Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Feminists’ role of education. Covers the following key terms: Secondary socialisation, role allocation, meritocracy correspondance principles, specialist skills, universalistic standards, particularistic standards, ascribed status, achieved status, social cohesion, gender differences in subject. Includes a ‘teaching to all’ activity Starter activity enables students to recap the feminist view of society ANSWERS TO MOST activities included Includes an activity that allows students to compare and contrast functionalist, Marxist and feminist views of the role of education Promotes a spiral curriculum by making links to key terms that students might have previously been taught that link to this lesson

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Crime and Deviance - The social construction of crime and deviance’ Cover the following key terms: Crime, Deviance, The social construction of crime and deviance, Master status, Deviant career, Deviant subculture Covers the following sociologists: Becker -Includes a teaching to all activity -Includes a 4 marker ‘perspective’ question with a success criteria and sentence starters for answer -Has two lessons in one. -Includes key term sheet with definitions of key terms covered during the lesson as well as definitions of key terms students should have previously learnt that link to the lesson.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the three main sources of statistical data on crime, how they collect data on crime and the strength and weaknesses of them. Examines the following key terms: Source of statistical data on crime ​ Official (government) crime statistics ​ Reported crime ​ Recorded crime ​ Dark figure of crime ​ The Social Construction of Official Crime statistics​ Victim survey ​ Self-report study Makes links with the following key terms that students should know (mainly if they studied the research methods unit before starting crime: Social construct ​​ Standardise ​​ Quantitative Data​​ Qualitative Data ​​ Validity ​​ Reliability​​ Representative (sample)​​ Generalise ANSWERS TO MAIN ACTIVITIES INCLUDED Includes key term and definitions sheet for the lesson included The Owens and Woodfield GCSE Sociology textbook is needed for the main activities

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand alternative forms of traditional education (e.g. describe the alternative forms of educational provision, explain how the different forms of educational provision differ to traditional forms of education, analyse and evaluate the alternative forms of educational provision. Covers the following key terms: Home education/ home-schooling, Democratic education/ de-schooling, Vocational education and training Key sociologists mentioned that students should already be aware of: Illich (extension) Answers to all main activities included Resources can be found at the end of the PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand class identities. Cover the following key terms: Identity, Class identities, Habitus, Symboliccapital, Symbolic violence, Nike identities, Style performances Covers the following sociologists:Archer, Bourdieu, Ingram ANSWERS TO ALL ACTIVITIES INCLUDED Teaching to all pedagogical technique included 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. 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.

Covers the following key terms: Class differences in educational achievement, Educational achievement, External factors (home factors), Internal factors (school factors), Social class Covers the following sociologists: Halsey, Heath, Ridge (1980) Key term and definition sheet for the lesson included ANSWERS TO ALL ACTIVITIES INCLUDES Teaching to all activity 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 what ethnography is as a research method and its main features, explain the strengths and weaknesses of using ethnographic research to study sociological issues and topics. Cover the following key terms: Ethnography Triangulation Includes 4 marker with success criteria for answering it   Covers the following sociologists: Mead Whyte Young and Wilmott ANSWERS TO SOME ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how to describe a case study and how it might be used to investigate sociological issues, explain the advantages and disadvantages of using a case study to investigate sociological issues. Covers the following key terms: Case study, Mixed methods, Triangulation Key terms and studies you should know that link: Secondary vs Primary methods and data, data, Quantitative vs Qualitative data Resources can be found at the end of the PPT Answers to all activities Includes key term and definition sheet for the lessons

Includes a ‘teaching to all’ activity that enables students to recap functionalist, Marxist and feminist views of society so that they can better understand their views on divorce. Includes a 4 marker with scaffolding to help students answer it. Also includes a annotated 4 marker mark-scheme for self and peer-assessment and to enable students to understand how examiners will mark their 4 marker. ANSWERS TO ALL ACTIVITIES INCLUDED

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what impact might marketisation have had on British education system ( define marketisation, the impact of the 1988 Education Reform act on the British education system and the policies it brought about). Includes ‘teaching to all’ pedagogical technique   Cover the following key terms: Marketisation Marketisation of education Market forces (extension) Privatisation (of education) Covers the following reforms: 1988 Education Reform Act Covers the following policies: League tables Ofsted reports Academies Free schools Specialist schools Open enrolment Business sponsorship   ANSWERS TO ALL MAIN ACTIVITIES INCLUDED . Key terms students should know that link: Education reform/ policy Labelling, Streaming, Setting, Banding, Academies, Free-schools, Differences in achievement (class, gender, ethnicity), Internal vs External factors, Local Education Authority (LEA), Social processes RESOURCES CAN BE FOUND AT THE END OF PPT

Description allows students to recap the key terms and sociologists covered in the education unit and apply this to exam questions. Goes through the different types of 4 marker (excluding research methods 4 markers) students can be asked. ANSWERS TO MOST ACTIVITIES

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand what are PET issues that sociologists consider when designing and conducting research (e.g. define and identify possible practical, ethical and theoretical (PET) advantages and disadvantages of social research and explaining PET’s differences Covers the following key terms: Practical issue, Ethical issues, Theoretical issues,Anonymity, Confidentiality , Informed consent, Covert research (extension), Pseudonym (extension), Mixed method (extension) Findings (of research) (extension). Key bodies, laws and theories we will cover: British Sociological Association, Data Protection Act 1998, Positivism, Interpretivism Answers to most main activities are included Resources can be found at the end of the PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might sociologist select their sample for sociological research (e.g. the sampling method, consequences sampling methods may have on social research, the different types of sampling methods and how they are used. Covers the following key terms: Target population, Sample, Sampling frame, Probability (or random sampling) vs Non-probability sampling, Simple random sampling, Systematic random sampling, Stratified random sampling, Snowball sampling, Quota sampling, Representative sample vs unrepresentative sample, Generalise; Generalisability; To make generalisations, Opportunity sampling extension), Cluster sampling (extension) and Positivists vs interpretvivists (extension) Answers to most activities are included

Detailed student led lesson on the New Right critique and view of the purpose state 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 key terms: Neo-liberalism The New Right Conservatives Voucher system One-size-fits-all approach League tables Ofsted reports National curriculum Marketisation Privatisation  Academies Free schools State schools Social policies Covers the following key sociologists: Chubb and Moe 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 BRIEF ANSWERS TO THE MAIN ACTIVITY INCLUDED NOTES -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

Lesson to introduce the AQA GCSE Sociology course (but can be easily edited to meet the needs of other specs) and to the sociological imagination or line of inquiry. The lesson includes: 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 ** Edited from A-level version to meet the needs of KS4 students. **

Includes: small revision activity –that looks at the similarities and differences between functionalism, Marxism and feminism 25 min quiz (on basic sociological concepts, key functionalist, Marxist, feminist’s ideas and terminology) answers/ mark-scheme for quiz scaffolding 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 used for any spec

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. **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 ** INCLUDES ORACY ACTIVITY

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. Main activities makes reference to AQA A-level Book 1 by Townsend Includes exam questions and guidance for answering them. ***** MOST ACTIVITIES INCLUDE ANSWERS**** Starter assesses prior learning on Parson’s functions of the family ***** WORKSHEETS AT THE END OF THE PPT****

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 **

Recaps the Marxist view of society ALL ANSWERS FOR ACTIVITIES INCLUDED Includes key term and definition sheet needed for the lesson Examines the criticisms for Bowles and Gintis’ study. Includes an activity that allows students to compare and contrast Bowles and Gintis’ correspondence principle to functionalist views of education.