80 marks · 6 question parts · Paper, mark scheme and report on AQA's site
| Q | Topic | Marks | AO | Type |
|---|---|---|---|---|
| 1 | Educational policy, marketisation and globalisation | 4 | AO1=4 | Outline |
| 2 | Differential educational achievement: class, gender and ethnicity | 6 | AO1=3,AO2=3 | Outline |
| 3 | Processes within schools: labelling, subcultures and the hidden curriculum, Differential educational achievement: class, gender and ethnicity | 10 | AO1=3,AO2=4,AO3=3 | Analyse |
| 4 | Role and functions of education (functionalist, Marxist, New Right) | 30 | AO1=12,AO2=9,AO3=9 | Essay |
| 5 | Methods in Context: research methods applied to education, Research methods: questionnaires, interviews, observation, experiments, documents and official statistics, Theoretical, practical and ethical issues in research | 20 | AO1=8,AO2=8,AO3=4 | Methods in context |
| 6 | Positivism, interpretivism and social facts, Quantitative and qualitative methods and research design | 10 | AO1=5,AO2=3,AO3=2 | Outline and explain |
![Education
0 1
Outline two ways in which globalisation has affected schools in the UK.
[4 marks]](/img/JUN25_71921/JUN25_71921_01.webp)
![0 2
Outline three reasons for social class differences in who goes to university.
[6 marks]](/img/JUN25_71921/JUN25_71921_02.webp)
![0 3
Read Item A below and answer the question that follows.
Item A
Teachers may have different expectations of some groups of pupils compared to
others. Pupils may form subcultures with peers who share similar values.
Relationships and processes within schools may lead to gender differences in
achievement.
Applying material from Item A, analyse two ways in which relationships and processes
within schools may lead to gender differences in educational achievement.
[10 marks]](/img/JUN25_71921/JUN25_71921_03.webp)
![0 4
Read Item B below and answer the question that follows.
Item B
Some sociologists suggest that the role of education is to reinforce value consensus in
society. They see schools as having a range of positive functions for both individuals
and society. One key function is to allocate pupils to their future occupations.
Other sociologists disagree and claim that the role of education is to reproduce existing
inequalities in the next generation.
Applying material from Item B and your knowledge, evaluate sociological explanations of
the role and functions of education in society.
[30 marks]
Extra space](/img/JUN25_71921/JUN25_71921_04.webp)
![0 5
Read Item C below and answer the question that follows.
Item C
Investigating the choices pupils make about post-16 education and training
Pupils in the UK will consider the options available to them in post-16 education or
training. They can choose to stay in full-time education, begin an apprenticeship, or
complete voluntary work alongside part-time education. A range of providers is
available. Pupils may become anxious when deciding but many sources of information
and guidance are available to help them through the process.
One way of investigating the choices pupils make about their post-16 education or
training is to use structured interviews. In these interviews the questions are decided by
the researcher in advance and are often closed. Structured interviews are useful for
generating straightforward factual information. However, they are inflexible as
researchers cannot change questions during the interview. Structured interviews also
do not allow a rapport to develop between the researcher and the participant.
Applying material from Item C and your knowledge of research methods, evaluate the
strengths and limitations of using structured interviews to investigate the choices pupils
make about their post-16 education or training.
[20 marks]
Extra space](/img/JUN25_71921/JUN25_71921_05.webp)
![0 6
Outline and explain two reasons why interpretivists prefer to use qualitative methods.
[10 marks]](/img/JUN25_71921/JUN25_71921_06.webp)
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