NOW 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

Workbooks for the AQA A-level Sociology Crime and Deviance unit. The workbooks cover topics 1-7 and should be used with the Webb, Westergaard, Trobe and Townend Book 2. The workbooks are made up of comprehension questions to help students engage with the content. Students would be expected to answer the quetsions in the booklet whilst reading the textbook. The workbooks enable students to engage with key terms by using the glossary at the back of the textbook. Workbooks also include some challenge questions that allow students to make links to other topics in the unit and course.

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 ***** Makes reference to other key terms students might know that link. ** ****ALL RESOURCES INCLUDED AND CAN BE FOUND OUT THE END OF PPT *** 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 (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 ***** Makes reference to other key terms students might know that link. ** ***** ANSWERS for MAIN activities 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 (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 ***** Makes reference to other key terms students might know that link. ** ***** ANSWERS to MAIN activities 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 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 One of the activities require pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend RESOURCES CAN BE FOUND AT THE END OF PPT ANSWERS INCLUDED FOR SOME ACTIVITIES INCLUDES EXAMS QUESTIONS

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. Activities require pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend RESOURCES CAN BE FOUND AT THE END OF PPT STUDENT-FRIENDLY MARK-SCHEME INCLUDED FOR 4 MARKER

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. Activities require pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend RESOURCES CAN BE FOUND AT THE END OF PPT ANSWERS INCLUDED FOR MAIN ACTIVITIES **INCLUDES EXAM QUESTIONS **

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. Main activity requires pages from the AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend ANSWERS INCLUDED FOR MAIN ACTIVIES RESOURCES CAN BE FOUND AT THE END OF PPT

Alphabetical list of sociologists who attempt to explain ethnic differences in achievement. SOME scaffolding with some sentence starters, prompts to help students with what some sociologists might says and put into external vs internal factors categories . Requires students to write done what key sociologists from the topic ethnic differences in achievement (external and internal factors). Good form of revision and revision resource for the students. **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

Detailed student led lesson on the Marxist views of the role of education adapted to stretch and challenge the most able whilst scaffolding to allow pupils who need support the opportunity to access higher level thinking. Covers the following Marxist key functions of education: reproducing class ienquality, legitimising class inequality, correspondence principle, Covers the following functionalist sociologists: Althusser, Bowles and Gintis and Willis Covers the following key term: State apparatuses Ideological state apparatuses Repressive state apparatuses Ideology Correspondence principle Hierarchy Alienation Fragmentation Extrinsic reward Competition Promotes a spiral curriculum by making links to key terms that students might have previously been taught within the education unit and for Marxism as a theory that link to this lesson. Makes links to methods in context 20 marker - provides scaffolding and possible questions that link to Willis’ study. Promotes, facilitates and scaffolds Oracy. Provides guidance for answering 4 markers. 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 ANSWERS INCLUDED FOR THE MAIN ACTIVITIES ON THE FUNCTIONS OF EDUCATION ONLY NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.