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    Right so I'm about to start revising for this Unit, however I do not know where to begin!! All I remember from (self-teaching) the unit is that it is long, mundane and there is so much to remember!

    Does anyone have any revision notes they could send me? Or any tips at all would be helpful, I just don't know where to start and want to be prepared for Thursday!

    Anything on social policies, or all of the different perspectives to education, or whatever else we are supposed to know... I'd really appreciate it!

    Thanks
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    (Original post by BOWE)
    Not entirely true, I wrote about the same but admittedly I have larger than average handwriting, left gaps between each question and didn't have time to read over. but if you spend time planning your whole answer/ argument out first it speeds up your writing significantly, so don't dismiss something just because it's not how you yourself would do it.
    I'm not dismissing it because it's not how I would do it, I'm dismissing it because it totally goes against the fact that quality > quantity.

    But people are free to do what they wish. If they want to write 30+ pages of Level 1 comments on Thursday with their super large handwriting then that is up to them.
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    (Original post by Comeback)
    I'm not dismissing it because it's not how I would do it, I'm dismissing it because it totally goes against the fact that quality > quantity.

    But people are free to do what they wish. If they want to write 30+ pages of Level 1 comments on Thursday with their super large handwriting then that is up to them.
    No body ever said 30 plus pages....?

    My point is that you shouldn't dismiss it at all. Unless genuinely trying to be constructive, telling somebody that they're writing is at level 1 and must have been 'poor quality' to have written so much is unnecessary. Just worry about your own work , this site is to help each other and not to create unnecessary worry during an already stressful time.
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    PM me your email and I will send you my mind maps and some other great resources I have been sent

    (Original post by evekay)
    Right so I'm about to start revising for this Unit, however I do not know where to begin!! All I remember from (self-teaching) the unit is that it is long, mundane and there is so much to remember!

    Does anyone have any revision notes they could send me? Or any tips at all would be helpful, I just don't know where to start and want to be prepared for Thursday!

    Anything on social policies, or all of the different perspectives to education, or whatever else we are supposed to know... I'd really appreciate it!

    Thanks
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    (Original post by evekay)
    Right so I'm about to start revising for this Unit, however I do not know where to begin!! All I remember from (self-teaching) the unit is that it is long, mundane and there is so much to remember!

    Does anyone have any revision notes they could send me? Or any tips at all would be helpful, I just don't know where to start and want to be prepared for Thursday!

    Anything on social policies, or all of the different perspectives to education, or whatever else we are supposed to know... I'd really appreciate it!

    Thanks

    I've made these quick notes, just on Educational Policies. I apologize if there are any mistakes.

    Educational policies
    The Tripartite System (introduced under the Education Act 1944)
    Separates students, after taking the 11+ exam into 3 schools:
    -Grammar(highest)
    -Secondary(middle)
    -Technical (lowest scores)
    However: legitimises inequality: Girls still had to score higher to get into grammar schools and it ignored the environmental backgrounds of students (e.g. material deprivation, and how that impacts on their intelligence)
    The Comprehensive System (1965)
    Abolishes the 11+ exam, and encourages all students in one area to visit one school.
    However: Reproduces inequality through a)streaming (Douglas) and b) Labelling (Ball). Also creates a ‘myth of meritocracy’ in the sense that it makes it appear as though all students have an equal chance, regardless on class background. Because of Local Education Authorities, not every area had to abide by this comprehensive system, as is evident by the 164 grammar schools that still remain.
    Marketisation and Parentocracy
    Under the education Reform Act, the government had 2 aims:Reduce state control and increase parental choice and competition. This created what David called – ‘parentocracy’.To promote this they:
    • ·Created Ofsted.·
    • League Tables·
    • Formula Funding·
    • Competition
    However:
    • LEAGUE TABLES: Ball and Whitty argued that parents were still attracted to high ranking schools, and that this therefore meant that these schools could afford to be more selective, and recruit middle class students.
    • FORMULA FUNDING: Ball and Whitty argue that better schools tend to attract middle class students, who bring in more money. This money can therefore be saved because these students need less resources to increase their intelligence, therefore the school can spend this money on making it more attractive, and attract more middle class students (and so on).
    • PARENTOCRACY- Gewirtz argues that it is a ‘myth’ because middle class students have greater economic and cultural capital to gain access to the better school; therefore not every parent has the same equal opportunity.
    New Labour Policies (1997)
    In order to reduce inequality they introduced:
    • · Education action Zones.
    • · Aim Higher Programme.
    • · Education Maintenance Allowance.
    • · 2015 raise education leaving age to 18.
    • · Get rid of the ‘one size fits all’ approach and creates specialist schools(2007-85%).
    • · Create Academies to help failing schools (2010, 200 Academies)
    • · Create‘faith schools’, which Thompson argues increases diversity.
    However:The ‘One size fits all’ approach still exists, as is made evident by the National Curriculum, the cost of University has risen to £9,000, undermining the use of EMAs. There are still grammar and Private schools.
    Gender
    Whereas in the 19th Century girls were excluded from higher education and in the tripartite system they had to score higher than boys to gain access to grammar schools, policies introduced since then such as GIST and WISE have helped to reduce the gender gap in achievement.
    Ethnicity
    1) 1) Assimilation (1960/70s) into mainstream British culture e.g. by helping those who don’t have English as their first language.

    2) Multicultural Education: (1980s and 1990s)- Value all cultures equally to increase self esteem.
    However: Stone argues that it is misguided-for example Black pupils do not lack self esteem, and the New Right suggest that this would just create further divisions.

    3) Social Inclusion: (1990s).This does 2 main things: monitors the results of ethnic minorities and amends the Race Relations Act to make sure schools promote racial equality.
    However: Mirza argues that the policies are too ‘soft’and that the government should be tacking the main causes of inequality- racism and poverty.
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    (Original post by BOWE)
    No body ever said 30 plus pages....?

    My point is that you shouldn't dismiss it at all. Unless genuinely trying to be constructive, telling somebody that they're writing is at level 1 and must have been 'poor quality' to have written so much is unnecessary. Just worry about your own work , this site is to help each other and not to create unnecessary worry during an already stressful time.
    It was an exaggeration of what some people are likely to say on Thursday (after Unit 2).

    Pointing out that quality (which is where you gain access to level 2 and 3) is more important than quantity can be very constructive advice.

    I'll take the hint though and get revising. Good luck to you.

    edit: & sorry if I did cause further worry accidentally. I am quite stressed with all this work at the moment.
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    (Original post by bob smith 23)
    I've made these quick notes, just on Educational Policies. I apologize if there are any mistakes.

    Educational policies
    The Tripartite System (introduced under the Education Act 1944)
    Separates students, after taking the 11+ exam into 3 schools:
    -Grammar(highest)
    -Secondary(middle)
    -Technical (lowest scores)
    However: legitimises inequality: Girls still had to score higher to get into grammar schools and it ignored the environmental backgrounds of students (e.g. material deprivation, and how that impacts on their intelligence)
    The Comprehensive System (1965)
    Abolishes the 11+ exam, and encourages all students in one area to visit one school.
    However: Reproduces inequality through a)streaming (Douglas) and b) Labelling (Ball). Also creates a ‘myth of meritocracy’ in the sense that it makes it appear as though all students have an equal chance, regardless on class background. Because of Local Education Authorities, not every area had to abide by this comprehensive system, as is evident by the 164 grammar schools that still remain.
    Marketisation and Parentocracy
    Under the education Reform Act, the government had 2 aims:Reduce state control and increase parental choice and competition. This created what David called – ‘parentocracy’.To promote this they:
    • ·Created Ofsted.·
    • League Tables·
    • Formula Funding·
    • Competition
    However:
    • LEAGUE TABLES: Ball and Whitty argued that parents were still attracted to high ranking schools, and that this therefore meant that these schools could afford to be more selective, and recruit middle class students.
    • FORMULA FUNDING: Ball and Whitty argue that better schools tend to attract middle class students, who bring in more money. This money can therefore be saved because these students need less resources to increase their intelligence, therefore the school can spend this money on making it more attractive, and attract more middle class students (and so on).
    • PARENTOCRACY- Gewirtz argues that it is a ‘myth’ because middle class students have greater economic and cultural capital to gain access to the better school; therefore not every parent has the same equal opportunity.
    New Labour Policies (1997)
    In order to reduce inequality they introduced:
    • · Education action Zones.
    • · Aim Higher Programme.
    • · Education Maintenance Allowance.
    • · 2015 raise education leaving age to 18.
    • · Get rid of the ‘one size fits all’ approach and creates specialist schools(2007-85%).
    • · Create Academies to help failing schools (2010, 200 Academies)
    • · Create‘faith schools’, which Thompson argues increases diversity.
    However:The ‘One size fits all’ approach still exists, as is made evident by the National Curriculum, the cost of University has risen to £9,000, undermining the use of EMAs. There are still grammar and Private schools.
    Gender
    Whereas in the 19th Century girls were excluded from higher education and in the tripartite system they had to score higher than boys to gain access to grammar schools, policies introduced since then such as GIST and WISE have helped to reduce the gender gap in achievement.
    Ethnicity
    1) 1) Assimilation (1960/70s) into mainstream British culture e.g. by helping those who don’t have English as their first language.

    2) Multicultural Education: (1980s and 1990s)- Value all cultures equally to increase self esteem.
    However: Stone argues that it is misguided-for example Black pupils do not lack self esteem, and the New Right suggest that this would just create further divisions.

    3) Social Inclusion: (1990s).This does 2 main things: monitors the results of ethnic minorities and amends the Race Relations Act to make sure schools promote racial equality.
    However: Mirza argues that the policies are too ‘soft’and that the government should be tacking the main causes of inequality- racism and poverty.
    this is so helpful - thank you so so much!
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    what are the predictions for methods in context and research methods?
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    does anyone have any notes/resources for research methods?
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    (Original post by rmm13)
    what are the predictions for methods in context and research methods?
    these are quite hard to predict! not many predictions on them so id say just revise them all sorry!
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    (Original post by Comeback)
    It was an exaggeration of what some people are likely to say on Thursday (after Unit 2).

    Pointing out that quality (which is where you gain access to level 2 and 3) is more important than quantity can be very constructive advice.

    I'll take the hint though and get revising. Good luck to you.

    edit: & sorry if I did cause further worry accidentally. I am quite stressed with all this work at the moment.
    Don't worry , let's say no more about it and stay positive ! Hope your revision goes well, good luck
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    (Original post by Comeback)
    Sorry...what?

    You had 60 minutes in the exam.

    That means, at most, you spent 6 minutes reading, writing and checking per page of work, with NO break, 10 times over.

    Now I'm not an expert but that sounds to me like you either:

    1) Got extra time
    OR
    2) Regurgitated all you knew without thinking through what you were writing. In this case, your standard of work will be extremely poor.
    OR
    3) You are exaggerating.

    Even if you are an unusually fast writer, that quantity of work is ridiculous.

    edit: for clarification, I wrote about 6-6.5 pages



    Okay I was exaggerating but it felt like ten sides, dont have to get all ninja about it
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    i have a feeling methods in context will be something on researching parents, its never come up...
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    (Original post by amelia098)
    Okay I was exaggerating but it felt like ten sides, dont have to get all ninja about it
    Sorry I overreacted a little. xD

    Good luck for thursday
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    My teacher predicted policies and Marxism ( got the last families paper correct)
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    (Original post by comeback)
    sorry i overreacted a little. Xd

    good luck for thursday :d

    thanks you too
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    Anyone able to tell me how to structure the 20-mark methods question?
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    (Original post by nosaucethanks)
    Anyone able to tell me how to structure the 20-mark methods question?
    here you go
    Attached Files
  1. File Type: docx methods in context essay plan.docx (14.5 KB, 201 views)
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    Im fine for the methods in context section, thanks. It's question 9 I'm not sure about. For example, if it asks to examine the ethical problems associated with covert observation, how should we approach it?

    (Original post by risteard)
    here you go
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    (Original post by nosaucethanks)
    Im fine for the methods in context section, thanks. It's question 9 I'm not sure about. For example, if it asks to examine the ethical problems associated with covert observation, how should we approach it?
    unlikely to be that specific.

    Last year was a general ethics question, the answers i marked referred to a range of methods and landmark studies.
 
 
 
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