Can you tweet a summary review (no more than 144 characters, feel free to add # tags) of the role and purpose of education or of the relationships and processes within schools.

Alternatively - can you create a visual representation of the key ideas?

How is achievement in society measured?

How is achievement in education measured? What might be the problems with this?

What's the difference between low-achievement and underachievement?

In considering achievement we will be looking at groups of students in terms of class, ethnicity, and gender: the internal and external factors affecting these groups.

It is important that we consider how these three aspects may intersect and for each group whether internal or external factors have a bigger impact and why this might be.

Firstly then we are considering class. Take a moment to review what we mean by 'class' in society. Why do we use this term? Be sure you understand and can use effectively the term 'stratification'.

Review what you have considered about different classes, what are the main ideas you would attach to each one?

You may have watched the "Same street, different lives" documentary - if this is the case, what does this documentary show us about the influence of affluence? If you haven't seen it, take time to search out a copy or ask your teacher to take a look - there are some fascinating observations to be made about opportunities and attitudes.

HE = Professional background more likely than unskilled

A-Levels = middle class more likely to be academic, working-class more likely to be vocational

GCSEs = unskilled more likely to have lower scores

Setting & streaming = unskilled/working-class more likely to be in lower sets/streams

Literacy = disadvantaged, more likely to start school unable to read

Internal factors =
labelling
setting
streaming
subcultures

Becker/Keddie (1971) = 'ideal student'

Ball (1981) = top streams more likely to be higher social classes

Woods (1983) = non-conformist/anti-school subcultures more likely to be working class students

Material deprivation = living conditions; lack of financial support; health problems; absence from school

Cultural deprivation = level of parental interest/support; knowledge & values

Immediate vs. deferred gratification

Bernstein (1970) = linguistic deprivation: restricted code vs. elaborated code

Bourdieu (1971/74) = Cultural capital: high level of parental engagement; student knowledge & values

Response to situation:
Right answer, wrong form
Retreatism - anti-school subcultures

Role models - majority of teachers are...?

Access to school: admission policies
financial, experience of parent

How can your home environment affect your aspirations?

The family's social POSITION rather than the family itself.

What are the key factors here?
How do young people respond to the institution?

CGP: 24-25
Haralambos & Holborn: 51-55
Collins Yr1: 15-30