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 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).

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 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 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

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 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 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

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 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