Answer to some activities included Teaching to all activity include No starter activity included Key term and definition sheet for the lesson included

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might power be divided in families. Cover the following key terms: Conjugal relationships, Power Cover the following key sociologists: Edgell, Pahl, Opinium Research, survey Starter activity enables students to recap content they should or might have learnt before this lesson within the families unit ANSWERS TO ALL ACTIVITIES INCLUDED REQUIRES OWENS AND WOODFIELD AQA GCSE TEXTBOOK FOR MAIN ACTIVITIES (OR ANY EQUIVALENT INFORMATION ON DECISION MAKING AND MONEY MANAGEMENT IN THE FAMILY) Includes icons for visual learning RESOURCES CAN BE FOUND AT THE END OF THE PPT Includes a discussion activity with lots of scaffolding Includes a 3 marker with detailed scaffolding and a student friendly mark-scheme

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Cover the following key terms Covers the following sociologists 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 ANSWERS TO MOST ACTIVITIES INCLUDED Makes references to key terms students should know- Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson. RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand changes in family relationships. Covers the following key terms: Kin, Kinship, Extended kin, Democratic relationships, Child cantered, Infant morality. Covers the following sociologists:Young & Wilmott, Aries, Shorter, 1918 Education Act, Brannen, Pyror and Tinder, Charles et al (2008a.), Charles et al (2008b.), Bhatti Makes references to key terms students should know- Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson. Starter is keyword bingo and requires teacher to know the definitions of key terms previously learnt in the family unit. ANSWERS TO SOME ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF THE PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that explain the increase in divorce. Includes a 4 marker with detail scaffolding to help students answer it. Includes a student-friendly mark scheme for self or peer-assessment. Includes two versions of the table needed for the carousel activity - one with scaffolding and one without Covers the following key terms: Secularisation, Stigma, Empty shell marriage Covers the following sociologists: Office for National Statistics (ONS), Dennis , Fletcher, Hart, Goode, 1969 Divorce Reform Act, Mitchell & Goody Covers the following key terms you should already know: Function (of an instituition), Individualism, Collectivism, Contemporary society, Consumerism/ Consumption ANSWERS TO SOME MAIN ACTIVITIES INCLUDED Makes references to key terms students should know – Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson. RESOURCES CAN BE FOUND AT THE END OF PPT

Includes 4 marker ‘perspective question’ on Delphy and Leonard with scaffolding to help students answer this question and others like Includes ‘teaching to all’ activity that develops students ability to draw on the sociological perspectives and ideas they have learnt to answer 12 markers. Includes scaffolding to help students write a paragraph for a 12 marker using what they have learnt in the lesson on Delphy and Leonard’s view of the functions of the family. ANSWERS TO MOST ACTIVITIES INCLUDED

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are the strengths and weaknesses of using social surveys to investigate sociological issues (e.g how to identify the main features of social surveys and when it would be appropriate to use them, explains the strengths and weaknesses of using social surveys to investigate social issues and applies the strengths and weaknesses of social surveys to an exam question). Covers the following key terms: Social surveys, Telephone surveys Makes references to key terms students should know that link to this lesson. Lesson requires students to have prior knowledge of practical, ethical and theoretical issues to the strengths and weaknesses of social surveys No starter included in the lesson ANSWERS TO MAIN ACTIVITY ONLY. Includes an exam question with scaffolding to help students answer. I used the lesson as an opportunity to write an answer to the 4 marker with students. Resources can be found at the end of PPT

Detailed and differentiated (up and down) student led lesson that: uses scaffolding to guide students in making a mind-map of the topic as a revision material -recaps the success criteria for 10 markers with item -provides a model paragraph for a 10 marker item on this topic -uses scaffolding to help students write their own 10 mark (item) paragraphs or full answers. -includes 4 different 10 markers (with item). for this topic NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

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 (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 capital in causing class differences in achievement/ middle-class achievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) differentiated down for GCSE) lesson ** 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 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. RESOURCES CAN BE FOUND AT THE END OF THE PPT. MODEL PLAN AND ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE

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). **Can also be used as a revision lesson for topic 2 (class diff in achievement -internal factors) Includes student friendly success criteria for essay ** ANSWERS TO MAIN ACTIVITIES AND MODEL ANSWER INCLUDED Made for AQA A-level but is applicable for AS-Level and can be used for ANY SPEC and is still paplicable for GCSE essays

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on the family being beneficial (family -topic 3 theories of the family). Models how to use the item to select points or arguments to answer the question. *** 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.

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. **ANSWERS TO MOST ACTIVITIES ** **COMES WITH FREE A-LEVEL HELP SHEET **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) ** 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 allows students to examine patterns of media ownership and the three main approaches (manipulative, hegemonic and pluralist) to media ownership and control of media output. Also introduces studets to the difference between Marxism and Neo-Marxism and links to structural vs humanistic marxism and structural determinsm. Examines the following concepts to do this: Ideology, Hegemony, Agenda-setting, Gate-keeping, News values, Marxism Neo-Marxism, Lords of the Global Village. ANSWERS TO MAIN ACTIVITIES INCLUDED** RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) **REQUIRES textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

Detailed writing frame that scaffolds (from introduction to conclusion) a full answer for a 20 marker on evaluating the view that individual choice in personal relationships has made family life less important in the United Kingdom today (family -topic 6 family diversity). *** Based on AQA specification** Models and supports students with how to use the item to select points or arguments to answer the question and how to plan essays 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), 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. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) differentiated down for GCSE) lesson **

Detailed and diiferentiated (up and down), student led lesson that recaps: patterns of ownership the mainpulative, hegemonic and plurlaist approach to media ownerhsip and control formal and informal controls of media output or content. References the following concepts: Agenda-setting  Gate-keeping   News values  Marxism    Structuralism vs Interactionism     Ownership  Ideology  Capitalism   False consciousness   Neo-Marxism Lords of the Global Village  Formal and informal methods of control. ANSWERS INCLUDED FOR SOME MAIN ACTIVITIES INCLUDED** RESOURCES FOR LESSON CAN BE FOUND AT THE END OF PTT Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) **Based on the content in 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law **

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. ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **Made for AQA A-level but can be easily used for other specs (just need a different source of information/ textbook) differentiated down for GCSE) lesson ** 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 lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Media - Media representations of sexuality’ Cover the following key terms :Sexuality, Sexual orientation, Lesbians, Gays, ‘Pink pound’, Sanitisation of gay sexuality , Over-sexualisation of lesbian sexuality (optional) , Heterosexuality , Homosexuality , Heterosexual gaze Cover the following sociologist:McRobbie (1994), Gill (2007), Gross (1991), Stonewall (2010), Cowan (2007), Cowan and Valentine (2005) Lesson is made up of comprehension questions that students need to answer using the information in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law on this. INCLUDES DETAILED ANSWERS TO ALL ACTIVITIES