Education as a social institution

    AQA
    GCSE

    Candidates must analyse the role and functions of the education system within the contemporary UK social structure, evaluating competing perspectives including Functionalism, Marxism, Feminism, and the New Right. The study demands a rigorous assessment of differential educational achievement, requiring candidates to weigh the significance of external factors (material and cultural deprivation, capital) against internal school processes (labelling, subcultures, institutional racism). Furthermore, candidates must critique the evolution of educational policy from 1944 to the present, specifically analysing the impact of marketisation and privatisation on social mobility and inequality.

    0
    Objectives
    4
    Exam Tips
    3
    Pitfalls
    3
    Key Terms
    4
    Mark Points

    What You Need to Demonstrate

    Key skills and knowledge for this topic

    • Award marks for explicit linkage of sociological theory (e.g., Functionalism, Marxism, Feminism) to the specific question context.
    • Credit responses that accurately distinguish between material deprivation (financial constraints) and cultural deprivation (values/norms).
    • Candidates must apply specific sociological studies (e.g., Willis, Ball, Durkheim, Parsons) rather than relying on general knowledge.
    • High-level responses must evaluate the impact of educational policies (e.g., 1988 Education Reform Act, Pupil Premium) on social mobility.

    Marking Points

    Key points examiners look for in your answers

    • Award marks for explicit linkage of sociological theory (e.g., Functionalism, Marxism, Feminism) to the specific question context.
    • Credit responses that accurately distinguish between material deprivation (financial constraints) and cultural deprivation (values/norms).
    • Candidates must apply specific sociological studies (e.g., Willis, Ball, Durkheim, Parsons) rather than relying on general knowledge.
    • High-level responses must evaluate the impact of educational policies (e.g., 1988 Education Reform Act, Pupil Premium) on social mobility.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 12-mark 'Discuss how far' questions, ensure a conclusion is provided that directly answers the 'how far' element to access the top band.
    • 💡When using the Item, explicitly quote or paraphrase the relevant hook and immediately link it to a sociological concept (e.g., 'The Item mentions league tables, which links to the concept of marketisation...').
    • 💡Allocate approximately 1 minute per mark; spend 12-15 minutes on the final 12-mark essay.
    • 💡Use the PERC structure for paragraphs: Point, Explain, Refer (to sociologist/study), Critique/Evaluate.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Confusing 'nature' (biological) with 'nurture' (socialisation) arguments regarding intelligence and achievement.
    • Failing to explicitly reference the 'Item' provided in the question paper for 4-mark and 12-mark questions.
    • Presenting anecdotal evidence or personal opinion instead of sociological concepts (e.g., saying 'boys are lazy' instead of discussing 'crisis of masculinity' or 'anti-school subcultures').

    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Discuss how far
    Examine
    Evaluate

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