AS-LEVEL PAPER 1 EDUCATION EXAM PRACTICE QUESTIONS
0 3 Read Item A below and answer the question that follows. Item A In recent years, the A-level subjects with the highest proportions of female students were English, Biology and Psychology, whereas those with the highest proportions of male students were Mathematics, Physics and Chemistry. When explaining these differences, some sociologists emphasise the image and nature of different subjects the way they are taught, and the learning style associated with particular subjects. Others emphasise factors outside school such as gender differences in the way children are socialised.
Applying material from Item A analyse two reasons for gender differences in subject choice [10 marks]
Remember ››This question is worth 10 marks and your response must be written in continuous prose. ››The question asks you for two reasons and you must make these clearly distinct. ››Spend around 15 minutes on this question. ››Out of the 10 marks awarded, you are not given five marks for each reason. You will be awarded for the overall quality of your response. Do not worry if one of your points is stronger than the other as your response will be marked holistically.
››To get into the top mark bands you need to show analysis and evaluation. ››You might want to state which reason has made more impact, as this will help you to analyse. ››You can use examples to support your ideas. C grade response
As mentioned in item A, males and females are likely to choose different subjects both in their options at GCSE and particularly in their choices for A-level. Evidence shows that females are more likely to choose language based subjects such as English and boys more mathematical subjects. One such reason for this could be biological in that evidence suggests that males and females have different brains. Females are more likely to be creative and linguistic and boys are more likely to be practical and logical, therefore they pick different subjects. Many sociologists however believe that these differences are due to nurture more than natural biology. In relation to this may be the way in which the subjects are taught by the teachers, for example English and Psychology are subjects which are often quite feminised with attention to language, detail, reading and written assessments in terms of essays. Conversely subjects such as physics and chemistry are more likely to have factual short answers and have a more practical element to the lessons which would appeal more to boys. Despite this there have been efforts to get more students into certain subjects such as the girls into science and technology (GIST) campaign which seems to have worked in biology in particular.
The candidate could have developed this by stating why girls and boys choose certain subjects. Although this point is worth crediting, it is weak. Biological arguments are seldom used in sociology and this one isn’t explained well. The candidate could have introduced the concepts of spatial awareness and verbal reasoning which would have developed the point. An opportunity to analyse and evaluate with a feminist critique is missed. Feminists do not support biological arguments. This point could have been developed further by addressing the fact that governments have made an attempt to combat these issues. Initiatives have seen changes in the way subjects are taught.
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08/12/17 8:34 PM