Educational policy could

Educational policy could

Educational policy could also be interpreted as referring to the policies that are implemented by particular schools or local authorities. The introduction of free state education could also be viewed as an example of ‘educational policy. 12-16 The idea that educational policies may be limited in what they can achieve In terms of reducing or removing inequality in schools, will be explained in reasonable detail at this level. There will also be an assessment of the view on which the question is based.

Lower in the band, the assessment may be limited to a few general comments about the difficulty of combating the influence of factors such as poverty and social class on educational achievement. To be placed higher in the band, there must be a more detailed assessment of the factors that might limit the effectiveness of educational policies designed to end inequality in schools. High-quality responses might distinguish between different examples of educational policy or might consider the impact on different groups of pupils in terms of age, class, gender or ethnic background.

Good answers may also highlight the relevance of theoretical perspectives in discussing the issues raised by the question. @ Cambridge International Examinations 2014 page 3 2 (a) Explain how some minority ethnic groups may be disadvantaged by the hidden curriculum A few simple points about the hidden curriculum in general, would be worth 1 or 2 marks. A basic account of some factors that influence the educational performance of ethnic minority pupils, which includes some vague reference to the hidden curriculum, would be placed in the higher part of the band.

Lower in the band, answers will provide a basic account of what is meant by the hidden curriculum and how it might impact upon ethnic minority pupils specifically. This type of response may be more able to explain the nature of the hidden curriculum but may struggle to explain how ethnic minority pupils re specifically affected. Better answers will demonstrate a surer handling of the relevant material, and will explore the impact on these pupils in some detail. (b) ‘Labeling is the main reason why working class pupils underachieve at school. Assess this view. A few simple points about the nature of educational achievement, would be placed in the lower part of the band. A simple account of how labeling may impact on educational achievement, would merit a mark in the top half of the band. Lower in the band, answers may provide a sound account Of how labeling may impact on educational achievement. This type of response may present a weak assessment of how the quote links to the position of working class pupils specifically.

Higher in the band, the links between labeling and the educational performance of working class pupils will be explored directly. There may be little or no explicit assessment at this level. Lower in the band, a good account of the links between labeling and the educational performance of working class pupils will be offered. There will also be some basic assessment of the view on which the question is based. The assessment at this level is likely to be confined to the simple juxtaposition f different factors that might influence the educational performance of working class pupils.

Higher in the band, however, the assessment will engage with the issues raised by the question more directly, and well-reasoned conclusions will be reached regarding whether or not labeling is the main reason why working class pupils under-achieve at school. High-quality responses might include references to appropriate sociological perspectives and/or studies, such as: Willis, Ball, Harvests, Smith and Noble, Kiddies, or Woods. O Cambridge International Examinations 2014 3 GEE A LEVEL – Anyone 2014 a) Explain the rapid growth of the newly industrialism nations in East Asia.

A few basic observations mentioning the factors affecting growth generally, with no specific links to east Asia, would be placed in the lower part of the band. A simple account of one or TV’0 factors that have led to this rapid growth in parts of east Asia, would be placed in the top half of the band. Lower in the band, answers will demonstrate a sound understanding of two or three factors that have led to rapid growth in parts of east Asia. To be placed in the higher band, the explanations must be more detailed or wider ranging.

A more detailed analysis might, for example, include relevant links between the specific characteristics of development in east Asia and wider themes about development in general. Relevant factors to consider in discussing the rapid growth in parts of east Asia include: the impact of a colonial past; relocation Of industry from Europe and the US; favorable provision of aid in part linked to US efforts to win support in east Asia during the Cold War; cultural traditions in the region; government systems and policies. Answers that offer only a general account of different theories of development (I. E. The little or no direct reference to the Asian tiger economies specifically), should be awarded a maximum of 7 marks only. (b) Assess the strengths and limitations of dependency theories of global inequality. [1 6] 0-6 A few simple observations about global inequality, with no direct links to the question set, would be placed in the lower part of the band. A limited attempt to explain the key ideas behind dependency theories, perhaps rather simplistically and with some inaccuracies, would merit a mark in the top half of the band. 7-11 A basic account of dependency theories in general, would be placed in the rower part of the band.

A better answer at this level may distinguish between different contributions to dependency theory (Frank, Emmanuel, Cards) or may begin to consider some strengths and/or limitations of dependency theories. There may be little or no explicit attempt at assessment at this level. Answers at this level will include a clear and accurate account of dependency theories. There will also be an assessment of the view on which the question is based. Lower in the band, the assessment may be confined to a simple juxtaposition of arguments for and against dependency theories of global inequality.

To be placed in the higher band, the assessment must be more explicit, and well-reasoned arguments should be offered to support conclusions about the overall value of dependency theories in explaining global inequality. High-quail¶y’ answers may be distinguished by drawing relevant contrasts with other theoretical perspectives, including world systems theory, state-centered theories and market-oriented theories. Another way of showing sophistication in the analysis would be by recognizing changes over time in the nature of relationships between developed and developing countries. Age 5 4 (a) Explain the demographic transition model. A few simple points about demographic change in general, with little or no direct reference to the demographic transition model, would be placed in the lower part of the band. A better answer at this level will describe one or two features of the demographic transition model, without providing a clear overall account of the model. Lower in the band, a basic account of the demographic transition model will be offered. The four stages of the model will be identified, but the description will lack detail.

To be placed in the higher band, each stage in the model will be fully explained, and some of the underlying assumptions behind the del may also be mentioned. (b) Controlling population growth is the key to reducing global poverty. Assess this view. A few simple points about the nature of global poverty, with no direct links to population growth, would be placed in the lower part of the band. Higher in the band, there may be some simple points about the links between population growth and global poverty, with little or no evidence of sociological understanding.

Lower in the band, a few basic observations will be made about the links between population growth and global poverty. Better answers at this level will provide a more detailed account of those links. However, there may be little or no attempt to consider other factors that might have an impact on global poverty. At this level, there need not be any explicit assessment of the importance of population growth as a factor that explains global poverty. Answers that fit this band will provide a good account of the possible links between population growth and global poverty.

There will also be an attempt to assess the view on which the question is based. Lower in the band, the assessment is likely to be developed through the juxtaposition Of different factors (or theories) that might help explain global poverty. To be placed in the higher band, the assessment must be explicit, and well-reasoned conclusions will be reached about whether controlling population growth really is the key solution to reducing global poverty. Page 6 5 GEE A LEVEL – Matinee 2014 (a) Explain the pluralist theory of the role of the media.

A few observations about the role of the media which are of broad sociological relevance without directly linking to the question, would be worth 1 or 2 marks. A simple attempt to explain the pluralist theory, perhaps with some inaccuracies and/or omissions, would be placed in the upper part of the A basic account of the pluralist theory, would be placed in the lower part of the band. A basic account will be broadly accurate and will cover the essential features of pluralist theory, but much of the context or detail necessary to provide a good account of the theory will be missing.

Better answers will provide the necessary context and detail. In high-quality answers, there will be clear evidence that the candidate understands the thinking that underpins the pluralist view of the role of the media. Relevant concepts and ideas will be explained with a high level of clarity and some detail. B) ‘The content of the media reflects the ideas of the ruling class’. Assess this view. A few assertions about the role or influence of the media, with little sociological bearing, would be placed in the lower half of the band.

A simple attempt to explain how the ideas of the ruling class may be reflected in the media, would merit being placed in the top half of the band. A sound account of a range of factors that might influence the content of the media, with references to the ruling class being somewhat embedded and limited in scope, would be worth 7 or 8 marks. A better answer at this level ill focus clearly on explaining how the ideas of the ruling class may come to exert an influence over the content of the media.

There may be little or no explicit attempt to assess the view on which the question is based at this level. Answers in this band must provide a good account of the influence of the ruling class on the content of the media, situated clearly within the context of Marxist theory. There will also be an assessment of the view on which the question is based. Lower in the band, the assessment may be limited to a few simple criticisms of the Marxist theory of the media; or the assessment may e implied through the juxtaposition of the Marxist theory with a contrasting theory, such as the pluralist view.

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