Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on: Topic 2 - Childhood - evaluate explanations of childhod Topic 3 - Theories of the family - whether the family is beneficial Topic 4 - Demography - position of the old Topic 5 - Changing family patterns -divorce Topic 6 - Family diversity - whether individual choice in personal relationships has made family life less important *** Based on AQA specification** *** Supports students with planning the 20 marker (using the item) - using planning success criteria. ** *** Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A** *** Outlines the key terms, sociologists, theories that can be used when answering the question.** *** Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills. **

Bundle includes: Family PLC - EDITABLE - Personal Learning Checklist for the Families and Households unit in the the AQA A-level Sociology syllabus. PLC includes topic and page numbers from the Westergaard and Townsend book one for content students my find hard to locate. Revision lessons that recaps content and/ or focusses on developing exam techniques for family topics 1-7: -Topic 1 - Couples - also focusses on exam techniques - AO1, AO2 & AO3 -Topic 2 - Childhood -Topic 3 - Theories of the family - focusses on AO1 & AO3 -Topic 4 - Demography - briefly focusses on all AOs but mainly AO2 for 10 markers -Topic 5 - Changing Family patterns - focusses on AO2 -Topic 6 - Family diversity -Topic 7 -Families and Social policy - focusses on planning essays using the item. Five writing frames for 20 markers on family topics 2-6: Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on: -Topic 2 - Childhood - evaluate explanations of childhod -Topic 3 - Theories of the family - whether the family is beneficial -Topic 4 - Demography - position of the old -Topic 5 - Changing family patterns -divorce -Topic 6 - Family diversity - whether individual choice in personal relationships has made family life less important Writing frames: Supports students with planning the 20 marker (using the item) - using planning success criteria. Outlines the success criteria and provides sentence starters for the full essay (intro, main body and conclusion). Success criteria used for paragraphs in main body of essay is PEELE/A** -Outlines the key terms, sociologists, theories that can be used when answering the question.** -Supports students who need support and guidance with writing essays whilst providing students who are already good at writing essays opportunities to further improve their essay skills. **

Detailed and differentiated (up and down) revision lessons for each topic within the family unit of AQA specification. Includes: Topic 1 - Couples - also focusses on exam techniques - AO1, AO2 & AO3 Topic 2 - Childhood Topic 3 - Theories of the family - focusses on AO1 & AO3 Topic 4 - Demography - briefly focusses on all AOs but mainly AO2 for 10 markers Topic 5 - Changing Family patterns - focusses on AO2 Topic 6 - Family diversity Topic 7 -Families and Social policy - focusses on planning essays using the item.

Bundle for AQA A-level Sociology Couples topic in the Families unit. Bundles includes 5 lessons, a key term sheet (for students to fill out) for the topic and a revision lesson (see below for more information on each): **LESSONS ** Most answers to main activities included. Refers to key terms from previous lessons and units students might know that link and 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. ALL RESOURCES CAN BE FOUND AT THE END ON THE PPT L1 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the main family structures: Family, Household,Family structure/ type, Nuclear family, Lone-parent family, Same-sex family, Reconstituted family (or blended family) , Beanpole family, Extend family (horizontally and vertically) , Empty-nest family, Cohabitating couples, Contemporary society, Traditional, Family diversity, Living Apart Together/ LATs (extension) L2 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to introduce students to the traditional functionalist (Parsons) view of the domestic division of labour: Domestic labour , Domestic division of labour, Conjugal roles Conjugal (extension), Conjugal relationships (extension), Joint conjugal roles, Segregated conjugal roles, Instrumental role, Expressive role, Conjugal relationships (extension), Pre-industrial society (extension), Industrial Revolution (extension), Consumption (extension) L3 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine march of progress and feminist views of how women’s involvement paid work has had an impact on the domestic division of labour: Dual‐earner couples, The New man, The ‘march of progress’ view Double shift / dual burden, Triple shift, Emotion work, Cultural/ Ideological explanation (of segregated conjugal roles), Material/ Economic explanation (of segregated conjugal roles)  Ideology, Geographic mobility (extension), Commercialisation (extension) Examines the ideas of :Young and Wilmott, Oakley, Hochschild , Gershuny/ Sullivan, Ferri and Smith, Crompton and Lyonette L4 - Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine how money might be managed and how decision-making might be organised in families : Power, The allowance system, Pooling, Cultural/ Ideological explanation (of decision making), Material/ Economic explanation of inequality (of decision making),Personal life perspective (of money) Examines the views of the following sociologists: PAHL AND VOGLER (1993), Barret and McIntosh, Kempson, EDGELL, Laurie and Gershuny, CROMPTON AND LYONETTE, Pahl L5 - L5 AQA A-level Families- Couples: Domestic violence Detailed and differentiated (up and down) student-led lesson that examines and analyses the following key terms to examine patterns and explanations of domestic violence: Domestic violence/ abuse, Radical feminists, Materialism, Marxist feminism, Radical feminist explanation (of domestic violence) Marxist feminist explanation (of domestic violence),Materialist explanation (of domestic violence) Examines the views of the following sociologists: Dobash and Dobash, Millet and Firestone, Wilkinson and Pickett, Ansley **KEY TERM SHEET ** Key term sheet for AQA A-level Sociology Family Topic 1 Couples that requires students to fill out the definitions themselves. Includes some sentence starters for more difficult topics. 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 teaches exam skills and recaps ‘Couples’ content of AQA specification; recaps the main sociologists and themes in the ‘Family’ unit, Topic 1 – Couples WHILST teaching students how to use the Assessment Objectives (AOs) -AO1, AO2, AO3- to further develop their answers using MODEL ANSWERS and examples. NOTE – Students will need to have gone over or have a basic understanding of using a set success criteria or writing format for their paragraphs TO BE ABLE TO GAIN THE MOST OF OUT THIS LESSON – this lesson using set success criteria PEELE/A (for 20 markers) and PERD (for 10 markers). **RESOURCES CAN BE FOUND AT THE END OF THE PPT. ** **ANSWERS FOR MOST OF THE ACTIVITIES CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE **

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. Can be edited to meet the needs of any spec – 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.