aqa sociology paper 1

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lilianbaker
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#1
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#1
how did you all find it????
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mthea
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#2
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#2
(Original post by lilianbaker)how did you all find it????

wtf were those first 2 questions
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lilianbaker
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#3
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#3
ahahahahah for real!!! I defo got the first wrong, I was speaking about Pisa or something lmaooooo


looking back I should have wrote about in school meritocracy blah blah blah

also for the 30 marker I completely missed out diversity and focused on school choice arghhh!!!
(Original post by mthea)
(Original post by lilianbaker)how did you all find it????

wtf were those first 2 questions
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Aathira N
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#4
the last question was confusing
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lilianbaker
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broooo fr! I was waffling about death and birth rates cba
(Original post by Aathira N)
the last question was confusing
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mthea
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(Original post by lilianbaker)
ahahahahah for real!!! I defo got the first wrong, I was speaking about Pisa or something lmaooooo


looking back I should have wrote about in school meritocracy blah blah blah

also for the 30 marker I completely missed out diversity and focused on school choice arghhh!!!
I wrote about school diversity like lots of different types of schools
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mthea
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#7
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(Original post by lilianbaker)
broooo fr! I was waffling about death and birth rates cba
Pahahaha what question are u on about
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Aathira N
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#8
(Original post by mthea)
Pahahaha what question are u on about
the one of official stastics not being a social fact
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malaikaa
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#9
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(Original post by mthea)
(Original post by lilianbaker)how did you all find it????

wtf were those first 2 questions
no fr
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Tytus
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Q1) Two ways in which schools make pupils compete against each otherStandardised Testing - pupils want to achieve better grades to hold a higher status within schoolHaving sets/streams - pupils want to be in top sets for their subjects Q2) 3 ways that schools are patriarchal Male headteachers - although there are significantly more female teachersHidden Curriculum - restrictions on uniform, punishment of the same behaviour as boysTeacher Attention - teachers pay more attention to boys as they need to be disciplined more often - this point felt like a stretch and I'm not quite sure if its right Q3) Two ways in which processes and relationships within schools lead to anti-school subculture Labelling - Becker - Gillborn & Youdell found teachers racially stereotyped black pupils - Sewell found that boys respond to teacher labelling by forming anti-school subcultures.
Streaming and Setting - Ball & Keddie - being placed in a lower set could affect the pupils self-concept leading to a self-fulfilling prophecy which deprives them of motivation and may turn to anti-school subcultures.
Q4) Marketisation policies which increased diversity and choice in education
National Curriculum - schools taught the same subject - allowed to compare schools to see which are the best at teaching the curriculum - greater parental choice (Miram David - Marketisation = Parentocracy) - Evaluation - Ethnocentric (Troyna & Williams) - increased choice for middle class.
League Tables - tool used by parents to compare schools based on results - led to competition & greater parental choice + International Rankings & PISA/TIMMS assessments - Evaluation - New Right argue that competition between other businesses is the most efficient way of running any service - Chubb and Moe - schools are more responsive to their customers - ultimately raises educational standards - However some argue that league tables led to greater inequalities (Ball, Bowles and Gerwitz) - silt sifting and cream skimming due to league tables - again benefits the middle class.
OFSTED - tool used by parents to compare schools based on report - similar to league tables - increased parental choice - Evaluation - Gerwitz - privileged and disconnected local choosers - again benefits the middle class.
Vocational Education - NVQ's, GNVQ's, training schemes etc introduced for less academically able students - they are taught specialist skills needed in the workplace - increased diversity and choice in education - Evaluation - Marxism - Education produces a workforce which serves capitalism - Training schemes often stereotypical - girls into beauty and boys into manual work.
I was only able to make 4 points because I have spent a little bit longer on question 5 which I have done first.
Q5) Group Interviews - subject choice
Introduction - method of collecting a lot of research by asking questions to multiple respondents at the same time - may follow any structure - Structured/Semi-structures/Unstructured - explained each. Positivists like structured interviews because of quantitative data - Interpretivists like unstructured interviews because of qualitative data.
Practical - Cost - participants often volunteer to be part in an interview - cost may be diverted into meeting place. Time - from Item "parents may not be able to find time" - leads to small sample - less representative/reliable and valid. Access/Availability - researcher may reach out to schools to pass on invitation to take part in interview - school may choose who gets invited.
Ethical - Consent - by participating consent is granted. Confidentiality - researcher must avoid personal areas to avoid harm (less likely as aim of research is subject choice). Anonymity - some may participate only when fully anonymous - impact on research as researcher may want to find difference in subject choice between genders.
Theoretical - interviews often collect qualitative data - show a true picture - therefore valid - However as stated in the Item "participants may be affected by peer pressure" - impacts validity. Representativeness - diversity within respondents to reflect wider society - but often small sample so may be unrepresentative. Reliability depends on representativeness of the sample - different social groups share similar values/norms/beliefs etc. Can be repeated if sample is diverse - may be difficult due to size of sample.
Q6) Official Statistics should not be seen as social facts
Usually there is a deeper meaning/motivation between statistics e.g., reasons for girls performing better than boys - stats show girls perform better than boys - facts are based on simple definitions - many reasons why girls perform better than boys - cannot be narrowed down to a distict reason.
Different societies hold different attitudes and values - official statistics cannot show the same results in every society therefore should not be seen as social facts.
Last edited by Tytus; 4 weeks ago
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Tytus
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#11
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#11
Gillborn & Youdell found teachers racially stereotyped black pupils - Sewell found that boys respond to teacher labelling by forming anti-school subcultures.
Streaming and Setting - Ball & Keddie - being placed in a lower set could affect the pupils self-concept leading to a self-fulfilling prophecy which deprives them of motivation and may turn to anti-school subcultures.
Q4) Marketisation policies which increased diversity and choice in education
National Curriculum - schools taught the same subject - allowed to compare schools to see which are the best at teaching the curriculum - greater parental choice (Miram David - Marketisation = Parentocracy) - Evaluation - Ethnocentric (Troyna & Williams) - increased choice for middle class.
League Tables - tool used by parents to compare schools based on results - led to competition & greater parental choice + International Rankings & PISA/TIMMS assessments - Evaluation - New Right argue that competition between other businesses is the most efficient way of running any service - Chubb and Moe - schools are more responsive to their customers - ultimately raises educational standards - However some argue that league tables led to greater inequalities (Ball, Bowles and Gerwitz) - silt sifting and cream skimming due to league tables - again benefits the middle class.
OFSTED - tool used by parents to compare schools based on report - similar to league tables - increased parental choice - Evaluation - Gerwitz - privileged and disconnected local choosers - again benefits the middle class.
Vocational Education - NVQ's, GNVQ's, training schemes etc introduced for less academically able students - they are taught specialist skills needed in the workplace - increased diversity and choice in education - Evaluation - Marxism - Education produces a workforce which serves capitalism - Training schemes often stereotypical - girls into beauty and boys into manual work.
I was only able to make 4 points because I have spent a little bit longer on question 5 which I have done first.
Q5) Group Interviews - subject choice
Introduction - method of collecting a lot of research by asking questions to multiple respondents at the same time - may follow any structure - Structured/Semi-structures/Unstructured - explained each. Positivists like structured interviews because of quantitative data - Interpretivists like unstructured interviews because of qualitative data.
Practical - Cost - participants often volunteer to be part in an interview - cost may be diverted into meeting place. Time - from Item "parents may not be able to find time" - leads to small sample - less representative/reliable and valid. Access/Availability - researcher may reach out to schools to pass on invitation to take part in interview - school may choose who gets invited.
Ethical - Consent - by participating consent is granted. Confidentiality - researcher must avoid personal
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Tytus
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#12
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#12
(Original post by Tytus)
Gillborn & Youdell found teachers racially stereotyped black pupils - Sewell found that boys respond to teacher labelling by forming anti-school subcultures.
Streaming and Setting - Ball & Keddie - being placed in a lower set could affect the pupils self-concept leading to a self-fulfilling prophecy which deprives them of motivation and may turn to anti-school subcultures.
Q4) Marketisation policies which increased diversity and choice in education
National Curriculum - schools taught the same subject - allowed to compare schools to see which are the best at teaching the curriculum - greater parental choice (Miram David - Marketisation = Parentocracy) - Evaluation - Ethnocentric (Troyna & Williams) - increased choice for middle class.
League Tables - tool used by parents to compare schools based on results - led to competition & greater parental choice + International Rankings & PISA/TIMMS assessments - Evaluation - New Right argue that competition between other businesses is the most efficient way of running any service - Chubb and Moe - schools are more responsive to their customers - ultimately raises educational standards - However some argue that league tables led to greater inequalities (Ball, Bowles and Gerwitz) - silt sifting and cream skimming due to league tables - again benefits the middle class.
OFSTED - tool used by parents to compare schools based on report - similar to league tables - increased parental choice - Evaluation - Gerwitz - privileged and disconnected local choosers - again benefits the middle class.
Vocational Education - NVQ's, GNVQ's, training schemes etc introduced for less academically able students - they are taught specialist skills needed in the workplace - increased diversity and choice in education - Evaluation - Marxism - Education produces a workforce which serves capitalism - Training schemes often stereotypical - girls into beauty and boys into manual work.
I was only able to make 4 points because I have spent a little bit longer on question 5 which I have done first.
Q5) Group Interviews - subject choice
Introduction - method of collecting a lot of research by asking questions to multiple respondents at the same time - may follow any structure - Structured/Semi-structures/Unstructured - explained each. Positivists like structured interviews because of quantitative data - Interpretivists like unstructured interviews because of qualitative data.
Practical - Cost - participants often volunteer to be part in an interview - cost may be diverted into meeting place. Time - from Item "parents may not be able to find time" - leads to small sample - less representative/reliable and valid. Access/Availability - researcher may reach out to schools to pass on invitation to take part in interview - school may choose who gets invited.
Ethical - Consent - by participating consent is granted. Confidentiality - researcher must avoid personal
areas to avoid harm (less likely as aim of research is subject choice). Anonymity - some may participate only when fully anonymous - impact on research as researcher may want to find difference in subject choice between genders.
Theoretical - interviews often collect qualitative data - show a true picture - therefore valid - However as stated in the Item "participants may be affected by peer pressure" - impacts validity. Representativeness - diversity within respondents to reflect wider society - but often small sample so may be unrepresentative. Reliability depends on representativeness of the sample - different social groups share similar values/norms/beliefs etc. Can be repeated if sample is diverse - may be difficult due to size of sample.
Q6) Official Statistics should not be seen as social facts
Usually there is a deeper meaning/motivation between statistics e.g., reasons for girls performing better than boys - stats show girls perform better than boys - facts are based on simple definitions - many reasons why girls perform better than boys - cannot be narrowed down to a distict reason.
Different societies hold different attitudes and values - official statistics cannot show the same results in every society therefore should not be seen as social facts.
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Tytus
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#13
First time commenting here so the previous posts are a little messed up but this is what I wrote and my teacher said I was perfect so I hope this helps
Last edited by Tytus; 4 weeks ago
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Imstressed24/7
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#14
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#14
omg im so done lol i dont think ill be able to get a good grade!
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Imstressed24/7
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#15
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#15
(Original post by Tytus)
First time commenting here so the previous posts are a little messed up but this is what I wrote and my teacher said I was perfect so I hope this helps
how is your prep going for paper 2?
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