Example Answers Specimen Paper
|
|
- Jonah Briggs
- 7 years ago
- Views:
Transcription
1 AS Sociology Education with Methods in Context Example Answers Specimen Paper
2 1. Define the term self-fulfilling prophecy. [2 marks] 2. Using one example, briefly explain how cultural deprivation may affect educational achievement. [2 marks] 3. Outline three ways in which the organisation of schooling may be ethnocentric. [6 marks] 4. Outline and explain two reasons for gender differences in subject choice. [10 marks] 5. Read Item A below and answer the question that follows. Applying material from Item A and your knowledge, evaluate the view that differences in educational achievement between social groups are the result of factors and processes within schools. [20 marks] Methods in Context Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self-completion written questionnaires to investigate unauthorised absences from school. [20 marks]
3 Level of response marking instructions Level of response mark schemes are broken down into levels, each of which has a descriptor. The descriptor for the level shows the average performance for the level. There are marks in each level. Before you apply the mark scheme to a student s answer read through the answer and annotate it to show the qualities that are being looked for. These include: Indicative content Key thinkers & studies Evaluation points. Step 1 Determine a level Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in the student s answer for that level. If it meets the lowest level then go to the next one and decide if it meets this level, and so on, until you have a match between the level descriptor and the answer. With practice and familiarity you will find that for better answers you will be able to quickly skip through the lower levels of the mark scheme. When assigning a level you should look at the overall quality of the answer and not look to pick holes in small and specific parts of the answer where the student has not performed quite as well as the rest. If the answer covers different aspects of different levels of the mark scheme you should use a best fit approach for defining the level and then use the variability of the response to help decide the mark within the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be placed in level 3 but be awarded a mark near the top of the level because of the level 4 content. Step 2 Determine a mark Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate marks can help with this. The exemplar materials used during standardisation will help. There will be an answer in the standardising materials which will correspond with each level of the mark scheme. This answer will have been awarded a mark by the Lead Examiner. You can compare the student s answer with the example to determine if it is the same standard, better or worse than the example. You can then use this to allocate a mark for the answer based on the Lead Examiner s mark on the example. You may well need to read back through the answer as you apply the mark scheme to clarify points and assure yourself that the level and the mark are appropriate. Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be exhaustive and you must credit other valid points. Students do not have to cover all of the points mentioned in the Indicative content to reach the highest level of the mark scheme. An answer which contains nothing of relevance to the question must be awarded no marks.
4 Using one example, briefly explain how cultural deprivation may affect educational achievement. (2 marks) A. Paid compulsory trips may not be affordable for some pupil s families. B. People with cultural deprivation tend to use a restricted language code whereas schools use the elaborated code. C. In some cultures support education a lot, so the children would get support from their family to do well in education. D. By not being able to understand the elaborated code children may struggle understanding teachers, textbooks and exams. This affects the working class as they speak the restricted code. Two marks for a clearly explained example or one mark for a partially explained example, such as: Valuing immediate gratification (1 mark) may lead to pupils leaving school early with fewer qualifications (+1 mark) Having a restricted speech code (1 mark) may prevent pupils understanding teachers, textbooks or exam questions (+1 mark) Fatalistic subcultural values (1 mark) may lead to pupils not trying hard to achieve (+1 mark). Other relevant material should be credited. No marks for no relevant points.
5 Outline three ways in which the organisation of schooling may be ethnocentric. [6 marks] Student A: Ethnocentric means being focused on just one Religion or Ethnicity and a way a school does this is through the fact that schools only support black history week only in that time and not all the time. Also school websites are only in English. This could be ignoring different ethnicity also the fact that School food is generally only typically English food this could mean other ethnicities may feel marginalised. Student B The school holidays only fall in Christian festivals such as Christmas and Easter. When students are taught history it s only ever the history of Britain not other countries. This may give a biased view and may make other cultures feel excluded. The food sold is only suited to the British culture and not other cultures. Those requiring a special diet due to their culture may not be catered for eg Halal. Two marks for each of three appropriate reasons clearly outlined or one mark for appropriate reasons partially outlined, such as: Uniform or dress requirements (1 mark) may conflict with cultural norms of some minorities (+1 mark) Timing of holidays (1 mark) may reflect Christian festivals rather than those of other faiths (+1 mark) Teaching only European languages (1 mark) devalues linguistic heritage of some minorities (+1 mark) Arrangements for PE/games (showers, changing etc) (1 mark) may conflict with cultural requirements for modesty (+1 mark) Teaching history from a British perspective (1 mark) may produce a biased view of other cultures contributions (+1 mark). Other relevant material should be credited. No marks for no relevant points.
6 Outline and explain two reasons for gender differences in subject choice. [10 marks] Boys tend to choose Computer Science, Mathematics and Physics whilst girls tend to choose subjects like MFL and English. These are gendered subject choices. One reason for gendered subject choices is that girls and boys undergo different primary socialisation parents can often act as role models to their children and in the home boys start to see reading and language as feminine activities. Primary socialisation and view of reading may lead to boys and girls choosing different tastes in reading. Boys are more likely to read factual literature and information. Girls, as found by Elwood, prefer texts about people and fiction. This may explain the difference in subject choice. The school may also be responsible for this gendered pattern of subject choice. Girls are more likely to see female teachers teaching RE, English and MFL whereas boys will see male teachers teaching Physics and Mathematics. The textbooks used in the classroom are also important. Many science books convey the image that science is a male subject by using men or boys or by relating science to examples which boys are more comfortable with. Gendered subject images may also link to future career opportunities. Girls and boys may choose those subjects which are seen as more appropriate to their future careers. This is particularly in evidence in vocational courses such and Health and Social Care and Construction. All this means that boys and girls are more likely to take different subjects, even when the National Curriculum means that they are forced, below the age of 16, to take many different subjects. It could be noted that the subjects are less gendered in same sex schools.
7 Outline and explain two reasons for gender differences in subject choice. [10 marks] Level Marks Description AO1 Answers in this band will show very good knowledge and understanding of two reasons for gender differences in subject choice. There will be two applications of relevant material, eg the role of gender domains in making boys and girls feel at home in different subjects; the impact of laddist subcultures on boys subject choices. There will be appropriate analysis, eg the reasoned conclusion that gender differences in subject choice are often wider in vocational subjects because of the impact of the gendered occupational structure in shaping pupils ideas about career options AO1 Answers in this band will show a reasonable to good knowledge and understanding of one or two reasons for gender differences in subject choice. There will be one or two applications of relevant material, eg peer groups exerting pressure to conform to gendered expectations about subject choice There will be some basic analysis AO1 Answers in this band will show limited knowledge and little or no understanding of reasons for gender differences in subject choice. There will be limited focus on the question, eg there may be some drift into outlining gender differences in achievement rather than subject choice. There will be little or no analysis. Indicative content Answers may include the following and/or other relevant points: peer pressure pupils gender identities primary socialisation gender domains school organisation and type (mixed vs. single-sex classes/schools) teacher influence/teaching styles gendered subject images stereotyping in learning materials career preferences/gender segregation in the labour market.
8 Read Item A below and answer the question that follows. Applying material from Item A and your knowledge, evaluate the view that differences in educational achievement between social groups are the result of factors and processes within schools. [20 marks] Interactionists believe that different social groups achieve differently because of what goes on inside the school. One example is social class. Becker argued that teachers develop labels about students based on their conduct and appearance rather than their ability. Because working class student were not as well-behaved as middle class students teachers would label them as less able. Labelling can begin as early as primary school. Rist studied kindergartens and found that appearance and background were used by leaders to put children into groups. These were known as tigers for the high achievers and clowns for the low achievers. The leader gave the tigers more attention. Rosenthal and Jacobson argue that the labelling can produce a self-fulfilling prophecy. This means that students who are labelled as less able will become less able. They get treated by teachers as less able and they internalise this treatment and feel they are not able to achieve in education. They may start to believe that these labels are true because of the way that they are treated. The more times that they are told by a teacher in the classroom and by the process of being streamed the more they are likely to believe that they cannot perform. They will give up. Middle class students will believe exactly the reverse process. Students labelled as clever will get given the best resources and will get pushed the furthest. They will believe they can succeed and they will work harder. Keddie argues that teachers will deny knowledge to students they think are not as able. Whilst some people may argue that this is an old study teachers still try to differentiate their resources and this could be seen as denying knowledge to those student who are believed to be not as able However other sociologists argue that this is too deterministic. Some pupils will try to overcome the label. Fuller and Mirza have found that some girls will use the label as a motivating factor. They want to disprove the label.
9 As well as teachers affecting achievement, pupils peer groups may create differences in achievement between social classes. Pupils who are placed in lower sets in school, who tend to be working class, are more likely to form anti-school subcultures. Lacey found these subcultures encourage failure by placing value on fighting the school system. Racism or gender stereotypes may also affect the achievement of ethnic minority students or girls. Students from ethnic minority groups may have low achievement due to the organisation of the curriculum being ethnocentric, around British culture and values. Ball found the curriculum excluded diversity. By focusing for example on European languages or history, the curriculum ignores the heritage of black and Asian students. Coard argues that school curriculum can make a big difference to the achievement of ethnic minorities. In many places the word black is associated with evil whilst the word white is seen as good. School textbooks tend to treat black as invisible. Schools which concentrate on Shakespeare and Henry VIII exclude black history and culture. The result is that ethnic minorities feel devalued and this along with the racism of teachers helps to explain the failure of ethnic minorities. The problem with this argument is that it generalises all ethnic minority groups do not achieve the same results. They are not all affected by the ethnocentric curriculum, Indian and Chinese students have high achievement. Just looking at the school ignores the impact of processes outside the school. The home background and society will also have an impact. Working class pupils may fail because they are materially and culturally deprived. This is not connected to the school but it is a major reason for their failure. The working class are socialised so that they do not care about educational success. Bernstein argued that working class children are socialised into the restricted code. This means that they cannot understand the middle class teachers, books and exams as all the things are written in an elaborate code. Howard argues that material deprivation means working class children do not get a decent diet or housing and so are more likely to be sick and away from school. Working class parents cannot afford the cost of private school and they cannot afford to move into an area with a good school because houses cost more in these areas. However these factors do not fully explain why students do badly. All schools in the same area do not get the same results. This implies that factors and processes inside the school can make a difference. In order to fully understand why some groups fail and some groups succeed it is important to combine factors outside and inside the school. In addition, pupils may be affected by more than one factor, such as being from an ethnic minority and a poor background.
10 Applying material from Item A and your knowledge, evaluate the view that differences in educational achievement between social groups are the result of factors and processes within schools. [20 marks] Level Marks Description AO1 Sound, conceptually detailed knowledge of a range of relevant material on the factors and processes in schools in relation to differences in achievement between social groups. Good understanding of the question and of the presented material. Appropriate material applied accurately to the issues raised by the question. Evaluation will be explicit and relevant. Evaluation may be developed, eg through a discussion of the relative importance of internal and external factors or of the interrelationships between them. Analysis will show clear explanation and may draw appropriate conclusions AO1 Broad or deep, accurate but incomplete knowledge. Understands a number of significant aspects of the question; reasonable understanding of the presented material. Application of material is largely explicitly relevant to the question, though some material may be inadequately focused. Some limited explicit evaluation, eg of whether/how far the self-fulfilling prophecy is inevitable, and/or some appropriate analysis, eg clear explanations of some of the presented material AO1 Largely accurate knowledge but limited range and depth, eg a broadly accurate, if basic, account of the effects of the labelling process. Understands some aspects of the question; superficial understanding of the presented material. Applying material (possibly in a list-like fashion) from the general topic area but with limited regard for its relevance to the issues raised by the question, or applying a narrow range of more relevant material. Evaluation limited at most to juxtaposition of competing positions or one to two isolated stated points. Analysis will be limited, with answers tending towards the descriptive AO1 Limited undeveloped knowledge, eg two to three insubstantial points about factors in school. Understands only very limited aspects of the question; simplistic understanding of the presented material. Limited application of suitable material, and/or material often at a tangent to the demands of the question. Minimal or no evaluation. Attempts at analysis, if any, are thin and disjointed AO1 Very limited knowledge, eg one to two very insubstantial points about education in general. Very little/no understanding of the question and of the presented material. Significant errors, omissions, and/or incoherence in application of material. No analysis or evaluation Indicative content Concepts and issues such as the following may appear: teachers labelling; stereotyping; self-fulfilling prophecy; pupil identities; the ethnocentric curriculum; institutional racism; peer group pressure; laddism; pupil subcultures; streaming; differentiation; polarisation.
11 Read Item B below and answer the question that follows. Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self-completion written questionnaires to investigate unauthorised absences from school. [20 marks] Positivists like using self-completion questionnaires because they produce quantitative data. The self-completion questionnaire means that there is nobody around to influence the responses that are given and this is likely to make the data more valid as the person filling in the questionnaire will not be influenced by people around them. School pupils are likely to be influenced by peer group pressure but if they complete the questionnaire by themselves they will not be affected by their friends. However it may be difficult to get these pupils to fill in the questionnaire. This is because if they are truanting the pupil will not be around to receive the questionnaire in the first place. It is also likely that the pupil is a member of an anti-school subculture and will see the questionnaire as something connected to the school. If this is the case the pupil will not fill the questionnaire in. In addition the sample frame for self-completion questionnaire may provide problems. This is because schools are judged on statistics about absence and they may be less willing to record absence as unauthorised. This means that any sample drawn from school register is going to be inaccurate and manipulated. A problem may be that students who have unauthorised absence from school may also be falling behind at school. Their literacy levels may be low and this means that they will not understand the self-completion questionnaire. There is nobody around to explain difficult words to them. In addition pupils will not be able to fill in the form well. They may misspell words and their answers may not be understandable.
12 An advantage of using the questionnaires with adults, in particular parents, is that there is a lot of blame and stigma attached to parents who cannot get their children to attend school. They are not able to put forward their views openly and a self-completion questionnaire will allow parents the chance to explain their views. A problem is the level of parents literacy. If these groups come from those with the poorest literacy it is likely that they will not be able to complete the questionnaire Teachers also have careers at stake and would put on an artificial professional view if they were in front of someone as they may feel their career is at stake. In the privacy of their own room they are likely to be more honest. This would be an advantage of questionnaires. Another advantage is that there may be very personal reasons why somebody is absent. Their family may be undergoing difficult circumstances. If research was carried out face to face this could lead to distress and be seen as unethical. Allowing somebody the chance to do this in private would reduce their suffering. However the questionnaire may be ignored due to the sensitive nature of the topic. Another advantage is that self-completion questionnaires could be sent by post to a widespread geographical area. This means that the patterns and trends will cover a large number of people and allow generalisations to be made. This means that the differences between, classes, ethnic groups and gender can quickly be seen. If working class students are more likely to be absent this will be shown in the results. A final problem is where the data will come from. How will the sociologist get access to the list of students who are poor attenders. Information about attendance often may be publicly available but it is unlikely a school will allow the names of individual students and parents to be given to the sociologist without permission. The parents will not want to take part because it appears that it is their fault and the schools will not want to become associated with poor attendance.
13 Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self-completion written questionnaires to investigate unauthorised absences from school. [20 marks] Level Marks Description AO1 Accurate, conceptually detailed knowledge and good understanding of a range of relevant material on self-completion written questionnaires. Material will be applied accurately to the investigation of the specific issue of unauthorised absences from school. Students will apply knowledge of a range of relevant strengths and limitations of using self-completion written questionnaires to research issues and characteristics relating to unauthorised absences from school. These may include some of the following and/or other relevant concerns, though answers do not need to include all of these, even for full marks: The research characteristics of potential research subjects, eg individual pupils, peer groups, parents, teachers (eg class, ethnic and gender differences; parental literacy skills; teachers professionalism, selfinterest or stereotypes of pupils) The research contexts and settings (eg classrooms; staffrooms) The sensitivity of researching unauthorised absences from school (eg policy and resource implications for schools; schools market and league table position; its impact on achievement or behaviour; stigmatisation; parental consent). Evaluation of the usefulness of self-completion written questionnaires will be explicit and relevant. Analysis will show clear explanation and may draw appropriate conclusions AO1 Broad or deep, accurate but incomplete knowledge of the strengths and/or limitations of self-completion written questionnaires. Understands a number of significant aspects of the question; reasonable understanding of the presented material. Application of knowledge will be broadly appropriate but will be applied in a more generalised way or a more restricted way; for example: Applying the method to the study of education in general, not to the specifics of studying unauthorised absences from school, or Specific but undeveloped application to unauthorised absences from school, A focus on the research characteristics of unauthorised absences from school, or groups/contexts etc involved in it. There may be some limited explicit evaluation, eg of one to two features of selfcompletion written questionnaires as a method, and/or some appropriate analysis, eg clear explanations of some of the features of self-completion questionnaires.
14 Level Marks Description AO1 Largely accurate knowledge but limited range and depth, including a broadly accurate, if basic, account of some of the strengths and/or limitations of selfcompletion written questionnaires. Understands some limited aspects of the question; superficial understanding of the presented material. Applying material (possibly in a list-like fashion) on self-completion written questionnaires, but with very limited or non-existent application to either the study of unauthorised absences from school in particular or of education in general. Evaluation limited at most to briefly stated points. Analysis will be limited, with answers tending towards the descriptive AO1 Limited undeveloped knowledge, e.g. two to three insubstantial points about some features of self-completion written questionnaires. Understands only very limited aspects of the question; simplistic understanding of the presented material. Very limited application of suitable material, and/or material often at a tangent to the demands of the question, e.g. perhaps drifting into an unfocused comparison of different methods. Minimal/no evaluation. Attempts at analysis, if any, are thin and disjointed AO1 Very limited knowledge, e.g. one to two very insubstantial points about methods in general. Very little/no understanding of the question and of the presented material. Significant errors, omissions, and/or incoherence in application of material. Some material ineffectually recycled from the Item, or some knowledge applied solely to the substantive issue of unauthorised absences from school, with very little or no reference to self-completion written questionnaires. No analysis or evaluation. Indicative content for the strengths and limitations of the method Strengths and limitations of self-completion written questionnaires, as applied to the particular issue in education, may include: time; cost; access; inflexibility; hypothesis-testing; factual data; quantitative data; superficiality; lack of validity; reliability; large sample size; representativeness; response rates; generalizability; ethical issues.
15 Examiners Marks & Comments
16 Using one example, briefly explain how cultural deprivation may affect educational achievement. (2 marks) A. Paid compulsory trips may not be affordable for some pupil s families. 0 marks material deprivation not cultural. B. People with cultural deprivation tend to use a restricted language code whereas schools use the elaborated code. 1 marks no effect on education C. In some cultures support education a lot, so the children would get support from their family to do well in education. 0 marks too vague, not specfic to the question. D. By not being able to understand the elaborated code children may struggle understanding teachers, textbooks and exams. This affects the working class as they speak the restricted code. 2 marks covers both cultural deprivation and affect on educational achievement.
17 Outline three ways in which the organisation of schooling may be ethnocentric. [6 marks] Student A: Ethnocentric means being focused on just one Religion or Ethnicity and a way a school does this is through the fact that schools only support black history week only in that time and not all the time. Also school websites are only in English. This could be ignoring different ethnicity also the fact that School food is generally only typically English food this could mean other ethnicities may feel marginalised. 3 marks awarded. Two marks for Black History Week, The second point made is not ethnocentric schooling. debatable? The third answer needs greater explanation eg Halal. Student B The school holidays only fall in Christian festivals such as Christmas and Easter. When students are taught history it s only ever the history of Britain not other countries. This may give a biased view and may make other cultures feel excluded. The food sold is only suited to the British culture and not other cultures. Those requiring a special diet due to their culture may not be catered for eg Halal. 6 marks awarded The answer makes three clear points and explains these.
18 Outline and explain two reasons for gender differences in subject choice. [10 marks] Boys tend to choose Computer Science, Mathematics and Physics whilst girls tend to choose subjects like MFL and English. These are gendered subject choices. One reason for gendered subject choices is that girls and boys undergo different primary socialisation parents can often act as role models to their children and in the home boys start to see reading and language as feminine activities. Primary socialisation and view of reading may lead to boys and girls choosing different tastes in reading. Boys are more likely to read factual literature and information. Girls, as found by Elwood, prefer texts about people and fiction. This may explain the difference in subject choice. The school may also be responsible for this gendered pattern of subject choice. Girls are more likely to see female teachers teaching RE, English and MFL whereas boys will see male teachers teaching Physics and Mathematics. The textbooks used in the classroom are also important. Many science books convey the image that science is a male subject by using men or boys or by relating science to examples which boys are more comfortable with. Gendered subject images may also link to future career opportunities. Girls and boys may choose those subjects which are seen as more appropriate to their future careers. This is particularly in evidence in vocational courses such and Health and Social Care and Construction. All this means that boys and girls are more likely to take different subjects, even when the National Curriculum means that they are forced, below the age of 16, to take many different subjects. It could be noted that the subjects are less gendered in same sex schools. 8 marks awarded. The first few lines show a reasonable introduction to the patterns of subject choice. This answer looks at two reasons why there may be differences in subject choice between genders. The first is primary socialisation and discusses how factors in the home and wider society may impact on choices. The second point is about the gendered aspects of subjects in schools and how teachers and other resources such as textbooks may impact on choice. Both points are clearly explained with examples to illustrate. There is some appropriate analysis.
19 Read Item A below and answer the question that follows. Applying material from Item A and your knowledge, evaluate the view that differences in educational achievement between social groups are the result of factors and processes within schools. [20 marks] 18/20 Comment Sound, conceptually detailed answer covering material on social class and ethnicity. Only limited mention of gender. Considers labelling, self-fulfilling prophecy, ethnocentric curriculum, peer group pressure and streaming. Give relevance evidence in the form of studies. Material is accurately applied to the question and makes links between the issue raised and the effect on achievement, for example by considering how the ethnocentric curriculum leads to ethnic minority students feeling undervalued. Shows evaluation of some of the points and discusses the relative importance of factors internal and external to the school e.g. how restricted code (external) may means pupils are not able to understand school work (internal). The conclusion is a little brief.
20 Read Item B below and answer the question that follows. Applying material from Item B and your knowledge of research methods, evaluate the strengths and limitations of using self-completion written questionnaires to investigate unauthorised absences from school. [20 marks] 17/20 Comments Overall this answer has a range of points of application of the method to the specific issue of unauthorised absences from school. Not all of these are fully developed but there are enough points to make this a top band answer. It also includes a range of research characteristics of pupils, parent, teachers and schools. The sensitivity of the research issue is addressed in a number of places.
AS SOCIOLOGY (7191/1) Paper 1 Education with Methods in Context. Mark scheme
AS SOCIOLOGY (7191/1) Paper 1 Education with Methods in Context Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject
More informationA-level SOCIOLOGY (7192/3) Paper 3 Crime and Deviance with Theory and Methods. Mark scheme
A-level SOCIOLOGY (7192/3) Paper 3 Crime and Deviance with Theory and Methods Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by
More informationGCSE SOCIOLOGY. Unit 1 Mark scheme. 41901 June 2014. Version: 1.0 Final
GCSE SOCIOLOGY Unit 1 Mark scheme 41901 June 2014 Version: 1.0 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject
More informationAS SOCIOLOGY (7191/2) Paper 2 Research Methods and Topics in Sociology. Mark scheme
AS SOCIOLOGY (7191/2) Paper 2 Research Methods and Topics in Sociology Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel
More informationEDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013
EDUCATION AQA GCSE SOCIOLOGY UNIT 1 MAY 2013 THE ROLE OF EDUCATION Education involves building up knowledge and learning new skills. It can take place formally or informally. Formal education: takes place
More informationNational Quali cations SPECIMEN ONLY
H National Qualications SPECIMEN ONLY SQ41/H/01 Sociology Date Not applicable Duration 2 hours Total marks 60 SECTION 1 HUMAN SOCIETY 20 marks Attempt ALL parts of the question. SECTION 2 CULTURE AND IDENTITY
More informationA-LEVEL Sociology. SCLY4R/Unit 4 Crime and Deviance with Theory and Methods Stratification and Differentiation with Theory and Methods Mark scheme
A-LEVEL Sociology SCLY4R/Unit 4 Crime and Deviance with Theory and Methods Stratification and Differentiation with Theory and Methods Mark scheme 2190 June 2015 Version/Stage: 1.0 Final Mark schemes are
More information2015 Sociology. National 5. Finalised Marking Instructions
National Qualifications 2015 2015 Sociology National 5 Finalised Marking Instructions Scottish Qualifications Authority 2015 The information in this publication may be reproduced to support SQA qualifications
More informationGeneral Certificate of Education Advanced Subsidiary Examination June 2013
General Certificate of Education Advanced Subsidiary Examination June 2013 Sociology SCLY2 Unit 2 Tuesday 21 May 2013 9.00 am to 11.00 am For this paper you must have: an AQA 12-page answer book. Time
More information9699 SOCIOLOGY. Mark schemes should be read in conjunction with the question paper and the Principal Examiner Report for Teachers.
CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Level MARK SCHEME for the May/June 2014 series 9699 SOCIOLOGY 9699/32 Paper 3 (Social Inequality and Opportunity), maximum raw mark 75 This mark scheme
More informationStudent responses with examiner commentary AS SOCIOLOGY
Student responses with examiner commentary AS SOCIOLOGY 7191/2 RESEARCH METHODS AND TOPICS IN SOCIOLOGY The following student responses should be used in conjunction with the Specimen Assessment Materials
More informationGCSE Sociology. Scheme of Work. Unit 1 Studying Society; Education; Families
GCSE Sociology Scheme of Work Unit 1 Studying Society; Education; Families SCHEME OF WORK UNIT 1 YEAR 1 (FULL COURSE) or SHORT COURSE This is one possible approach to producing a Scheme of Work for Unit
More informationAS BUSINESS Paper 2 Specimen Assessment Material. Mark scheme
AS BUSINESS Paper 2 Specimen Assessment Material Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers.
More informationA-LEVEL BUSINESS Paper 3 Specimen Assessment Material. Mark scheme
A-LEVEL BUSINESS Paper 3 Specimen Assessment Material Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers.
More informationReport on the Examination
Version 1.0: 0112 General Certificate of Education (A-level) January 2013 Sociology SCLY4 (Specification 2191) Unit 4: Crime and Deviance with Theory and Methods; Stratification and Differentiation with
More informationGeneral Certificate of Education Advanced Level Examination January 2013
General Certificate of Education Advanced Level Examination January 2013 Sociology SCLY4 Unit 4 Monday 28 January 2013 9.00 am to 11.00 am For this paper you must have: an AQA 16-page answer book. Time
More informationMARK SCHEME for the May/June 2012 question paper for the guidance of teachers 0495 SOCIOLOGY. 0495/13 Paper 1, maximum raw mark 90
www.xtremepapers.com UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS International General Certificate of Secondary Education MARK SCHEME for the May/June 2012 question paper for the guidance of teachers
More informationGCSE. Sociology Short Course for exams June 2014 onwards. Specification. and certification June 2014. Full Course for exams June 2014 onwards
GCSE Specification Sociology Short Course for exams June 2014 onwards and certification June 2014 onwards Full Course for exams June 2014 onwards and certification June 2014 onwards Contents GCSE Sociology
More informationGCSE SOCIOLOGY. 41902 Crime and Deviance; Mass Media; Power; Social Inequality Report on the Examination. (4190 Specification) June 2013. Version: 1.
GCSE SOCIOLOGY 41902 Crime and Deviance; Mass Media; Power; Social Inequality Report on the Examination (4190 Specification) June 2013 Version: 1.0 Further copies of this Report are available from aqa.org.uk
More informationA-level SOCIOLOGY (7192/2)
A-level SOCIOLOGY (7192/2) Paper 2 Topics in Sociology Mark scheme Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by a panel of subject teachers.
More informationGeography 2030 - AQA GCE Mark Scheme 2011 January series. Version 1.0. klm. General Certificate of Education January 2011. Unit 2.
Version 1.0 klm General Certificate of Education January 2011 Geography A Unit 2 GEOG2 Post-Stand Mark Scheme 3 Mark schemes are prepared by the Principal Examiner and considered, together with the relevant
More informationDiversity & Inclusion
Diversity & Inclusion Key Stage 4 Learning for Life & Work Diversity & Inclusion Aim: To consider the specific challenges and opportunities which diversity presents to Northern Ireland and the global community.
More informationV1.0. Business. Specimen Assessment Material AS-level Paper 1 7131/1 Mark scheme. June 2014. Version 2.0
V1.0 AS Business Specimen Assessment Material AS-level Paper 1 7131/1 Mark scheme June 2014 Version 2.0 Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions,
More informationMARK SCHEME for the May/June 2007 question paper 9699 SOCIOLOGY. 9699/02 Paper 2 (Data Response), maximum raw mark 50
www.xtremepapers.com UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the May/June 2007 question paper 9699 SOCIOLOGY 9699/02 Paper
More informationLesson Element. Culture, Norms and Values Instructions and answers for teachers
Lesson Element Culture, Norms and Values Instructions and answers for teachers These instructions should accompany the OCR resource Culture, Norms and Values activity which supports OCR A Level Sociology.
More informationCrime. 12 mark questions
Crime 12 mark questions Discuss how far sociologists would agree that teenage criminal and deviant behaviour results from parents failing to socialise their children correctly. - Parents should be the
More information2015 Sociology. New Higher. Finalised Marking Instructions
National Qualifications 2015 2015 Sociology New Higher Finalised Marking Instructions Scottish Qualifications Authority 2015 The information in this publication may be reproduced to support SQA qualifications
More informationAS SOCIOLOGY (7191/2)
SPECIMEN MATERIAL AS SOCIOLOGY (7191/2) Paper 2 Research Methods and Topics in Sociology Specimen 2015 Morning Time allowed: 1 hour 30 minutes Materials For this paper you must have: An AQA 12-page answer
More informationMINORITY ETHNIC PUPILS IN THE LONGITUDINAL STUDY OF YOUNG PEOPLE IN ENGLAND (LSYPE)
Research Brief DCSF-RB002 July 2007 ISBN 978 1 84775 001 3 MINORITY ETHNIC PUPILS IN THE LONGITUDINAL STUDY OF YOUNG PEOPLE IN ENGLAND (LSYPE) Steve Strand Centre for Educational Development Appraisal
More informationGCE. Sociology. Mark Scheme for January 2011. Advanced Subsidiary GCE Unit G671: Exploring Socialisation, Culture and Identity
GCE Sociology Advanced Subsidiary GCE Unit G671: Exploring Socialisation, Culture and Identity Mark Scheme for January 2011 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading
More informationhij Teacher Resource Bank GCE Sociology Schemes of Work: Unit 4 (SCLY4)
hij Teacher Resource Bank GCE Sociology Schemes of Work: Unit 4 (SCLY4) Copyright 2008 AQA and its licensors. All rights reserved. The Assessment and Qualifications Alliance (AQA) is a company limited
More informationA LEVEL ECONOMICS. ECON1/Unit 1 Markets and Market Failure Mark scheme. 2140 June 2014. Version 0.1 Final
A LEVEL ECONOMICS ECON1/Unit 1 Markets and Market Failure Mark scheme 2140 June 2014 Version 0.1 Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
More informationWhen You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England
When You Are Born Matters: The Impact of Date of Birth on Child Cognitive Outcomes in England Claire Crawford Institute for Fiscal Studies Lorraine Dearden Institute for Fiscal Studies and Institute of
More informationGCSE COMBINED SCIENCE: TRILOGY
SPECIMEN MATERIAL GCSE COMBINED SCIENCE: TRILOGY PAPER 6: PHYSICS 2H Mark scheme Specimen 208 Version.0 Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
More informationA-LEVEL SOCIOLOGY. SCLY1 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Mark scheme. 1191 June 2014. Version 1.
A-LEVEL SOCIOLOGY SCLY1 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Mark scheme 1191 June 2014 Version 1.0: Final Mark schemes are prepared by the Lead Assessment Writer
More informationOpen-Ended as necessary. This has taken me about 2.5 hours in the past. White-Board / Pens or OHP / Data Projector
Title: Time Open-Ended as necessary. This has taken me about 2.5 hours in the past Preparation Materials White-Board / Pens or OHP / Data Projector Prior Knowledge None Objective This exercise is designed
More informationGeneral Certificate of Education Advanced Level Examination June 2013
General Certificate of Education Advanced Level Examination June 2013 Sociology SCLY4 Unit 4 Thursday 13 June 2013 9.00 am to 11.00 am For this paper you must have: an AQA 16-page answer book. Time allowed
More informationRevision. AS Sociology. Sociological Methods. The relationship between Positivism, Interpretivism and sociological research methods.
AS Sociology Revision Sociological The relationship between Positivism, Interpretivism and sociological research methods. Chris. Livesey 2006: www.sociology.org.uk Methodology Positivism Positivism means
More informationPrettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018
Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to
More informationFinal. Mark Scheme. General Certificate of Education June 2013. Sociology 2191
Version 0.1 General Certificate of Education June 2013 Sociology 2191 SCLY4 Crime and Deviance with Theory and Methods; Stratification and Differentiation with Theory and Methods Unit 4 Final Mark Scheme
More informationBriefing on ethnicity and educational attainment, June 2012
Briefing on ethnicity and educational attainment, June 2012 Ethnicity in schools In state-funded primary schools 27.6 per cent of pupils (of compulsory school age and above) were classified as being of
More informationSPECIMEN MATERIAL AS PSYCHOLOGY 7181/2. Paper 2. Mark scheme. Specimen Material. Final Version
SPECIMEN MATERIAL AS PSYCHOLOGY 7181/2 Paper 2 Mark scheme Specimen Material Final Version Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,
More informationTeaching about race and prejudice: key issues
Teaching about race and prejudice: key issues Teacher skill Expertise and appropriate teaching approaches can be built up within a team over time. Teaching about race and prejudice takes courage and practice!
More informationSPECIMEN MATERIAL AS PSYCHOLOGY 7181/1 PAPER 1. Mark scheme. Specimen Material Second Set. Final
SPECIMEN MATERIAL AS PSYCHOLOGY 7181/1 PAPER 1 Mark scheme Specimen Material Second Set Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions,
More informationLearning and Teaching
B E S T PRACTICES NEA RESEARCH BRIEF Learning and Teaching July 2006 This brief outlines nine leading research-based concepts that have served as a foundation for education reform. It compares existing
More informationGeneral Certificate of Education Advanced Level Examination January 2013
General Certificate of Education Advanced Level Examination January 2013 Sociology SCLY3 Unit 3 Thursday 17 January 2013 1.30 pm to 3.00 pm For this paper you must have: an AQA 12-page answer book. Time
More informationImproving the Progression, attainment and enjoyment of KS3 students in Mathematics using single sex classes in a co-educational, comprehensive school
TEFP1011 Susanne Hashmi-Lewis - Kings College Guildford Improving the Progression, attainment and enjoyment of KS3 students in Mathematics using single sex classes in a co-educational, comprehensive school
More informationEconomics explains discrimination in the labour market
Economics explains discrimination in the labour market 5 Neoclassical models of discrimination 5.1 Introduction Our earlier discussion suggested that to understand labour market discrimination we need
More informationAS Sociology. The theoretical, practical and ethical considerations influencing the choice of topic, choice of method(s) and the conduct of research.
AS Sociology Revision Sociological Methods The theoretical, practical and ethical considerations influencing the choice of topic, choice of method(s) and the conduct of research. Chris. Livesey 2006: www.sociology.org.uk
More informationGeneral Certificate of Education Advanced Subsidiary Examination June 2015
General Certificate of Education Advanced Subsidiary Examination June 2015 Sociology SCLY2 Unit 2 Education with Research Methods; Health with Research Methods Thursday 21 May 2015 9.00 am to 11.00 am
More informationAS Level Sociology H180/02 Researching and understanding social inequalities
AS Level Sociology H180/02 Researching and understanding social inequalities Sample Question Paper Time allowed: 1 hour 30 minutes You must have: the OCR 12-page Answer Booklet (OCR12 sent with general
More informationAstrid Roe. What has Norway done to improve students reading skills and reading engagement?
Astrid Roe What has Norway done to improve students reading skills and reading engagement? A short presentation of the Norwegian school system Publicly funded comprehensive school system No selecting,
More informationThe Priory School. THE PRIORY SCHOOL A Specialist Sports College Tintagel Road, Orpington Kent BR5 4LG
The Priory School Headteachers: Chief Executive Officer: Ms Gill Lamb MA Mr Nick Ware MA Mr Neil Miller BA The Priory Academy Trust Tintagel Road Orpington Kent BR5 4LG Email: office@priory.bromley.sch.uk
More informationTHIS IS A NEW SPECIFICATION
THIS IS A NEW SPECIFICATION GENERAL CERTIFICATE OF SECONDARY EDUCATION SOCIOLOGY Socialisation, Culture and Identity B672 * OCE / 117 2 3 * Candidates answer on the Answer Booklet OCR Supplied Materials:
More informationFinal. Mark Scheme. General Certificate of Education January 2013. (Specification 2190)
Version 3 General Certificate of Education January 2013 Sociology (Specification 2190) SCLY1 Unit 1 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Final Mark Scheme Mark schemes
More informationADVICE TO CANDIDATES Read each question carefully and make sure you know what you have to do before starting your answer.
Advanced Subsidiary GCE SOCIOLOGY Unit G671: Exploring socialisation, culture and identity Specimen Paper Additional Materials: Specimen Stimulus Material Book G671 (3 printed pages) Answer Booklet ( pages)
More information0.75 75% ! 3 40% 0.65 65% Percent Cards. This problem gives you the chance to: relate fractions, decimals and percents
Percent Cards This problem gives you the chance to: relate fractions, decimals and percents Mrs. Lopez makes sets of cards for her math class. All the cards in a set have the same value. Set A 3 4 0.75
More informationInternational Journal of Sociology and Social Policy 98
International Journal of Sociology and Social Policy 98 Ethiopia: From Bottom to Top in Higher Education - Gender Role Problems by Yelfign Worku Biographical Note Yelfign Worku, Head of Gender and Education
More informationExecutive Summary EXECUTIVE SUMMARY 13
EXECUTIVE SUMMARY 13 Executive Summary In 2006 the Scottish education authorities asked the OECD to examine in depth the performance of the school system within the framework of the Organisation s reviews
More informationScottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST
Scottish Parliament Health and Sport Committee s Inquiry into Teenage Pregnancy in Scotland Evidence from CHILDREN 1 ST February 2013 For over 125 years CHILDREN 1 ST has been working to build a better
More information9699 SOCIOLOGY 9699/22 Paper 22 (Data Response), maximum raw mark 50
www.xtremepapers.com UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary Level and GCE Advanced Level MARK SCHEME for the October/November 2009 question paper for the guidance of
More informationBMJcareers. Informing Choices
: The Need for Career Advice in Medical Training How should the support provided to doctors and medical students to help them make career decisions during their training be improved? Experience elsewhere
More informationTeaching and Learning Together. Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN)
Teaching and Learning Together Equal Opportunities Policy (see also Disability Non-Discrimination; EAL; Gifted and Talented; Racial Equality; SEN) 1 Introduction We are committed to inclusion and will
More informationWho can benefit from charities?
1 of 8 A summary of how to avoid discrimination under the Equality Act 2010 when defining who can benefit from a charity A. About the Equality Act and the charities exemption A1. Introduction All charities
More informationGeneric grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools
Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted
More informationHistory. Key Stages 2 3. in the National Curriculum for Wales
Key Stages 2 3 History in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills History in the National Curriculum
More informationGeneral Certificate of Education Advanced Subsidiary Examination June 2014
General Certificate of Education Advanced Subsidiary Examination June 2014 Sociology SCLY1 Unit 1 Culture and Identity; Families and Households; Wealth, Poverty and Welfare Thursday 15 May 2014 9.00 am
More informationLesotho new Integrated Curriculum for primary schools in Lesotho
Lesotho new Integrated Curriculum for primary schools in Lesotho The Ministry of Education and Training (MoET) has introduced a new integrated primary school curriculum, designed to respond to the changing
More informationSYG 2000 Course. 1. Define Sociology and explain the insights and benefits of the sociological imagination/perspective.
SYG 2000 Course Introduction to Sociology Learning Objectives In General, always be able to present a review of the key insights from any classroom video or activity connected to each chapter. Also, know
More informationNational Deaf Children s Society (NDCS) submission to Work and Pensions Select Committee inquiry
National Deaf Children s Society (NDCS) submission to Work and Pensions Select Committee inquiry Employment support for disabled people: Access to Work Summary Access to Work (AtW) plays a vital role in
More informationBeyond pink and blue: A lesson plan examining how gender stereotyping affects relationships
Beyond pink and blue: A lesson plan examining how gender stereotyping affects relationships Learning objectives: This lesson aims to build candidates knowledge and understanding of gender stereotyping.
More informationThe Decline in Student Applications to Computer Science and IT Degree Courses in UK Universities. Anna Round University of Newcastle
The Decline in Student Applications to Computer Science and IT Degree Courses in UK Universities Introduction Anna Round University of Newcastle The research described in this report was undertaken for
More informationAssessment Policy. 1 Introduction. 2 Background
Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with
More informationHigh Halden Church of England Primary School. Early Years Policy
Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality
More informationTopic 1.1.2: Influences on your healthy, active lifestyle
Section 1.1: Healthy, active lifestyle Topic 1.1.2: Influences on your healthy, active lifestyle Sport in Context Many things can influence people to become involved in sport, such as friends, family or
More informationADVICE FOR CHILDREN AND YOUNG PEOPLE
ADVICE FOR CHILDREN AND YOUNG PEOPLE 1 Making it work together LET S STOP BULLYING Bullying is wrong. Nobody has the right to hurt other people by hitting them, kicking them, calling them names, sending
More informationSOCIAL INEQUALITY AQA GCSE SOCIOLOGY UNIT 2 MAY 2013
SOCIAL INEQUALITY AQA GCSE SOCIOLOGY UNIT 2 MAY 2013 DEFINING SOCIAL INEQUALITY AND STRATIFICATION DEFINING SOCIAL INEQUALITY Social inequality refers to the unequal distribution of: Resources such as
More informationProblems arising from streaming mathematics students in Australian Christian secondary schools: To stream or not to stream?
Problems arising from streaming mathematics students in Australian Christian secondary schools: To stream or not to stream? TEACH R Peter Kilgour Executive Director, Seventh-day Adventist Schools (Greater
More informationThe Office of Public Services Reform The Drivers of Satisfaction with Public Services
The Office of Public Services Reform The Drivers of Satisfaction with Public Services Research Study Conducted for the Office of Public Services Reform April - May 2004 Contents Introduction 1 Executive
More informationSurname: Postcode: I can attend each day of the Summer School and all 16 Saturday sessions. I have completed all information in sections A, B, C and D
CHOICE Study with the world s leading Social Science institution Summer School: Monday 17 Friday 21 August 2015 16 Saturday Sessions: 19 September 2015 5 March 2016 Deadline Friday 20 March 2015 First
More informationFinancial capability and saving: Evidence from the British Household Panel Survey
CRS02 NOVEMBER 2010 Financial capability and saving: Evidence from the British Household Panel Survey About the Consumer Financial Education Body The Consumer Financial Education Body (CFEB) is an independent
More informationHigh-Impact Practices and Experiences from the Wabash National Study
1 High-Impact Practices and Experiences from the Wabash National Study In our research thus far, we have found that four broad categories of teaching practices and institutional conditions predict growth
More informationSection 2: Differentiation in practice in the curriculum
Section 2: Differentiation in practice in the curriculum Using differentiation to achieve pace and variety Differentiation is about teaching and learning styles and teachers should be using all three types
More informationMARK SCHEME for the October/November 2012 series 2251 SOCIOLOGY. 2251/13 Paper 1, maximum raw mark 90
CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Ordinary Level MARK SCHEME for the October/November 2012 series 2251 SOCIOLOGY 2251/13 Paper 1, maximum raw mark 90 This mark scheme is published as an aid to teachers
More informationThe Act protects people from discrimination on the basis of protected characteristics. The relevant characteristics are:
Equality Act 2010 The Equality Act 2010 brings together, harmonises and in some respects extends the current equality law, by making it more consistent, clearer and easier to follow in order to make society
More informationGENDER BASED VIOLENCE AT THE WORKPLACE
GENDER BASED VIOLENCE AT THE WORKPLACE By MILIMO KAPOMBE UNIVERSITY OF ZAMBIA AND ALLIED WORKERS UNION (UNZAAWU) INTRODUCTION Greetings to everyone who have made it to AFRECON 2015 in Botswana. My names
More informationAnalysis of academy school performance in GCSEs 2014
Analysis of academy school performance in GCSEs 2014 Final report Report Analysis of academy school performance in GCSEs 2013 1 Analysis of Academy School Performance in GCSEs 2014 Jack Worth Published
More informationImproving schools. A guide to recent Ofsted reports to support school improvement
A guide to recent Ofsted reports to support school improvement Foreword by Her Majesty s Chief Inspector Contents Foreword 3 Introduction 5 Getting to good 6 Moving English forward 8 Mathematics: made
More informationPart-time/Sessional Economics Tutor
Job description and person specification Job Title: Sessional Economics Tutor Department: Academic Reports to: Centre Head Sally Romary Location: Amsterdam FoundationCampus Start Date: March 2015 The Company
More informationOccupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017
Occupational Therapy Professional Practice Policy Responsible person Head of Therapy Next scheduled review Autumn 2017 Date Reviewed by Amended (Y/N) October 2003 Heather Anderson Policy written December
More informationLEVEL ECONOMICS. ECON2/Unit 2 The National Economy Mark scheme. June 2014. Version 1.0/Final
LEVEL ECONOMICS ECON2/Unit 2 The National Economy Mark scheme June 2014 Version 1.0/Final Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant questions, by
More informationCambridge International Examinations Cambridge International General Certificate of Secondary Education
Cambridge International Examinations Cambridge International General Certificate of Secondary Education FIRST LANGUAGE ENGLISH 0522/01 Paper 1 Reading Passages (Core) For Examination from 2015 SPECIMEN
More informationLanguages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey
Research Report DFE-RR052 Languages at key stage 4 2009: evaluation of the impact of the languages review recommendations: findings from the 2009 survey Caroline Filmer-Sankey Helen Marshall This research
More informationP-4: Differentiate your plans to fit your students
What Makes a Differentiated Classroom Different From a Traditional Classroom? In the chart below, you ll notice the ways in which a differentiated classroom differs from a traditional classroom. You may
More informationThe three tests of mental ability you will be asked to do at the AOSB are:
Introduction The Army requires that candidates for Officer Training have certain mental abilities. These mental abilities are measured by three tests that are described in this booklet. It is essential
More informationWHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS
WHAT MAKES GREAT TEACHING AND LEARNING? A DISCUSSION PAPER ABOUT INTERNATIONAL RESEARCH APPLIED TO VOCATIONAL CONTEXTS Background Good teaching is the core driver of high quality learning. Linked with
More informationNational Quali cations SPECIMEN ONLY
H National Qualications SPECIMEN ONLY SQ39/H/01 Psychology Date Not applicable Duration 2 hours Total s 60 SECTION 1 RESEARCH 20 s Attempt ALL parts of ALL questions. SECTION 2 INDIVIDUAL BEHAVIOUR 20
More informationhij Teacher Resource Bank GCE Religious Studies Unit A Religion and Ethics 1 Example of Candidate s Work from the January 2009 Examination Candidate C
hij Teacher Resource Bank GCE Religious Studies Unit A Religion and Ethics 1 Example of Candidate s Work from the January 2009 Examination Candidate C Copyright 2009 AQA and its licensors. All rights reserved.
More informationBCS HIGHER EDUCATION QUALIFICATIONS Level 6 Professional Graduate Diploma in IT. March 2013 EXAMINERS REPORT. Knowledge Based Systems
BCS HIGHER EDUCATION QUALIFICATIONS Level 6 Professional Graduate Diploma in IT March 2013 EXAMINERS REPORT Knowledge Based Systems Overall Comments Compared to last year, the pass rate is significantly
More informationInteractive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context.
Interactive Whiteboards, Productive Pedagogies and Literacy Teaching in a Primary Context. Authors: Peter Kent, Assistant Manager Centre for Teaching and Learning, ACT Department of Education. And Matthew
More information