Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand marxist functions of the family (Zaretsky) Includes key term sheet with definitions for the lesson (new key terms but also key terms that students should have been taught previously that link to this lesson) Includes 4 marker ‘perspective’ exam question and provides scaffolding to help students answer it and includes student friendly mark-scheme for peer or self assessment. ANSWERS TO MAIN ACTIVITIES INCLUDED Covers the following key terms: Unit of consumption, The Marxist Warm Bath Theory, Socialism Covers the following key sociologists: Zaretsky Covers the following key terms that should already be known: Family form – Convention nuclear family – Bourgeoisie - Proletariat – Unit of consumption – Economic function – Stabilisation of adult personalities (The Warm Bath theory) - The traditional domestic division of labour -  The contemporary domestic division of labour -Capitalism - Marxism - Profit  - Social class - Ownership – Exploit - Inequality - Capitalism  - Means of production - Structuralism vs Interactionism  - Conflict vs Consensus theory - Agency of socialisation - Agents of socialisations – Systems – Processes - Agency of social control  - Agents of social control - Culture - Norms - Values  Social processes - Social structures - Positive sanctions    Negative sanctions - Socialisation -  Primary socialisation - Secondary socialisation 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 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 ‘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 independent schools vs state schools. Cover the following key terms: Independent schools, Private schools, National curriculum, State-funded school Covers the following sociologists: The Sutton trust (2011) ANSWERS TO MOST ACTIVITIES INCLUDED Key terms you SHOULD know that link: State schools, Independent/ private schools, national curriculum, Public school (extension), Admission policy (extension), Marxism.

Teaches the following key terms: Cultural capital Educational capital Economical capital Selection by mortgage (extension) Makes reference key terms students might have learnt whilst learning about Sugarman’s working and middle-class values: Meritocracy Future-time orientation Deferred gratification Individualism Covers Bourdieu’s key study Includes a 3 marker with detailed scaffolding to help students answer it. Student friendly mark-scheme included for this 3 marker. SOME ANSWERS INCLUDED. Includes key term sheet with definitions needed for the lesson. Includes dicsussion activity with prompts to promote oracy

Detailed lesson with lots of scaffolding based on adaptive teaching that help students criticise Murdock’s four functions of the family and analyse them by considering how they might benefit individuals and society as a whole. Cover the following key terms: Sexual function Reproductive function Education function Economic function   Covers the following sociologists: Murdock     ANSWERS TO SOME/ MOST/ ALL MAIN ACTIVITIES INCLUDED *Key terms students should know: Symmetrical family, Dual burden, Dual career families, Triple shift, Emotion work, Child-rearing,Primary socialisation, Segregated conjugal roles, joint conjugal roles, Expressive role, instrumental role, Breadwinner, Functionalism, Organic analogy RESOURCES CAN BE FOUND AT THE END OF PPT Includes 'teaching to all activity ANSWERS FOR ACTIVITIES INCLUDED Plenary helps students develop their ability to read and interpret exam items. Includes a key term and definition sheet for the lesson (new key terms but also makes links to key terms students should have previously learnt) Includes key term and definition sheet for the lesson

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Cover the following key terms: Material factors Cultural factors Cultural deprivation Speech code The elaborate code The restricted code Subculture Immediate gratification Deferred gratification Collectivism Individualism Fatalism Present-time orientation Future orientated   Key terms you should already know that link: Class differences in achievement Educational achievement External achievement External factors Internal Factors ANSWERS TO ALL MAIN ACTIVITIES INCLUDED RESOURCES CAN BE FOUND AT THE END OF PPT Teaching to all technique included

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand how might the family function to benefit individuals and society. Cover the following key terms: Stabilisation of adult personalities (The Warm Bath Theory), The Warm Bath Theory analogy , Idealisation Cover the following key sociologists: Parsons Plenary includes an Item B 4 marker with detail scaffolding to help students answer it Includes key term sheet for the lesson with key terms and definitions (and makes links to key terms students should or might know that link) No starter activity 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 changes in the family over time. -Includes a ‘teaching to all’ activity -ANSWERS TO MOST ACTIVITIES INCLUDED -Includes a item 4 marker on Young and Wilmott’s study with lots of scaffolding to help students answer it. Covers the following key terms: Pre-industrial society, Industrial society, Unit of production, Asymmetrical family, The Principle of Stratified diffusion, Home-centered, Work-centered, Child-centered. Covers the following key terms that you should already know: Pre-industrial society, Industrial society, Contemporary society, Agriculture, Industries, Industrial revolution, Unit of production, Unit of consumption, Extended family, Social mobility, Ascribed status, Means of production, Geographic mobility, Symmetrical family, Commercialisation of housework. Covers the following sociologists:Young & Wilmott. ANSWERS TO MOST 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.

Detailed lesson with lots of scaffolding based on adaptive teaching that help students understand Education reforms before 1988 (e.g. The main educational policies before 1988, the impact of educational policies before 1988, how to apply sociological perspectives to educational policies and evaluate them). Cover the following key terms: Education policy Education reform The tripartite system Secondary modern Comprehensive system Secondary moderns State-run schools Eleven- plus exam Compulsory [state] education Selective schools ANSWERS TO ALL MAIN ACTIVITIES INCLUDED . Key terms students should know: Grammar vs comprehensive schools , Academies/ free schools, State-run education/ schools, Working-class subculture, Culture Norms, values, setting Mixed-ability classes, Banding Local Education Authority (LEA), Independent/ private schools RESOURCES CAN BE FOUND AT THE END OF PPT

Detailed and differentiated (up and down) student led lesson that explores the following so students are able to understand institutional racism and explain how it might cause ethnic differences in achievement: Institutional racism, Marketisation (extension), The New IQism, Ethnocentric, Ethnocentric curriculum, Model minorities, The foundation stage profile (FSP), Aim Higher initiatives/ programmes Covers the ideas of Troyna and Williams Gillborn, David, Ball, Sewell (as a criticism) Covers criticisms of Gillborn’s arguments Includes answers for MOST activities - NOTE - NO ANSWERS FOR ‘DO NOW’ but can be done on the board with students. Makes some links to the following key terms students should know: Internal vs External factors, Cultural vs Material factors, Social processes, Labelling, Streaming, Self-fulfilling prophecy NOTES: -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 -RESOURCES CAN BE FOUND AT THE END OF THE PPT.

**Detailed student led lesson that introduces students to ethnic differences in achievement and explores how different cultural factors (language, attitudes and values, and parental structure) might cause ethnic differences in achievement. To do this, the lesson explores the following key terms: ethnic group, ethnic differences in achievement, cultural deprivation, compensatory education and makes reference to other key terms students should have previously learnt (restricted code, working-class subculture, meritocracy, internal vs external factors, cultural vs material factors) **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 RESOURCES CAN BE FOUND AT THE END OF THE PPT. ANSWERS FOR MAIN ACTIVITY CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE STUDENT FRIENDLY MARK-SCHEME FOR 4 MARKER INCLUDE

Detailed and differentiated (up and down) student-led lesson that examines, analyses and evaluates functionalist Parsons view of the family (functional fit theory) and his functions (mainly stabilisation of adult personalities – NOT primary socialisation). Lesson explores the key terms: Functional fit theory​, Stabilisation of adult personalities (Warm Bath Theory)​, Functional fit theory, Geographic mobility​, Social mobility​, Unit of production​ and Unit of consumption. Lesson makes links to general functionalist key terms and family key terms that students might have previously been taught. Main activity makes reference to AQA A-level Book 1 by Townsend ***** MOST ACTIVITIES INCLUDE ANSWERS**** Starter assesses prior learning on family topics: couples, childhood and Murdock’s functions. ***** WORKSHEETS AT THE END OF THE PPT**

Detailed and differentiated (up and down) student led lesson that recaps changing family patterns learnt of Family Topic 5 and the reasons for them. allows students to develop their AO2 (application) and AO3 (analysis) skills by considering the relationship changing family patterns might have with other aspects of the topic, as well as other topic in families and household, such as the domestic division of labour (couples), experiences of childhood (childhood), the characteristic of populations (demography). ***This part of the lesson is very helpful for developing the skills students need for to answer ‘Outline and explain’ 10 markers which requires students to demonstrate the ability to connect two elements, aspects, subtopics, or topics to answer the question. * concludes by requiring students to apply this knowledge to ‘outline and explain’ 10 markers and one item 10 marker.   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 lesson that aims to recap and consolidate student’s knowledge and understanding of: key sociologists (Parsons, Murray, Chester and Benson, Stacey, Beck, Giddens and more) key terms (Rapoports’ different types of diversity, neo-conventional Pure relationship​​, Risk society​​, negotiated family​​, individualisation thesis​​, Divorce-extended family​​, 'Families of choice’​, Fragmentation and diversity​​, Connected thesis and more) in the family diversity topic of the family unit. the main difference in modernist and postmodernist views of: society, the family AND explanations of family diversity. INCLUDES STUDENT FRIENDLY MARK-SCHEME FOR 10 MARKER ON THIS TOPIC RESOURCES CAN BE FOUND AT THE END OF THE PPT. ANSWERS FOR MOST ACTIVITIES (Recap and planning activity) INCLUDED AND CAN BE FOUND ON NEXT SLIDE AFTER ACTIVITY SLIDE INCLUDES ORACY ACTIVITY

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

Detailed and differentiated (up and down), student led lesson that explores collectivism vs individualism, elaborate vs restricted code, subculture, fatalism vs meritocracy, deferred vs immediate gratification, meritocracy, present-time vs future orientated vs compensatory education to enable students to understand the role of cultural deprivation in causing class differences in achievement/ working-class underachievement. Also covers and supports students in answering 4/6 markers using a success criteria and student-friendly mark-schemes. **Cover the following key terms: Compensatory education Meritocracy Cultural deprivation The elaborate code The restricted code Subculture Immediate gratification Deferred gratification Collectivism Individualism Fatalism Present-time orientation Future orientated **Key terms you SHOULD already know that we will cover: •Class differences in achievement •Internal factors •External factors •Material factors •Cultural factors •Norms •Culture •Values •Socialisation •Agents of socialisation **Key sociologists we will cover (at least one from each bullet point): 1.Bernstein 2.Douglas/ Feinstein/ Bernstein and Young 3.Sugarman 4.Keddie (extension) 5.Troyna and Williams (extension) 6.Blackstone and Mortimore(extension) ANSWERS TO MAIN ACTIVITIES AND EXAM QUESTIONS ARE INCLUDED **TEACHING to all activities 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 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 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 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).