** EDITABLE - on a word document** Personal Learning Checklists for the following AQA A-level Sociology syllabus: Education Family Religion Media Crime Theory and Methods (includes separate PLCs for each sub-topic and a combined PLC. Methods in context PLCS for Theory and Methods, Methods in context and Famiy include and page numbers from the Westergaard and Townsend book one and two and Ken Browne ‘Sociology for AQA volume 2’ book (for media) for content that students might find hard to find in the textbook(s). Topic numbers included for all PLCS.

LESSONS L1 - Detailed and differentiated student-led lesson that explores childhood​, social constructionism, industrialisation (briefly), the globalisation of western childhood , western notion of childhood as a way to introduce students to the idea of the social construction of childhood. Mostly focusses on cross-cultural differences in childhood but briefly covers historical differences of childhood in Britain. Explores the views of sociologists such as Pilcher​, Benedict​, Wagg​, Punch, Holmes, Firth and Malinowski. AQA A-level Families Topic 2 Childhood- Lesson 1 L2 - Detailed and differentiated student-led lesson that explores Pre-industrial society​, Industrialisation​, Modern western notion of childhood, ‘cult of childhood’, Child-centredness/centred society , Infant mortality, as a way to examine Aries views and explanations of the historical differences in western childhood. L3 - Detailed and differentiated student-led lesson that explores Information hierarchy , Postmodernity/ postmodern society/ contemporary society​, Modernity/ modern society/ industrial society​, Accordion family​, Boomerang children as a way to examine the changes to the modern western notion of childhood in contemporary society. Covers the views of Postman and Jenks. L4 - Detailed and differentiated student-led lesson that explores march of progress theory​, Toxic childhood​, Conflict theory​, Age patriarchy​, Child liberationism as a way to examine the different views (march of progress and conflict views) of whether childhood has improved over time. Includes views of Gittins, Palmer, Firestone and Holt, Aries etc. KEY TERM SHEET Alphabetical key term sheet for AQA A-level Sociology Family Topic 2 Childhood that requires students to fill out the definitions themselves. Includes some sentence starters for more difficult key terms. **Good form of revision for students and can be used as a revision resource to develop AO1 once filled out. ** **BASED ON CONTENT in textbook - AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend ’ textbook **REVISION LESSON **- Detailed and differentiated (up and down) student led lesson that supports students in recapping the main theories, views and explanations of the position of childhood; examines how march of progress, conflict, child liberationists and postmodernist theories’ view society and how this might influence their approach or view of childhood and its changes over time. Also highlights the key sociologists (Katz, Postman, Aries, Palmer, Jenks, Gittens) in this topic. The lesson then requires students to apply this knowledge to plan (using a success criteria) a 20 marker and write at least one paragraph for it.

Detailed and differentiated (up and down) student-led lessons that help students to develop their knowledge and understanding from previous lesson(s). Includes 6 lessons (the last being a quiz lesson) and a key term sheet that covers the key terms in these lessons: **L1 – Intro to GCSE AQA Sociology: ** an overview of the course, exam and curriculum An activity on how to create and maintain a safe space for discussions suggested revision websites and youtube channels that students can use to develop their knowledge and understanding of key ideas and concepts. activities to introduce students to Sociology and sociological thinking/ inquiry. Expectations L2 – How might sociologists explain behavior? Explores, norms, values, socialisation (primary/secondary) and social control, agencies and agents of socialisation and social control as an introduction to Sociology. Also looks at the importance of primary socialisation and the consequences of it inadequately performed. 3 marker with a success criteria and student friendly mark-scheme L3 – Intro to functionalism Explores value consensus, social order, biological/ organic analogy, structuralism, consensus theories and social cohesion as way of introducing students to the key main functionalist views and ideas. 3 marker with a success criteria and student friendly mark-scheme L4 – Intro to Marxism explores capitalism, profit, social class, ownership, interests, structuralism, conflict theories, exploitation, false consciousness and social relations of production as a way to introduce students to the main Marxist views and ideas. **L5 – Intro to feminism ** explores sex, gender, gender roles, patriarchy, gender inequality as a way to introduce students to the main feminist views of society and ideas. 3 marker with a success criteria and student friendly mark-scheme **L6 – Quiz lesson ** small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quizscaffolding for students to peer assess (but quiz can also be marked by teacher) SAME as A-level intro quiz but excludes questions on the nature – nurture debate. Made to meet the needs of the AQA SPEC but can be edited to meet the needs of any spec, e.g. key terms in L2-5 meet the AQA spec Answers included for main activities and quiz **L2,3 & 5 include 3 marker, success criteria to answer this and student-friendly mark-scheme for self and/ or peer-assessment. **

Lessons: L1 Material deprivation Detailed and diiferentiated (up and down), student led lesson that explores class differences in achievement the role of material deprivation in causing or contributing to it. Introduces students to material vs cultural factors and external vs internal factors. Also introduces students to how to answer 4 and 6 markers using a success criteria and student-friendly mark-schemes. L2 Cultural deprivation Detailed and differentiated (up and down), student led lesson that explores collectivism vs individualism, elaborate vs restricted code, subculture, fatalism vs meritocracy, deferred vs immediate gratification, meritocracy, present-time vs future orientated vs compensatory education to enable students to understand the role of cultural deprivation in causing class differences in achievement/ working-class underachievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L3 Cultural capital Detailed and differentiated (up and down), student led lesson that explores cultural, educational and economic capital and compensatory education to enable students to understand the role of cultural deprivation in causing class differences in achievement/ working-class underachievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L4 - How do I answer 10 markers? Detailed and differentiated (up and down), student led lesson that explores how to answer 10 markers, in particular for education topic 1 - class differences in achievement (external factors). Can also be used as a revision lesson for topic 1 (class diff in achievement -external factors) Includes student friendly success criteria PERD (Point+Explanation+Research+Develop) success criteria and student-friendly mark-scheme. L5 Labelling Detailed and differentiated (up and down), student led lesson that explores labelling, self-fulfilling-prophecy/ pygmallion effect, determinism and interactionism to enable students to understand the role of labelling in causing class differences in achievement/ working-class underachievement/ middle-achievement. L6 Streaming and pupil subcultures Detailed and differentiated (up and down), student led lesson that explores labelling, streaming, differentiation, polarisation, anti-school subcultures, pro-school subcultures, pupil subculture, A-C ecnonomy, educational triage to enable students to understand the role of streaming and pupil subcultures in causing class differences in achievement/ working-class underachievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L7 Class identities Detailed and differentiated (up and down), student led lesson that explores pupil identity, class identities, habitus, symbolic capital, symbolic violence, nike identities, style performances to enable students to understand the role of class identities in causing class differences in achievement/ working-class underachievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. L8-9 How do I answer 20/30 markers? Detailed and differentiated (up and down), student led lesson that explores: the main assessement objectives - AO1, AO2,AO3 how to answer 30 markers allows studeNts to revise class differences in achievement (external and internal factors). L10-11 Assessment & FEEDBACK (DIRT) Lesson Asessment questions for A-level Sociology (4, 6, 10, 30 markers) AND detailed and differentiated (up and down), student led feedback DIRT lesson that explores recaps how to answer4, 6, 10 & 30 markers and provides answers for assessment. Includes student friendly success criteria mark-schemes. **L12 - Folder lesson ** Explores the importance of organisation and guides and supports students in organising their classwork for class differences in achievement external and internal factors (Topic 1& 2 AQA A/ AS-level spec) Includes: Assessment tracker Example of how folder might be organised Reflection activity **ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED ** Uses and refers to ’ AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend ’ textbook

Detailed and differentiated set of student-led lessons made for AQA A/AS-LEVEL SOCIOLOGY but can be differentiated for GCSE (see below-L2) and any SPEC (as it goes through the main methods, terms, issues for social research in general: Intro to Methods Explores primary vs secondary methods, quantitative vs qualitative methods, validity and reliability as a way to introduce students to the main main research methods. Explores practical (time, cost, research opportunity, requirements of funding body & subject matter), ethical (informed consent, confidentiality, harm to participants, vulnerable groups & covert research) and theoretical issues (validity, reliability, representativeness, methodological perspectives, interpretivism & positivism). *** Catered towards A-LEVEL AQA sociology but if main activity can be replaced, the rest can be used for GCSE and ANY SPEC.** *** Main activity uses pages 92-94 of the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend** explores sampling methods, sampling frame, representative (sample), generalising (findings) and the relationship between these and positivism vss interpretivism and theoretical issues LESSON COMES WITH ANSWERS

Bundle includes: Lessons: L1 Functionalist Murdock: * Detailed and differentiated (up and down) student-led lesson that recaps the functionalist view of society and examines and evaluates functionalist Murdock’s four functions: Sexual function ​, Reproductive function , Education function ​, Economic function. * Lesson makes links to other functionalist and family key terms that students might have previously been taught. L2 Functionalist Parsons Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates functionalist Parsons view of the family (functional fit theory) and his functions (mainly stabilisation of adult personalities – NOT primary socialisation). Lesson explores the key terms: Functional fit theory​, Stabilisation of adult personalities (Warm Bath Theory)​, Functional fit theory, Geographic mobility​, Social mobility​, Unit of production​ and Unit of consumption. L3-4 Marxist Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates Marxists Althusser, Zaretsky and Engels’ views and functions of the family. Lesson explores the concepts: Marxist Warm Bath Theory, Monogamy , The monogamous nuclear family , Unit of consumption, Pester power, ideology, ideological function, false consciousness Lesson makes links to general Marxist key terms and other family key terms that students might have previously been taught. L5 Feminist Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: Political lesbianism , Separatism​, Reserve army of labour​, Oppression Lesson makes links to general feminist key terms and other key terms that students might have previously been taught, e.g. Patriarchy, Capitalism, Proletariat, Bourgeoisie, Conflict theory​, Exploitation, Alienation, Gendered socialisation Canalisation ,Gender roles, Warm Bath Theory, Structuralism, etc. L6 Personal life perspective Detailed and differentiated (up and down) student-led lesson that examines and evaluates Liberal (Somerville​), Radical (Greer), Marxist (Ansley) and Difference feminist views and functions of the family. Lesson explores the concepts: The personal life perspective​, Donor-conceived children Lesson makes links to other key terms students might have previously been taught: Interactionism vs Structuralism​, Family diversity, Same-sex families ** LESSONS BASED ON AQA A-level Book 1 by Townsend ** ** MOST OF THE ANSWERS FOR MOST THE ACTIVITIES INCLUDED** **RESOURCES AT THE END OF THE PPT (if not included in download folder. ** Key term sheet - on the key terms examined in ALL lessons (L1-6) Revision lesson - Detailed and differentiated (up and down), student led lesson that: * recaps the key sociologists students learn in this topic and what they say about the function(S) of the family. recaps the main umbrella theories that students learn in year 12 (structuralism vs interactionism, modernism vs postmodernism and conflict vs consensus theories), how they view society and how this influences functionalist, marxist, feminist and personal life perspective approaches to the family. how the knowledge above can be applied to exam questions to demonstrate both analysis and evaluation (AO3), e.g. by highlight the similarities and differences between the different theories of family or using knowledge of the umbrella theories to evaluate theories of the family. supports students with planning a 20 marker on theories of the family using the item.**