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Sociology A Level- Education AQA > Policy > Flashcards

Policy Flashcards

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Sociology 101 flashcards
1
Q

What are policies?

A

Principles, rules, and guidelines formulated or adopted by an organisation to reach its long term goals

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2
Q

When was free, compulsory education introduced?

A

1872

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3
Q

Which policy introduced free, compulsory education?

A

Education Act

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4
Q

What were the aims of free, compulsory education?

A
  • Creating a meritocratic society
  • Raising educational standards
  • Economic efficiency
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5
Q

Who discussed equality in educational opportunity?

A

Gillborn and Youdell

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6
Q

What are the types to equality in education?

A
  • Equality of access- right and opportunities
  • Equality of outcome- same benefits from education
  • Equality of circumstances- same socioeconomic status at the start of school
  • Equality of preparation- same experiences at school
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7
Q

What is the order of educational policies?

A

1944- Butler act/ tripartite
1965- Comprehensive system
1977- New labour policies
1988- Education reform act
2010- Coalition government

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8
Q

What were the aims of the tripartite system?

A
  • Creating a meritocratic society
  • Economic efficiency
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9
Q

Why is the tripartite system also called the Butler act?

A

It was introduced by conservative politician R.A. Butler

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10
Q

What did the tripartite system introduce?

A
  • Free education for all
  • 11+ exam based on belief that students had fixed ability by age 11
  • 3 school types
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11
Q

What were the 3 school types introduced by the tripartite system?

A
  • Grammar school
  • Technical school
  • Secondary modern school
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12
Q

Features of a grammar school:

A
  • Focus on academic achievement
  • Sit ‘O’ levels at 15
  • Free to attend
  • 15-20% of students attend
  • Selective based on ability
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13
Q

Features of technical schools:

A
  • Vocational education
  • Teach mechanical, scientific, and engineering skills to serve industry
  • 5% of schools
  • Faded out over time
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14
Q

Features of secondary modern schools:

A
  • Basic education
  • No focus on exams
  • No national curriculum
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15
Q

What aims does the comprehensive system meet?

A

Creating a meritocratic society

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16
Q

Which party introduced the comprehensive system?

A

Labour

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17
Q

Features of the comprehensive system:

A
  • Direct action against the tripartite system
  • Abolished the 11+
  • Abolished 3 school types
  • Most students attended comprehensive school by 2014
  • 164 grammar schools left
  • Selective based on postcode
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18
Q

How is inequality created inside schools?

A
  • Streaming
  • Labelling
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19
Q

What is streaming?

A
  • Ability groups
  • middle class pupils in higher streams
  • working class pupils in lower streams
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20
Q

What is labelling?

A

Teachers make unfair assumptions about students (particularly working class pupils) and restrict their opportunities

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21
Q

Positives of the comprehensive system:

A
  • All students gain the same education regardless of ability aged 11
  • Working class and upper class students go to school together
  • Boys and girls becoming equal
  • Equal opportunities for all
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22
Q

Negatives of the comprehensive system:

A
  • Groups are separated within the school depending on ability
  • Teachers can negatively label working class
  • Children go to closest school regardless of rating, middle class areas have better schools
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23
Q

Evaluations of the comprehensive system:

A
  • Students buy into the idea of meritocracy
  • Comprehensive system can’t fully exist if 164 grammar schools still exist
  • Postcode selection means there are still ‘higher status’ schools with different achievement
  • Students are sorted less by ability and more by class
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24
Q

What aims does the education reform act meet?

A

Raising education standards

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25
Q

Which party introduced the education reform act?

A

Conservative- specifically Margaret Thatcher

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26
Q

What did the education reform act introduce?

A
  • Choice for parents
  • Open market for schools
  • National curriculum
  • OFSTED
  • School league tables
  • Competition
  • Vocational subjects
  • Target setting for students’ achievement
  • Allowed schools to be managed locally
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27
Q

What is marketisation?

A
  • Give parents more choice
  • Raise standards
  • Schools run like businesses
  • Every pupil brings the same amount of money (£6,200)
  • Schools providing good products (grades) are oversubscribed
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28
Q

What is Brown’s ‘parentocracy’?

A

Parents having more rights and choice

29
Q

What is the national curriculum?

A
  • Standardised set programmes of study
  • Standardised testing for all students in KS1,2, and 3 in form of SATS
  • Teachers accountable for minimum attainment targets
  • Took autonomy away from schools and teachers
30
Q

Positives of the national curriculum:

A
  • All pupils receive same education
  • Teachers are accountable for results and so ‘care more’
31
Q

Negatives of the national curriculum:

A
  • Doesn’t stretch pupils
  • Doesn’t support those who need alternative education
  • Not all students have to offer it- independent schools can have their own
32
Q

What is OFSTED?

A
  • Introduced in 1992
  • Gives regular inspections to state schools, sixth forms and colleges
  • Tries to ensure all institutions meet standards
  • Publish reports for public to read
  • Monitor weaknesses
33
Q

What are league tables?

A
  • Gives parents the right to compare schools and their performance in tests, absences and exclusions
  • Working class families may struggle to access and read league tables, or may not know about them
34
Q

What is the myth of parentocracy?

A
  • Tough and Brooks
  • Middle class parents take more care over looking into the best school for their child
  • Working class parents may send children to the local schools regardless of reputation
  • High performing schools alienate working class
35
Q

What is the local management of schools?

A
  • Schools control budgets
  • Opt out of control of local governments to be ran by parents
  • Respond to needs of families in the area (e.g schools in deprived areas handed out food packages in covid)
  • Schools can be managed by businesses (e.g Microsoft academies)
36
Q

Advantages of the educational reform act:

A
  • Gives pupils equal education through national curriculum
  • Standards improve to get more funding
  • Vocational subjects give less academic students a chance at qualifications
  • Local management makes schools more personalised
37
Q

Disadvantages of the educational reform act:

A
  • Reproduces inequality through league tables
  • Parentocracy is a myth
  • Driving up standards is a cycle- low standards mean less students so less funding so low standards
  • Choice creates chaos, no government regulation
38
Q

What aims did new labour meet?

A
  • Creating a meritocratic society
  • Raising educational standards
39
Q

Features of new labour:

A
  • Continued with marketisation of schools
  • Reduce inequality of achievement
  • Focuses a lot on deprived areas and children
  • Greater competition between schools
  • ‘high skill high wage’ society
  • 65% of schools are specialist
40
Q

What is the money injection?

A
  • Gave extra money to improve resources, buildings and teaching
  • National max class size for primary schools is 30 students
  • Introduced 15 hours of free education for all 3-4 year olds
  • Introduces sure start centres
41
Q

What was the impact of the introduction of uni fees?

A

Make it harder for those from disadvantaged areas to go to university

42
Q

When were uni fees introduced?

A

1998

43
Q

What are beacon schools?

A
  • Close the gap between best and worst schools
  • Work in partnership with other schools to raise standards
  • Must be among best performing schools in the country
  • Additional £35,000 funding per year
44
Q

What are academies?

A
  • Independently funded
  • Introduced to improve outcomes for disadvantaged pupils
  • Often sponsored by business
  • Disadvantaged students can be covertly excluded
  • Often paired with beacon schools
45
Q

What are specialist schools?

A
  • Focus on one area of curriculum (e.g. smiths wood sports)
  • Parents get more choice
  • Extra funding for specialist subject
  • 10% of pupils selected based on ability in specialist subject
  • Supposed to raise standards in specialist subject
46
Q

What are EAZs?

A
  • Education action zones
  • Deprived areas
  • Provided with extra resources
  • £1m to spend
47
Q

What is ‘Aim Higher’?

A

Programme aimed to raise aspirations of under-represented groups in higher education (think university visits and UCAS days)

48
Q

What is EMA?

A
  • Educational maintenance allowance
  • Payments to students from low income backgrounds to help them stay in post 16 education
  • Now called bursary
49
Q

Why did new labour raise the school leaving age?

A

So there would be no more 16-17 year old NEETs (Not in Education, Employment or Training)

50
Q

What is GIST and WISE?

A
  • Girls Into Science and Technology
  • Women Into Science and Engineering
  • Reduce differences in typically male dominated subjects
51
Q

What is ‘the new deal’?

A
  • Gave training and employment to 18-24 year olds out of work for more than 6 months
  • Tony Blair claimed it helped over 250,000 young people after 2 years
52
Q

Advantages of new labour:

A
  • Reduces number of 16-18 year olds out of education
  • Smaller class sizes allow for more focus on individuals
  • EMA helps students stay in education
  • Policies to help girls achieve in STEM
53
Q

Disadvantages of new labour:

A
  • Specialist schools can focus on one gender
  • Uni fees remove hope for disadvantaged
  • Grammar and fee paying schools for the more advantaged still exist
54
Q

What aims did the coalition government meet?

A
  • Creating a meritocratic society
  • Raising educational standards
55
Q

Which parties introduced coalition policies?

A

Conservative and Liberal Democrats

56
Q

Features of coalition government:

A
  • Encourage excellence through competition and innovation
  • Reduce influence of government through marketisation
  • Education budget cuts
57
Q

What are EBacc subjects?

A
  • Emphasise on ‘traditional’ subjects
  • Ball and Exley- changes made in light of what conservatives thought were ‘real subjects’
  • English, maths, science, languages, history and geography
  • 49% of students took EBacc subjects at GCSE in 2012, 22% in 2010
58
Q

How did the coalition government further academies?

A
  • Continued new labour academies
  • Pushed failing schools out of government control
  • 75% of secondary schools were academies in 2021
59
Q

What is pupil premium?

A
  • Students from poorer backgrounds who are eligible for free school meals
  • School gets extra funding for pupil premium students
  • Positive discrimination of poorer students
60
Q

What changes did the coalition government make to the national curriculum?

A
  • Made it more demanding and rigorous
  • New GCSE and A Level system
  • Removed coursework
  • Exams at end of final year not modular
61
Q

What is progress 8?

A

Progress across 8 main subjects based on year 6 SATs grades

62
Q

Evaluations of the coalition government:

A
  • Some academies are run by private education business are are state funded
  • They decided which subjects should be compulsory
  • Simpler regulations and targeted inspections
  • £359m of education cuts
  • Did not work towards equality in school
  • Less spaces in higher education and higher tuition fee
  • Scrapped EMA
63
Q

What is globalisation?

A

The world is becoming more connected due to advancements in technology, travel, internet, industry, and the movement of people.

64
Q

Globalisation and the formation of policy:

A
  • Education policies are a mix of those from a round the world due to the passage of information
  • DoE says taking comparisons of our education system and other society’s helps improve
65
Q

Privatisation, marketisation, and globalisation

A
  • Ball- education is a source of profit
  • Hancock- in 2012 the ‘education service industry’ boosted the economy by £18b
  • Global market through globalisation
66
Q

International comparisons:

A
  • PISA league tables
  • Compare different countries on maths, science and reading
  • Policies can be reformed or implemented based on comparisons
  • Can lead to changes in national curriculum, assessment, or general policy
67
Q

Policies formed as a result of international comparisons:

A
  • 2 hours of literacy and numeracy every day at primary school
  • Slimming down the national curriculum in English, maths, and science to essential info
  • Raising standards for trainee teachers
68
Q

Strengths of international comparisons:

A
  • Good to compared educational spending and achievement
  • Useful for benchmarking standards
    Good for sharing knowledge of policies that do and dont work
69
Q

Weaknesses of international comparisons:

A
  • PISA tests based on narrow knowledge
  • Kelley- globalisation makes schools focus on tests not cultural knowledge, well being, citizenship, and personal development
  • Rankings aren’t always a measure of success
  • Policy may be damaged by unreliable tests

Sociology A Level- Education AQA (5 decks)

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