Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand streaming and pupil subcultures. To explain how streaming and pupil subcultures might cause class differences in achievement. To analyse and evaluate streaming and pupil subcultures as explanations of class differences in achievement. Cover the following key terms: Streaming  Stream Educational triage  A-C economy  Pupil subculture  differentiation  polarisation  pro-school subcultures  anti-school subcultures    ****Key terms students should already know: Labelling, self-fulfilling prophecy, subculture, Becker, Interactionism ****Covers the following sociologists: Douglas, Gillborn and Youdell Lacy ****RESOURCES CAN BE FOUND AT THE END OF PPT ****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  ****ALL ANSWERS INCLUDED

****Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the patterns of ethnic differences in educational achievement and the role of cultural factors in causing ethnic differences in achievement. Lastly, to analyse and evaluate the role of different cultural factors in causing ethnic differences in achievement. ****Cover the following sociologists: Lupton, Sewell, Clarke, Bhatti, Sugarman, Bernstein   ****Covers the following key terms: Ethnic differences in educational achievement, ethnicity ****Answers to all main activities included ****Key terms students should know Race, Ethnic groups ****Introduces students to the patterns of ethnic differences in educational achievement. ****Main activity is planned as a carousel activity that allows students to collect information on the cultural factors that might affect different ethnic groups and capture this on a sheet that I printed in A3. ****RESOURCES CAN BE FOUND AT THE END

A 15 question assessment out of 40 marks and made up of 1 markers (x4), 3 markers (x6) and 4 markers (x3). I gave students 45 mins to complete. a student-friendly mark-scheme for each 3 and 4 marker in this assessment. Each mark-scheme is structured using the bands and descriptors on GCSE AQA Sociology mark-schemes. PPT to use for this as a feedback lesson. ASSESSMENT TOPICS - After I have taught the introduction to sociological theories (functionalism, Marxism and feminism), Different types of schools and external factors cause class differences in educational achievement (material deprivation, economic capital, cultural deprivation and cultural capital). DOES NOT INCLUDE ANY FAMILY OR RESEARCH METHODS QUESTIONS.

****Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand the relationship between poverty and ethnicities. To understand the role of material deprivation in causing ethnic differences in achievement. Lastly, to analyse and evaluate the role of material deprivation in causing ethnic differences in achievement. ****Cover the following key terms: Racism, Racial discrimination **Key terms students should know: Ethnic differences in achievement, External factors vs Internal factors, Cultural vs Material factors, Cultural deprivation, Culture, Norms, Values, Speech codes, Restricted code vs Elaborate code, Social inequality, Primary socialisation ****RESOURCES CAN BE FOUND AT THE END OF PPT ****Answers to MAIN activity included ****Includes a discussion activity with prompts and sentence starts to promote oracy. ****Includes a 4 marker with detailed scaffolding to help students with answering it.

****Detailed lesson with lots of scaffolding based on adaptive teaching that help students describe how setting might cause pupils to form pupil subcultures. To explain how pupil subcultures might explain class differences in achievement . Students will also be able to analyse and evaluate pupil subculture as an explanation for class differences in achievement   ****Cover the following key terms: pro-school subcultures, anti-school subcultures/counter-cultures   ****Covers the following sociologists: Willis     ANSWERS TO SOME MAIN ACTIVITIES INCLUDED . **** key terms students should know: Banding, setting, pupil subculture, Norms, Values RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how the strain of anomie might lead to criminal and deviant behaviour. Describe the strain theory of crime and identify Merton’s four adaptations of the strain of anomie.   Cover the following key terms: Strain theory of crime and deviance Anomie strain of Anomie Definitions that might help we will cover: The American Dream Means Legitimate Strain Social structure (extension) Key terms you SHOULD know that link: Functionalism value consensus social order Consensus theory structuralism vs interactionism Determinism Meritocracy   Covers the following sociologists: Merton ****Answers for ALL activities included ****Includes a key term and definition sheet needed for the lesson ****Covers how to answer 4 marker ‘perspective’ exam question with a success criteria and scaffolding to help students answer it. ****RESOURCES CAN BE FOUND AT THE END OF PPT ****Starter activity gives the option of two 3 markers student can choose to answer and includes a student-friendly mark-scheme for each

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Why are girls doing better?’ Gender differences in educational achievement McRobbie Sharpe Epstein et Plummer Coffey 1970 Equal Pay Act 1975 Sex Discrimination Act 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 ALL activities included Includes 4 marker with a success criteria and scaffolding to help students with answering it. Detailed scaffolding included to help students develop AO3 analysis and evaluation skills needed in 10, 20 and 30 marker answers. Provides an overview of sub sections and lesson on Education Topic 4. Makes reference to content learn in research methods (PET issues) for starter activity.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Who uses the new media?’ Digital divide Digital underclass Dutton and Black Jones Livingstone and Wang Helsper Ofcom Boyle Ofsted Li and Kirkup 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. Requires the information in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law. Starter allows students to recap some key terms they might have learnt so far in the media unit (topic 1, 2, 6 - the features of the new media). Answers to main activity included

Detailed lesson with lots of scaffolding based on adaptive teaching that helps students understand ‘explanations of crime’ Status frustration, alternative status hierarchy, criminal or deviant subculture, subculture theory. Cohen. Answers to MOST activities included Includes a key term and definition sheet needed for the lesson Covers how to answer 4 marker ‘perspective’ exam question with a success criteria and scaffolding to help students answer it. RESOURCES CAN BE FOUND AT THE END OF PPT Starter activity gives the option of two 3 markers student can choose to answer and includes a student-friendly mark-scheme for each. These are the same options that can be found in the lesson for Merton’s strain theory (the idea is for student to pick the 3 marker they did not answer last lesson this lesson).

**Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Pluralist, Critical theorists & Postmodernist views of society. Students should be able to explain how pluralist, critical and postmodernist view the globalisation of popular culture. To analyse and evaluate how pluralist, critical and postmodernist view the globalisation of popular culture. Covers the following key terms: [Cultural] Hybridisation, Taboidisation, Media conglomerates, Infotainment, Hyper-realitY, simulacra **Key sociologists covered: Compaine, Thussu, Baudrillard, Garrod, Tomlinson, Strinati **Key you SHOULD ALREADY KNOW that you might include in your table: Tabloidisation- Cultural imperialism – Media imperialism Infotainment – Transnation corporation -Media conglomerates - Secondary socialisation         Postmodernism – Concentration of ownership Media imperialism        Cultural imperialism – Media products – Media institutions – Media technology ** ** 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 the PPT Teaching to all activities includes ANSWERS TO ALL ACTIVITIES INCLUDED

**** A lesson to explicitly teach Y10 students how to answer 3 and 4 markers for the first time (in preparation for their first ever Sociology assessment). **Provides a detailed and scaffolded success criteria for each type of 3 marker and for 4 markers. ****Includes model answers for the different types of 3 markers and 4 markers ****NOTE- This preparation lesson does NOT teach students how to answer a 4-marker using an Item or teach how to answer research methods 4 marker. ****RESOURCES CAN BE FOUND AT THE END OF THE PPT.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Media effect models and methodological problems. Covers the following key terms: Active audiences, Catharsis, Cultural effects/ ‘drip drip’ effect model, cultural hegemoney, desensitisation, decode, diversion, encode, hypodermic syringe model,media effect models, media text, negotiated reading, opinion leaders, oppositional reading, passive audiences, polysemic. Covers the following sociologists: Dworkin, Katza and Lazarfield, Hall, McQuail and Lull. 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 Towend. Includes two 10 markers- one on the media effect models and one on methodological problems with researching the effect the media has on audiences. Both have detailed scaffolding to help students answer them. Based on the information in textbook - ‘SOCIOLOGY For AQA Volume 2’ by Browne, Blundell & Law. ANSWERS TO MAIN ACTIVITIES ARE INCLUDED

includes a discussion activity with prompts to promote oracy includes a 10 marker with detailed scaffolding to held students answer. requires ‘SOCIOLOGY for AQA Volume 2 by Browne, Blundell & Law’ textbook

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Media representation of gender. Covers the following key terms: Male gaze, Glass ceiling, The cult of family, The beauty myth, Mask of masculinity, Hegemonic masculinity, Hegemonic femininity, The WAG, the sex object, the super-mum, the angel, the ball breaker, the victim, the joker, the jock, the strong silent type, the big shot, the action hero, the buffoon Covers the following sociologists: Children now, Connell, Cumberbatch, Ferguson, Gauntlett, Girls Guiding UK, Inness, Knight, McRobbie, Mulvey, Tebbel, Wolf, Global media monitoring Answers to SOME activities (less than more) included Lesson will take around four lesson periods to teach Examines: the main features of gender representation in the media Includes two 10 markers with detailed scaffolding to help students with answering them. One 10 marker is the starter activity and can be answered using knowledge of media representations of social groups students have learnt before 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 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 ‘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

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand media representations of disability. Covers the following key terms: disability, impairment, pitiable or pathetic, object of curiosity/ element of atmosphere, sinister or evil media stereotypes, super cripple, laughable/object of ridicule, own worst enemy, a burden, non-sexual, unable to participate in daily life. Covers the following sociologists: Shakespeare, disability discrimination act, cumberbatch, broadcasting standards comission, brian et al, philo et al, time to change, barnes, cumberbatch and negrine. Starter activity provides the opportunity for students to recap and be tested on what they should have leant so far in the media representations topic, e.g. media representations of children, symbolic annihilation, explanations of gender stereotyping in the media. Requires information in textbook - 'SOCIOLOGY For AQA Volume 2 by Browne, Blundell & Law Includes a discussion activity with sentence starters and prompts to promote oracy. Includes a 10 marker with detailed scaffolding to help students answer it as well as a student friendly mark-scheme for peer and self assessment ANSWERS TO SOME ACTIVITIES 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

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand ‘Education - Functionalists’ roles of education’ Covers the following key terms: Meritocracy, Particularistic standards, Universalistic standards, Ascribed status, Achieved status, Formal curriculum, Hidden curriculum, Social cohesion, Social mobility, Role allocation Covers the following sociologists:Durkheim, Parsons, Davis and Moore ANSWERS TO MAIN ACTIVITIES INCLUDED Includes a 4 marker with scaffolding to answer it Includes visual learning icons Includes a key term and definitions sheet needs for the lesson Students need access to a textbook to complete the main activity. Although this is a GCSE lesson, I use the A-level textbook ( AQA A Level Sociology Book One Including AS Level: Book one 3rd Revised edition by Rob Webb, Hal Westergaard, Keith Trobe, Annie Townend)

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 class differences in achievement (setting and streaming) Covers the following key terms: Banding, Setting, Streaming, Mixed-ability class Covers the following sociologists: Ball Includes a starter activity that recaps content on class difference sin educational achievement that students should have covered so far and answers to these. ANSWERS TO ALL ACTIVITIES INCLUDED Includes a ‘teaching to all’ activity Includes key term and definition sheet for the lesson 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 class differences in achievement. Covers the following key terms: Labelling, Self-fulfilling prophecy/Pygmalion effect, the ‘Halo effect’ Covers the following sociologists: Becker, Rosenthal and Jacobson Includes key term and definition sheet needed for the lesson. Includes a discussion activity to promote oracy and engagement includes a 3 marker and detailed scaffolding to help students answer it. Also includes a student-friendly marker for self or peer assessment. ANSWERS FOR MOST ACTIVITIES INCLUDED 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 the PPT