Education: Organisation of Learning Plan (30)

A plan for you to use and adapt 💙

** Question from Hectic Teacher

Paragraphs:

- The curriculum

- Teachers

- Setting and streaming

- Selection policies

- Exams

INTRO

Context – AO1

- in school processes and internal factors

Content - AO2

- Lacey, Bartlett, Gillborn and Youdell, Becker

Line of argument – AO3

- impacts some social groups positively and some negatively

PARAGRAPH ONE - THE CURRICULUM

Education reform act (1988) - under the Tories

Brought in the curriculum and made sure all students study the same Also brought in league tables

Educational Triage - Gillborn and Youdell – A-C economy

- Hopeless cases

- C/D borderline

- Those that will pass anyway

The processes that happen because of the curriculum, girls will do better, and boys will be disadvantaged.

This is a process that is seen often within education as part of Bartlett discusses through cream skimming and silt shifting.

Silt shifting for hopeless cases, cream skimming for those who'll pass anyway.

Schools make the judgement of the triage.

PARAGRAPH TWO - SETTING AND STREAMING

Setting and streaming – lacey

Streaming happens often in lower years of education (year 7, one group for all lessons)

Setting happens as a result of ability.

Polarisation – bottom set gets bad grades, top set gets good grades, create a group who is lesser

Differentiation – how teacher support students of different ability

These create pro and anti-school subcultures through polarisation, differentiation, setting and streaming

Fuller – students can reject setting and streaming ideals, and chose not to opt into an anti-school subculture

Group of girls placed in lower sets decided to achieve on their own, influenced but did not create their success.

PARAGRAPH THREE - TEACHERS

Labelling Theory (Becker) teachers label students based on appearance, snap judgement and often linked to past experiences and ‘ideal pupil’ stereotype

Self fulfilling prophecy (Rosenthal and Jacobson) researchers labelling students based on perceived ability, monitored teacher interactions and these perceptions became reality impacting achievement (teacher attention)

Clowns and tigers (Rist) two groups of young students randomly labelled clowns and tigers based on ability, clowns were put further away and given less attention

PARAGRAPH FOUR - EXAMS

Exam tiers, higher and lower papers – lower papers capped at a 1-5 and the higher papers 4-9. Segregated intelligence (Strand) - often ethnic minority groups are placed in the lower exam paper groups and therefore there are lower expectations

New IQism (Gillbourn) teachers decide abilities based on perceptions AND if a certain group do better than anticipated then the boundaries/questions etc will change

INT: Speech Hierarchy (Tryona and Williams) UC – LC – Black Speech

EXT: Bernstein – speech codes

PARAGRAPH FIVE - SELECTION POLICIES

Schools having the power to choose students (Leech and Campos – selection by mortgage) - students who live in a better area = better school – SCHOOLS PICK THEIR CATCHMENT AREA (1970S – COMPREHENSIVIATION)

Moore and Davenport – ethnic segregations in the UK, similar in the UK – applications/interviews, institutional racism

However,... it is not just ethnic groups who experience this, Jackson and Slee found that girls were seen more attractive to schools due to the idea pupil stereotype

We can also AO3 with external factors to counter our argument (importance of internal in our essay)

CONCLUSION

As can be seen through the discussion of internal factors, teachers have a significant impact on student achievement. This could be because of the power the teacher holds or student reactions. Other internal factors influencing achievement are exam tiers as well as setting and streaming students based on ability. This is seen through the work of Gillborn and Youdell and their educational triage as well as Lacey with the pro/anti school subcultures. Therefore, it is fair to conclude that internal factors greatly impact student achievement.