School organisation and culture

    OCR
    GCSE

    This study component necessitates a rigorous analysis of the internal dynamics of the education system, specifically focusing on school organisation, ethos, and the 'hidden curriculum'. Candidates must evaluate how processes such as teacher labelling, streaming, and the formation of pupil subcultures interact with external factors (class, gender, ethnicity) to produce differential achievement. Mastery requires distinguishing between structuralist perspectives (Functionalist, Marxist) which view school organisation as a reflection of wider society, and Interactionist perspectives which prioritise micro-level negotiations within the classroom. Critical engagement with the impact of educational policy on school culture, particularly marketisation and selection, is essential for top-band performance.

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    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 definition of 'Hidden Curriculum' distinct from the National Curriculum (e.g., hierarchy, obedience).
    • Credit application of the 'Self-fulfilling Prophecy' to explain divergence in achievement between social classes.
    • Responses must cite specific sociological studies (e.g., Paul Willis's 'Learning to Labour') when discussing anti-school subcultures.
    • Award top band marks for evaluating the impact of school ethos versus external factors (material deprivation) on student outcomes.

    Marking Points

    Key points examiners look for in your answers

    • Award marks for explicit definition of 'Hidden Curriculum' distinct from the National Curriculum (e.g., hierarchy, obedience).
    • Credit application of the 'Self-fulfilling Prophecy' to explain divergence in achievement between social classes.
    • Responses must cite specific sociological studies (e.g., Paul Willis's 'Learning to Labour') when discussing anti-school subcultures.
    • Award top band marks for evaluating the impact of school ethos versus external factors (material deprivation) on student outcomes.

    Examiner Tips

    Expert advice for maximising your marks

    • 💡For 12-mark questions, structure responses as: Point, Evidence (Study/Concept), Explanation, Evaluation (Counter-point).
    • 💡When discussing 'labelling', explicitly link the teacher's perception to the student's reaction (internalisation) to secure AO2 marks.
    • 💡Utilise the 'To what extent' command to juxtapose internal factors (school organisation) against external factors (home background).
    • 💡Memorise key studies (Ball, Becker, Hargreaves) to support AO1 claims; generic assertions are capped at lower levels.

    Common Mistakes

    Pitfalls to avoid in your exam answers

    • Conflating 'setting' (subject-specific) with 'streaming' (across all subjects) without distinction.
    • Describing the 'Hidden Curriculum' as secret lessons rather than the transmission of norms/values (e.g., punctuality, patriarchy).
    • Providing anecdotal evidence of teacher behaviour instead of citing sociological concepts like the 'Ideal Pupil'.

    Study Guide Available

    Comprehensive revision notes & examples

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    Key Terminology

    Essential terms to know

    Likely Command Words

    How questions on this topic are typically asked

    Identify
    Describe
    Explain
    Discuss
    Evaluate
    To what extent

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