2. 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
3. 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
5. 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
6. 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
7. 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.
8. Disagreement
The Ruling Class
The Working
Class
A society based
on making
money
A society where
everyone is
equal
Bourgeoisie
Communism
Capitalism
Conflict
Proletariat
MATCH UP THE
DEFINITION WITH THE
KEY TERM
9. 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
10. 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
11. • 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!
12. 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
13. 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
14. 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
15. What is learned through the
formal and informal curriculum?
Formal learning
Informal 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
16. 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
20. 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
21.
22.
23.
24.
25. • What is the hidden curriculum?
( 4 marks)
• Describe one change that the education
act in 1870 introduced ? (2 marks)
26. 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
27. 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:
28. Knowledge check-Education acts
1870, 1944 and 1965
1. Name one change that the 1870 education act introduced
2. Why was the 1944 act introduced
3. 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 schools
6. Which school had the highest percentage of students?
7. Name 2 reasons why this system wasn't meritocratic
8. What type of school was introduced in 1965?
9. What did this aim to do?
10. How might it have reproduced class inequality's?
29. Task:
• Create a leaflet explaining the schooling
system now
You need to include:
• Dates
• examples of different schools: grammar
private and public and explain
• Different subject choices
• Images and pictures and colour
30. • Why would some sociologist suggest
that the role of education is to prepare
you for life in the work place (12 marks)
31. 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 ?
32. 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
33. 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.
34. Education Reform Act 1988
Learning Objectives:
To understand the main changes
that occurred in 1988
35. 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.
36. 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
37. 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?
38. • 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?
39. 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
43. 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
44. 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 SCHOOL
TO SEE PROGRESS
LEAGUE TABLES:
SHOWS SCHOOLS THAT
THAT ARE UNDER
ACHEIVING
MARKETISATION:
MAKES SCHOOLS
COMPETE FOR MONEY
MARKETISATION:
SCHOOLS CAN BE TOO
PUSHY
45. 1997 labour policy‟s
Tony Blair
Learning objectives:
Describe and asses educational
policy‟s since 1997
46. Task:
Read page 118 and 119 in your sociology
textbooks
Create a leaflet explaining the 4 main areas
that the labour party addressed
• Raising standards
• Reducing inequalities
• Promoting diversity
• Choice in education
47. Michael Gove-
Educational secretary for
the current government
He makes decisions about
education and introduces
new policies into the UK
WHO IS THIS MAN?
48. 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”?
49. 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
50. 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.
51. 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
52. 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?
53. Review of education policies
Learning objectives:
To be able to re-call the different education
policies
To be able to answer a 12 mark question correctly
56. Education and Social Class
Learning objectives:
To be able to explain how social class is
judged
To be able to describe the main trends
57. 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?
59. 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
60. 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.......
61. 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
62. 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
63. 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 examples
Working 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
64. 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
65. 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
66. Key term alert!
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
67. How could this affect
achievement?
In your own words explain how either:
a) poorer language
Or
b) lack of educational entertainment
..... Could explain the under achievement
of working class pupils
Ext: can you count argue these policies?
69. How is sesame street helping
disadvantaged children?
70. EXIT TICKET:
• WHICH HAS A LARGER IMPACT ON
THE ACHIVEMENT OF WORKING
CLASS STUDENTS?
MATERIAL DEPRIVATION
OR
CULTURAL DEPRIVATION ?
71. How might factors in school
effect achievement?
Learning objectives:
To examine the effects
of labelling, self-
fulfilling prophecy and
streaming on student
achievement
73. Getting you thinking...
No names
• Do teachers judge students?
• What do they judge them on?
• Is it positive/negative or both?
Discussion
74. “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
75. 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
76. • 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.
77. What is a self-fulfilling
prophecy?
1. A student is labelled by a teacher
2. The teacher treats them according to
their label
3. 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.
78. 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
79. 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
80. How might school affect
achievement?(2)
Learning objectives:
To examine the effects of labelling,
self-fulfilling prophecy, streaming and
counter-culture on student achievement
81. Recapping last lesson
1. What is labelling?
2. What is the self fulfilling prophecy?
3. What did Rosenthal and Jacobson find?
82. 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
83. 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
85. 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?
87. 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
88. 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
89. 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?
90. Learning objectives:
To be able to describe different
patterns of achievement for
students by gender
To explain reasons for
improvements in education for
girls
92. Statements:
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
7. Single sex schools improve male achievement
8. Boys benefit from a competitive environment
9. Boys and girls are “naturally”/neurologically different
and learn in different ways
93. TRUE FALSE
DEBATABLE
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
94. 2004/5 2005/6 2006/7 2007/8
Males 52 54 57 60
Females 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
95. 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
96. Why are boys
underachieving?
Learning objectives:
To be able to describe different patterns of
achievement for students by gender
To explain reasons for underachievement of
boys in education
97. Thinking time....
• On your post-it note, write a point why
you think boys are underachieving and
the reasons behind them
98. 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
99. • 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
100. 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 –Female
Male = 5 Female = 19
102. 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
103. 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
104. 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
105. 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)
106.
107. 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
108. 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 gender
4. What is the percentage gap between
the highest and lowest achievers?
5. How can we explain these trends?
109. The underachievement of black
males
Trends discussed Reasons for black
underachievement
Strategies to
overcome this
issue
112. What factors occur in
school that could explain
the underachievement of
some ethnic minority
groups
113. • 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
114. 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
122. 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?
123. 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
124.
125. • 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
126. 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”?
127. Minority ethnic pupils are more likely to
experience 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
128. 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?
129.
130. Which factor is the most
significant?
School Factors Home Factors
Teacher labelling
Ethnocentric
curriculum
Lack of black
teachers
Subculture
Institutional racism
Social class
Cultural differences
e.g. languages spoken
at home
Parental expectations
131. 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
133. 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!!
134. 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
135. Can you think of one strength and one
weakness of these courses
VS
136.
137. Functionalists or Marxists?
1. Education is meritocratic
2. Education socialises children into common
values
3. Education disadvantages working class children
4. Education enables social mobility
5. Education encourages social cohesion
6. Education prepares working class pupils for
working class jobs
7. The hidden curriculum reinforces hidden ruling
class values
139. 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
140. Key term alert
Q) 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
141. 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 deprivation
2. Cultural deprivation
3. Negative labelling
4. Self fulfilling prophecy
5. Streaming
6. Anti school subculture
7. Feminist movement
8. Ethnocentric curriculum
143. 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
144. 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:...
145. • (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).
146. PLAN YOUR ANSWER
(a) Explain what is meant by the term “hidden
curriculum” (2 marks). – 3 mins
(b) Suggest three functions that education may
perform for individuals and/or society. (6 marks). –
7 mins
(c) Outline some of the ways education contributes
to cultural reproduction (12 marks). - 15 mins
(d) Compare Functionalist perspectives on the role
of education with a Marxist
Perspective (20 marks). - 35 mins
147. 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
148. 1. Spider diagrams, lists
2. 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 say
3. 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!
149. 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)
Editor's Notes
REVITION FOR CAP 2 COMES IN NOW!!
O the next slide there is a graph get the students to write down the questions firrst
