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Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement. I can explain how labelling can create anti-school subcultures. I can identify the groups that may be at risk of being Starter: Complete worksheet from last lesson (10 Mins)
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Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Dec 24, 2015

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Sydney Welch
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Page 1: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Labelling and anti-school subculturesLOs:I can describe what labelling is.

I can explain how labelling can affect a student’s educational achievement.

I can explain how labelling can create anti-school subcultures.

I can identify the groups that may be at risk of being negatively labelled.

Starter:

Complete worksheet from last lesson

(10 Mins)

Page 2: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Order the student’s faces from most likely to achieve highly to least likely to achieve.

How did you do it?

Challenge: When might teachers do this?

What is labelling?

JudgementsAbility

10 Mins

Page 3: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

• A study found that teachers label students within the first 5 minutes of meeting them.

• Teachers often assume that well-behaved students are bright – this is called the ‘halo effect’.

• A study found that many teachers have an image of an ‘ideal student’ – this student is middle-class.

Page 4: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Labelling: who does it affect?

• Which social groups are more likely to be affected by negative labelling and why?

Which social groups might this student belong to?

Page 5: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

The working-

class students

don’t achieve.

A teacher is prejudiced

towards working-class

students, and labels

them as not very clever.

Is this because

they aren’t very

clever, or are

there other

reasons?

?

Page 6: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

The self-fulfilling prophecy happens when students

internalise the label that is given to them so the label

becomes a reality.

You can’t be entered into

the higher tier exam.

I am not good at his subject. What’s the

point in trying?

Page 7: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Labelling can also lead to anti–school subcultures

What name would you give to each group of students?

Page 8: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Pupil Subculture

• A group of pupils who share similar values and behaviour patterns

• Can emerge as a response to labelling and streaming

Page 9: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Anti-social subculture

• Low streams (in lower sets)

• Working class

• Low self esteem- school has undermined them.

Page 10: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Key words to use

labelling assumptions judgements ability internaliseself-fulfilling prophecy halo effect

setting and streaming expectations rebellious

anti-school subcultures names mannersappearance speech

Answer the below questions independently

1.What is labelling?

2.How can labelling affect a student’s educational achievement?

3.How can labelling create anti-school subcultures?

4.How can labelling explain the differences in achievement between different social groups?

15 Mins

Page 11: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Differential educational

achievement quiz

Page 12: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Who does better in school?

Boys or girls?

Page 13: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Girls

Girls do better than boys at every level of school including SATS, GCSEs and

A-levels

By the end of secondary school girls are on average 7 years ahead of boys in their

educational attainment

Page 14: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Which social class achieves more highly in education?

Upper class

Middle class

Working class

Page 15: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Upper and middle class children generally do much better in school than working class

children.

94% of 15 yr olds= 5+ GCSE C+ (affluent areas)

24% of 15 yr olds= 5+ GCSE C+ (deprived areas)

Challenge- Do you think this always has to be the case? How could this pattern be stopped?

Page 16: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Ethnicity can greatly influence your achievement in

education-

TRUE OR FALSE?

Page 17: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

TRUE

Different ethnic groups achieve very differently throughout their education- some achieve highly

and other groups struggle.

Challenge- Can you come up with an explanation for why this could be?

Page 18: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Which ethnic group achieves most in

education?

Page 19: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Chinese and Indian

Chinese students achieve the best in education - particularly

girls who get 79% A*-C at GCSE

Indian students are next best with 72% A*-C at GCSE for girls

Challenge- What would make these students do well in their education?

Page 20: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Which ethnic group generally does worst in

their education?

Page 21: Labelling and anti-school subcultures LOs: I can describe what labelling is. I can explain how labelling can affect a student’s educational achievement.

Black Caribbean (boys) and Black African

These ethnic groups achieve amongst the lowest % GCSE

grades of all groups and along with Pakistani and Bangladeshi students are under-represented in university

Challenge: What could we do to stop these groups underachieving?