points

raised in your introduction. So, if your introduction is well structured, and relevant all that remains for you to do is to write a paragraph on each of the points raised that are relevant to the title.

 Check that the final sentence or two of each paragraph relates back to the title, and/or your

premise. The final sentence of one paragraph should lead onto the opening sentence of the next paragraph. In this way your material is kept relevant and the developments flow on to your conclusion. Some link words/phrases will help here

 For example, 'On the other hand, positivist perspectives on crime statistics argue that they are

factual and measure actual behaviour.' 4. This is where your essay structure comes full circle by returning briefly to the points raised in

your introduction and development. It could contain a recapitulation of the arguments and possibly come down upon the side of your premise.

For example  'It follows from the above evidence that, far from being factual, as positivists suggest, crime

statistics are actually ideological and conceal the activities of the older, white, male, ruling classes. Consequently this adds to false consciousness and greater social control over the proletariat'.

NB: Remember - your conclusion is the last thing the examiner reads before giving you your mark!

Exam questions

• Discuss how far sociologists would agree that the situation in a pupil’s home is a more important cause of educational under-achievement than the type of school he or she attends. (12 marks)

• Discuss how far sociologists would agree that a pupil’s social class is the most important influence on his or her educational achievements. (12 marks)