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Essay / Research Paper Abstract
This 11 page paper considers the way in which sociology is taught in the UK, looking at the pedagogy and various influences and the way in which OFSTED and FENTO have influences the way in which it is taught as well as the content of the syllabus. The bibliography cites 13 sources.
Page Count:
11 pages (~225 words per page)
File: TS14_TEsociofe.rtf
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Unformatted sample text from the term paper:
GCSE and A/S levels. However, this is not a new subject, but the way it is and has been taught is changing as a result of social pressures, changing
syllabuses from the main examinations board and the influence of OFSTED and FENTO in the past. If we first look at the impact of OFSTED we can then
look at the potential impact of the way in which curriculum or syllabus design has changed and then consider the criticism or syllabus that are offered. The teaching of post
compulsory education maybe see as very different form that which is compulsory. As well as the age different, which means there is a greater level of maturity, there is also
a different attitude from the students learning. They are not longer compelled to attend they are in class due t the desire to learn and the will to increase their
knowledge. This cannot fail to reflect in the attitude of the teacher and although in theory should not impact on the quality of the teaching, may have a positive influence.
A key characteristic in post compulsory education must be the recognition of the difference this creates. Therefore the emphasis may change. In 1995 Lord Dearing undertook a review of
the provision for higher and further education for 16 - 19 year olds. There had been controversy over the education levels at 16 plus due to the perception of academic
emphasis. This was seen by many as both elitist and failing to equip many individuals with the skills they needed for life, as well as fail to give the students
the skills the country needed in the workforce. The report made many observations and recommendation, some of which may have been seen as cure to the ills within post-compulsory education.
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