1. Paper 1 Topic 2 Education Revision

2. Formal education: Where learning takes place in institutions like schools, colleges and universities. What is formal and informal education? Informal education: Where learning takes place as people observe what is happening around them in daily life.

3. InformalFormal What is formal and informal education?

4. What is the role (or purpose) of the formal education system? Economic roleSelective role Secondary socialisation Social controlPolitical role and social cohesion Promotes social mobility Why do we need schools?

5. Different sociological approaches to the education system. However...... Not all sociologists think the education system is a good thing. Different sociologists have different views…

6. Functionalists would say the roles of education we have looked at on the previous slide are beneficial to society. It’s that word again! 1. Functionalist sociologist Let’s remind ourselves..... What position do functionalists take when they examine society? Functionalists viewpoints look at institutions in society in terms of the positive role they play in society. Thus, for functionalists, education is seen as performing a beneficial or positive role in society. Different sociological approaches to the education system.

7. It’s that word again! 1. Functionalist sociologist Different sociological approaches to the education system.

8. 2. Marxist sociologist Marxists believe society is divided into two groups of people with conflicting interests: The privileged upper classes who own the land, resources and wealth and have the power in society. The working classes who lack wealth and power. They are exploited by the wealthy class.

9. The education system reinforces the class system. Not all children get an equal opportunity. The education system socialises young people into accepting a set of values and norms that are set by the most powerful groups in society. Social control in schools teaches students to accept social control in wider society. Only the political and economic ideas and views of the powerful capitalists are taught and tolerated. Different sociological approaches to the education system. 2. Marxist sociologist

10. Different sociological approaches to the education system. 2. Marxist sociologist

11. The Development of Education in Britain. 1880, The Forster Education Act introduces compulsory elementary education of the ‘3Rs’ up to 11 years...

12. The Second World War 1939-45 prompts debate about what Britain should be like when it is all over... The Development of Education in Britain.

13. The 1944 Butler Education Act Establishes a free, state-run education system for all Primary schools up to 11 Introduces the 11+ exam at 11 Compulsory secondary education introduced A Tripartite System of secondary schools to 14: Grammar schools, secondary modern schools, technical schools Further and higher education colleges beyond the school leaving age The Development of Education in Britain.

14. However, the Tripartite System was criticised because: 11+ exam was sat too early, so unfair and unreliable as an indicator of children’s ability Grammar, secondary modern and technical schools were not equal The system reinforced social class divisions – middle class children went to grammar schools got qualifications and went into middle class jobs, working class children went to secondary modern schools Most children who went to secondary modern schools were almost guaranteed to fail in education (the self- fulfilling prophecy) The Development of Education in Britain.

15. In the 1960s and 70s the Tripartite System is gradually replaced by comprehensive secondary schools: The possibility of success in education remains open throughout a child’s time at school Late developers are catered for. Fewer children leave school without any qualifications. The large size of allows a wider range of courses. All children attend the same school, allowing the social classes to mix and break down traditional class segregation. Children, particularly working class ones, can reach their full potential, allowing upward social mobility. The Development of Education in Britain.

16. However, comprehensive schools are criticised: Comprehensives get poorer results than selective schools (e.g. remaining grammars). They are too large and impersonal. Mixed ability teaching holds back brighter students who have to go at the pace of the slowest. Because they draw their pupils from one catchment area, they are often made up of one social class. The Development of Education in Britain.

17. In the 1960s and 70s the Tripartite System is gradually replaced by comprehensive secondary schools: The education system today: 3-4: nursery schools 5-11: primary schools 11-16: secondary schools: 16-18: further education 18+: higher education

18. Because of reforms (changes) over the last 30 years there are now different several types of secondary schools ComprehensivesCity technology colleges City academies Surviving grammar schools Special schools Faith schools Specialist secondary schools The Development of Education in Britain.

19. What about private education? About 615,000 0r 7% of children attend independent schools. Their parents pay fees. Independent schools do not have to follow the National Curriculum in the same way that state schools do. The Development of Education in Britain.

20. The formal curriculum is the school’s planned programme of learning aims, content, experiences, resources and assessment. It is what students learn in their timetabled lessons. What is the Hidden Curriculum The hidden curriculum is the way in which the organisation of teaching, the school’s rules and routines shape students’ attitudes and behaviour. It is what students learn at school that is not formally taught in their lessons.

21. The Hidden Curriculum PowerlessnessInequalityHierarchy/class Controlling boredomRace Gender socialisation Accepting authority What is the Hidden Curriculum?

22. 1979-911991-971997-20072007-10 Different political parties (Conservatives, Labour, Liberal Democrats) have different ideas and policies about how schools should be organised and run. When they get into power they can implement their policies. Schools are failing.... Educatio n educatio n educatio n Why is education a political issue? 2010-….. As a result, schools have experienced an enormous amount of change (or reform) over the last 30 years...

23. What recent reforms (changes) have been introduced into the education system? 1979-97: The Conservatives Main idea: Schools were failing. Solution – introduce competition (marketisation). Good schools will thrive and poor schools will wither and die. National Curriculum with testing at 7,11,14 (SATs), 16 (GCSE), 18 (A level). Results published in league tables, free parent choice (attracted to good schools) Ofsted inspections every 5 years New vocationalism (work focused learning)

24. What recent reforms (changes) have been introduced into the education system? 1997-2010: New Labour Numeracy and literacy strategy E A Zs and Excellence in Cities Programme Ofsted inspections every 3 years Competition and marketisation continues. Specialist secondary schools Failing schools close, reopened as academies Educational maintenance allowance (to encourage poorer pupils to carry on 16+) Building Schools for the Future programme

25. What recent reforms (changes) have been introduced into the education system? 2010: The Coalition… Most schools to become academies Free schools Pupil premium – pupils from poorer backgrounds come to schools with more money than other pupils (judged on free school meals)

26. What factors determines educational achievement? The school Schools vary across the country and can influence how well you do. Innate ability The ability you were born with (a biological reason). Home background The social class of your parents is very important Gender Up to the 1970s, boys did better than girls. Since the 1980s, girls have caught up with, and overtaken, boys. Ethnicity Different ethnic minority groups achieve differently at school Educational Achievement

27. Rutter identified the following features of a good school: Teachers have high expectations Material quality of the school (buildings, classrooms) Smaller class sizes A school ethos valuing achievement Strong leadership Mixture of pupil abilities Students treated as responsible people Lots of praise and encouragement Teachers are positive role models Explaining Educational Achievement Schools vary. Clearly good schools make a difference… 1. Schools:

28. Setting: Where students are placed in different groups according to their ability. Streaming: Where students are placed in an upper or lower stream for all subjects. Should schools select students by ability? 1. Schools: Explaining Educational Achievement

29. Student A: Student B: 1. Schools: Self-fulfilling prophecy: Where teachers label a student as an underachiever and place them in bottom streams or sets through school. Unsurprisingly, they do less well in exams and the teacher’s original predictions are confirmed. Labelling: Where students who are neat, conscientious and polite are labelled ‘clever’ by teachers, but students who are untidy, disorganised, awkward and disruptive are less likely to gain a teacher’s approval. Explaining Educational Achievement

30. Are more likely to start primary school without basic literacy and numeracy skills Do less well at Key Stage 1, 2 and 3 SATs Are more likely to be in lower sets Get fewer GCSEs at lower grades Are more likely to leave school at 16 Are less likely to go on to college or university 2. Social class: Compared to children from a middle class background, children coming from working class families: Explaining Educational Achievement

31. 1. Poverty and home circumstances – poor housing, lack of heating, poor diet, lack of access to books, internet, etc… 3. Parents’ level of education, attitudes and involvement – Middle class parents have a positive attitude to education (socialise their children) high expectations and intervene in their children’s education… 2. Cultural deprivation v culturally rich environment : Middle class children grow up in homes where the language is more developed, watch different TV, trips to museums, etc… 4. School – Working class children are more likely to attend poor schools with more problems - old buildings/staff turnover... 2. Social class: Working class children have to overcome disadvantages: Explaining Educational Achievement

32. 3. Gender: Compared to boys, girls are now doing better than boys at all levels of education: Are more likely to start primary school with superior reading and writing skills Do better at Key Stage 1, 2 and 3 SATs Are more likely to be in higher sets Get more GCSEs at higher grades Get more grade ‘A’s at A level More young women now go to university Explaining Educational Achievement

33. 1. Biological – Girls brains (communication) and they mature earlier e.g. 2 years at 16. 2. At home – girls socialisation, working mothers 3. At school – Changes to teaching styles and exams (coursework), teachers have higher expectations of girls and are less susceptible to peer pressure 4. Attitudes – Girls work harder, are better organised… 5. Changes in society: Feminism, female status, move from manual to non-manual jobs, more working women 3. Gender: Explaining Educational Achievement

34. Remember: Pupils from Indian and Chinese backgrounds are more likely to do well at school at all the measures above. 3. Ethnicity: Compared to the white majority, pupils whose parents are of Afro-Caribbean, Pakistani and Bangladeshi origin are more likely to do badly at school: They have below average reading ability Are more likely to be in lower sets or streams Are more likely to get excluded Get fewer GCSEs at lower grades Are more likely to leave school with no qualifications Are less likely to stay on in further education and go on to university Explaining Educational Achievement

35. 3. Ethnicity: 1. Social – There is a strong link to social class (a high proportion of Pakistani/Bangladeshi/Afro-Caribbean pupils come from working class backgrounds. The reasons for working class pupils doing worse apply here too. 2. Racism and labelling – Afro-Caribbean boys are more likely to come into conflict with teachers than other boys. The curriculum is Eurocentric. (Idea of institutional racism.) 3. Language – For many, English is a second language. Explaining Educational Achievement